IB DP Chemistry Course Outline Year 1
SCHEME OF WORK/COURSE OUTLINE
CHEMISTRY
Teacher: Dr Anup Sharma
This document has been prepared to comply with the requirements of the IB subject guide .
| Allocated time /Week and dates of teaching | Topic/ Unit (as identified in the IB subject guide) | Learning outcomes and assessment objectives | Resources | Related concept/s | ATL development and details of learning activities | Assessment instruments to be used.Formative /Summative assessments. | ||||||
| Unit Atomic Structure( 3 weeks) HL Topics /Sub topics in red or any other different colour | ||||||||||||
| Orientation and Bridge course | ||||||||||||
| Week 1- 2 | 2.1 The nuclear atom- | Deduce the number of protons, neutrons and electrons in atoms and ions by using the nuclear symbol: Perform calculations involving non-integer relative atomic masses and abundance of isotopes from given data, including mass spectra. | https://www.thinkib.net/chemistry https://phet.colorado.edu/en/simulations/category/new PPT,Worksheet | The mass of an atom is concentrated in its minute, positively charged nucleus. | Thinking,socialresearchbrainstorm session bridging quizzesSimulation of alpha scattering experiment.Atom builder simulation.Small group/pair workPowerPoint lecture/notesStudent lecture/leadingInterdisciplinary Learning | The students have basic understanding about fundamental particles like proton,neutron and electron which can be tested through brainstorm session or bridging quizzes. Based on MCQ, worksheets the students will receive feedback electronically. Unit Test | ||||||
| Week 3 | 2.2 Electron configuration | Describe the relationship between colour, wavelength, frequency and energy across the electromagnetic spectrum.Distinguish between a continuous spectrum and a line spectrum.Describe the emission spectrum of the hydrogen atom, including the relationships between the lines and energy transitions to the first, second and third energy levels.Recognize the shape of an s atomic orbital and the px, py and pz atomic orbitals.Apply the Aufbau principle, Hund’s rule and the Pauli exclusion principle to deduce electron configurations for atoms and ions up to Z = 36. | https://www.thinkib.net/chemistry https://phet.colorado.edu/en/simulations/category/new PPT,Worksheet http://http://www.cyberphysics.co.uk/topics/atomic/Rutherford/rutherford.htm | The electron configuration of an atom can be deduced from its atomic number | ||||||||
| Week 4 | ||||||||||||
| 12.1 Electrons in atoms | Solving problems using 𝐸𝐸 = ℎ𝑣𝑣.• Calculation of the value of the first ionization energy from spectral data whichgives the wavelength or frequency of the convergence limit.• Deduction of the group of an element from its successive ionization energydata.• Explanation of the trends and discontinuities in first ionization energy across aperiod. | https://www.thinkib.net/chemistry https://phet.colorado.edu/en/simulations/category/new PPT,Worksheet | ||||||||||
| TOK CONNECTIONS Personal and shared knowledge Ways of knowing Areas of knowledge The knowledge framework Richard Feynman: “If all of scientific knowledge were to be destroyed andonly one sentence passed on to the next generation, I believe it is that allthings are made of atoms.” Are the models and theories which scientistscreate accurate descriptions of the natural world, or are they primarily usefulinterpretations for prediction, explanation and control of the natural world?• No subatomic particles can be (or will be) directly observed. Which ways ofknowing do we use to interpret indirect evidence, gained through the use oftechnology? CAS CONNECTIONS Creativity Action ServiceDetails: An example of a radioactive isotope used in diagnostic medicineDrug detectionused in drug testing ranging from finding out what drugs someone who has overdosed has taken to testing athletes for cheating | ||||||||||||
| Topic 1: Stoichiometric relationships (5 weeks) | ||||||||||||
| Allocated time /Week and dates of teaching | Topic/ Unit (as identified in the IB subject guide) | Learning outcomes and assessment objectives | Resources | Related concept/s | ATL development and details of learning activities | Assessment instruments to be used.Formative /Summative assessments. | ||||||
| Week 5 | 1.1 Introduction to the particulate nature of matter and chemical change | deduce chemical equations when the reactants and products are specified.use the correct state symbols (s), (l), (g) and (aq) in equations.explain observable changes in physical properties and temperature during changes of state. | https://www.thinkib.net/chemistry https://phet.colorado.edu/en/simulations/category/new PPT,Worksheet | Physical and chemical properties depend on the ways in which different atoms combine. | Social :Students will work in a group to do an experiment on empirical formula. – it will help students develop collaborative learning skills that are vital to success in many lifelong endeavors. Students will create practical work by communicating with each other; they will communicate with the teacher. Self-management: Students will plan short- and long-term assignments; meet deadlines, bring necessary equipment and supplies to class. Students will keep notebooks; use Managebac ,Google docs & Dropbox for organizing complex information. Thinking: The students will discuss TOK questions. The students will solve problems. The students docritical analysis during investigationsStudents will generate questions, explanations, conjectures, hypotheses, alternative ideas and possible solutions in response to knowledge issues concerning areas of knowledge, ways of knowing and students’ own experience as learners. Students will use knowledge across Math & Physics to create products or solutions; Students will understand interdisciplinary tasks, apply Excel for lab data processing. Students will apply skills and knowledge to unfamiliar situations for solving Papers. | Summative : Multiple choice test. Structured test.Lab work on empirical formula determination. Formative: Learning check 1: Deducing and balancing chemical equations.Learning check 2: Solution of the problems involving the relationships between the number of particles, the amount of substance in moles and the mass in grams.Learning check 3: Solution of the problems on determination of the molecular formula of a compound from its empirical formula and molar mass.Learning check 4: Solution of the problems relating to reacting quantities, limiting and excess reactants, theoretical, experimental and percentage yields.Learning check 5: Solution of the problems involving the relationship between temperature, pressure and volume for a fixed mass of an ideal gas and the problems relating to the ideal gas equation.Learning check 6: Solution of the problems involving molar concentration, amount of solute and volume of solution. | ||||||
| Week 6 | 1.2 The mole concept | Calculation of the molar masses of atoms, ions, molecules and formula units.• Solution of problems involving the relationships between the number ofparticles, the amount of substance in moles and the mass in grams.• Interconversion of the percentage composition by mass and the empiricalformula.• Determination of the molecular formula of a compound from its empirical | The mole makes it possible to correlate the number of particles with the mass that can be measured. | |||||||||
| Week 7 | ||||||||||||
| formula and molar mass.Obtaining and using experimental data for deriving empirical formulas fromreactions involving mass changes. | ||||||||||||
| Week 8 | Mole ratios in chemical equations can be used to calculate reacting ratios by mass and gas volume. | |||||||||||
| Week 9 | 1.3 Reacting masses and volumes | Solution of problems relating to reacting quantities, limiting and excessreactants, theoretical, experimental and percentage yields.• Calculation of reacting volumes of gases using Avogadro’s law.• Solution of problems and analysis of graphs involving the relationshipbetween temperature, pressure and volume for a fixed mass of an ideal gas.• Solution of problems relating to the ideal gas equation. Explanation of the deviation of real gases from ideal behaviour at lowtemperature and high pressure.• Obtaining and using experimental values to calculate the molar mass of a gasfrom the ideal gas equation.• Solution of problems involving molar concentration, amount of solute andvolume of solution.• Use of the experimental method of titration to calculate the concentration of asolution by reference to a standard solution. | ||||||||||
| Personal and shared knowledge Ways of knowing Areas of knowledge The knowledge frameworkChemical equations are the “language” of chemistry. How does the use of universal languages help and hinder the pursuit of knowledge? • The discovery of oxygen, which overturned the phlogiston theory of combustion, is an example of a paradigm shift. How does scientific knowledge progress? The magnitude of Avogadro’s constant is beyond the scale of our everyday experience. How does our everyday experience limit our intuition?Check the boxes for any explicit CAS connections. Provide a brief note explaining how students engaged in CAS for this unit. Creativity Action Service Details : | ||||||||||||
| Topic 11: Measurement and data processing (3 weeks) | ||||||||||||
| Allocated time /Week and dates of teaching | Topic/ Unit (as identified in the IB subject guide) | Learning outcomes and assessment objectives | Resources | Related concept/s | ATL development and details of learning activities | Assessment instruments to be used.Formative /Summative assessments. | ||||||
| Week 10 | 11.1 Uncertainties and errors in measurement and results | Distinction between random errors and systematic errors.• Record uncertainties in all measurements as a range (+) to an appropriateprecision.• Discussion of ways to reduce uncertainties in an experiment.• Propagation of uncertainties in processed data, including the use of percentageuncertainties.• Discussion of systematic errors in all experimental work, their impact on theresults and how they can be reduced. | https://www.thinkib.net/chemistry https://phet.colorado.edu/en/simulations/category/new PPT,Worksheet | All measurement has a limit of precision and accuracy, and this must be considered when evaluating experimental results. | Thinking,social researchbrainstorm session bridging quizzes | Past paper questions on G drive | ||||||
| Estimation of whether a particular source of error is likely to have a major orminor effect on the final result.• Calculation of percentage error when the experimental result can be comparedwith a theoretical or accepted result.• Distinction between accuracy and precision in evaluating results. | ||||||||||||
| Week 11 | 11.2 Graphical techniques | Drawing graphs of experimental results including the correct choice of axes andscale.• Interpretation of graphs in terms of the relationships of dependent andindependent variables.• Production and interpretation of best-fit lines or curves through data points,including an assessment of when it can and cannot be considered as a linearfunction.• Calculation of quantities from graphs by measuring slope (gradient) andintercept, including appropriate units. | Graphs are a visual representation of trends in data. | |||||||||
| Week 12 | 11.3 Spectroscopic identification of organic compounds | Determination of the IHD from a molecular formula.Deduction of information about the structural features of a compound frompercentage composition data, MS, 1H NMR or IR. | Analytical techniques can be used to determine the structure of a compound, analyse the composition of a substance or determine the purity of a compound.Spectroscopic techniques are used in the structural identification of organic and inorganic compounds. | Test your understanding questions from the text book | ||||||||
| 21.1Spectroscopic identification of organic compounds (HL) | ||||||||||||
| Personal and shared knowledge Ways of knowing Areas of knowledge The knowledge frameworkGraphs are a visual representation of data, and so use sense perception as away of knowing. To what extent does their interpretation also rely on the otherways of knowing, such as language and reason? Check the boxes for any explicit CAS connections. Provide a brief note explaining how students engaged in CAS for this unit. Creativity Action Service Details : | ||||||||||||
| Topic 3: Periodicity (3 weeks) | ||||||||||||
| Allocated time /Week and dates of teaching | Topic/ Unit (as identified in the IB subject guide) | Learning outcomes and assessment objectives | Resources | Related concept/s | ATL development and details of learning activities | Assessment instruments to be used.Formative /Summative assessments. | ||||||
| Week 13 | Semester Examinations in lessons | |||||||||||
| Week 14 | 3.1 Periodic table | Deduction of the electron configuration of an atom from the element’s position on the periodic table, and vice versa. | https://www.thinkib.net/chemistry https://phet.colorado.edu/en/simulations/category/new PPT,Worksheet | The arrangement of elements in the periodic table helps to predict their electron configuration. | Thinking:Discussion of the similarities and differences in the properties of elements in the same group, with reference to alkali metals (group 1) and halogens (group 17). Communication: Construction of equations to explain the pH changes for reactions of Na2O, MgO, P4O10, and the oxides of nitrogen and sulfur with water. | What summative assessment will be used in this unit?Unit test. What formative assessment will be used in this unit?worksheets. | ||||||
| 13.1 First-row d-block elements(HL) | Explanation of the ability of transition metals to form variable oxidation statesfrom successive ionization energies.• Explanation of the nature of the coordinate bond within a complex ion.• Deduction of the total charge given the formula of the ion and ligands present.• Explanation of the magnetic properties in transition metals in terms of unpairedelectrons | The transition elements have characteristic properties; these properties are related to their all having incomplete d sublevels | Power point presentations, worksheets , video animations , board works and discussions will lead students to acquire knowledge and practice the skills required. | |||||||||
| Week 15 | 3.2 Periodic trends | Prediction and explanation of the metallic and non-metallic behaviour of anelement based on its position in the periodic table.• Discussion of the similarities and differences in the properties of elements inthe same group, with reference to alkali metals (group 1) and halogens (group17).• Construction of equations to explain the pH changes for reactions of Na O, 2MgO, PO4 10, and the oxides of nitrogen and sulfur with water. | Elements show trends in their physical and chemical properties across periods and down groups | Test your understanding questions from the text book | ||||||||
| 13.2 Coloured complexes(HL) | Explanation of the effect of the identity of the metal ion, the oxidation number ofthe metal and the identity of the ligand on the colour of transition metal ioncomplexes.• Explanation of the effect of different ligands on the splitting of the d-orbitals intransition metal complexes and colour observed using the spectrochemicalseries. | d-orbitals have the same energy in an isolated atom, but split into two sub-levels in a complex ion. The electric field of ligands may cause the d-orbitals incomplex ions to split so that the energy of an electron transition between them corresponds to a photon of visible light. | ||||||||||
| TOK CONNECTIONS FOR UNIT 3 Personal and shared knowledge Ways of knowing Areas of knowledge The knowledge framework Details : What role did inductive and deductive reasoning play in the development of theperiodic table? What role does inductive and deductive reasoning have inscience in general?The predictive power of Mendeleev’s Periodic Table illustrates the “risk-taking”nature of science. What is the demarcation between scientific andpseudoscientific claims?• The Periodic Table is an excellent example of classification in science. Howdoes classification and categorization help and hinder the pursuit ofknowledge?The medical symbols for female and male originate from the alchemicalsymbols for copper and iron. What role has the pseudoscience of alchemyplayed in the development of modern science? CAS CONNECTIONS FOR UNIT 3Check the boxes for any explicit CAS connections. Provide a brief note explaining how students engaged in CAS for this unit. Creativity Action Service Details : | ||||||||||||
| Topic 4: Chemical bonding and structure (3 week) | ||||||||||||
| Allocated time /Week and dates of teaching | Topic/ Unit (as identified in the IB subject guide) | Learning outcomes and assessment objectives | Resources | Related concept/s | ATL development and details of learning activities | Assessment instruments to be used.Formative /Summative assessments. | ||||||
| Week 16 | 4.1 Ionic bonding and structure | Deduction of the formula and name of an ionic compound from its componentions, including polyatomic ions.• Explanation of the physical properties of ionic compounds (volatility, electricalconductivity and solubility) in terms of their structure. | https://www.thinkib.net/chemistry https://phet.colorado.edu/en/simulations/category/new PPT,Worksheet Lesson notes on G drive | Ionic compounds consist of ions held together in lattice structures by ionic bonds | Power point presentations, worksheets , video animations , board works and discussions will lead students to acquire knowledge and practice the skills required. | What summative assessment will be used in this unit?Unit test. What formative assessment will be used in this unit?worksheets | ||||||
| . | Class discussion | Past paper questions on G drive | ||||||||||
| 4.2. Covalent bonding | Deduction of the polar nature of a covalent bond from electronegativity values. | Covalent compounds form by the sharing of electrons. | End of Semester Examinations | |||||||||
| Week 17-18 | 4.3 Covalent structures | Deduction of Lewis (electron dot) structure of molecules and ions showing allvalence electrons for up to four electron pairs on each atom.• The use of VSEPR theory to predict the electron domain geometry and themolecular geometry for species with two, three and four electron domains.• Prediction of bond angles from molecular geometry and presence of nonbondingpairs of electrons.• Prediction of molecular polarity from bond polarity and molecular geometry.• Deduction of resonance structures, examples include but are not limited toCH6 6, CO32- and O3.Explanation of the properties of giant covalent compounds in terms of theirstructures. | Lewis (electron dot) structures show the electron domains in the valence shell and are used to predict molecular shape | Test your understanding questions from the text book | ||||||||
| Class discussion | Practicing Paper 3 type quantitative questions | |||||||||||
| 14.1 Further aspects of covalent bonding and structure(HL) | Prediction whether sigma () or pi (π) bonds are formed from the linear combination of atomic orbitals. • Deduction of the Lewis (electron dot) structures of molecules and ions showing all valence electrons for up to six electron pairs on each atom. • Application of FC to ascertain which Lewis (electron dot) structure is preferred from different Lewis (electron dot) structures. • Deduction using VSEPR theory of the electron domain geometry and molecular geometry with five and six electron domains and associated bond angles. • Explanation of the wavelength of light required to dissociate oxygen and ozone. • Description of the mechanism of the catalysis of ozone depletion when catalysed by CFCs and NOx. | Larger structures and more in-depth explanations of bonding systems often require more sophisticated concepts and theories of bonding. | ||||||||||
| Week 19 | 4.4 Intermolecular forces | Deduction of the types of intermolecular force present in substances, based ontheir structure and chemical formula.• Explanation of the physical properties of covalent compounds (volatility,electrical conductivity and solubility) in terms of their structure andintermolecular forces. | The physical properties of molecular substances result from different types of forces between their molecules | Test your understanding questions from the text book | ||||||||
| 4.5 Metallic bonding | Explanation of electrical conductivity and malleability in metals.• Explanation of trends in melting points of metals.• Explanation of the properties of alloys in terms of non-directional bonding. | Metallic bonds involve a lattice of cations with delocalized electrons | ||||||||||
| 14.2 Hybridization(HL) | Explanation of the formation of sp3, sp2 and sp hybrid orbitals in methane,ethene and ethyne.• Identification and explanation of the relationships between Lewis (electron dot)structures, electron domains, molecular geometries and types of hybridization. | |||||||||||
| Topic 5: Energetics/thermochemistry (3 week) | ||||||||||||
| Allocated time /Week and dates of teaching | Topic/ Unit (as identified in the IB subject guide) | Learning outcomes and assessment objectives | Resources | Related concept/s | ATL development and details of learning activities | Assessment instruments to be used.Formative /Summative assessments. | ||||||
| Week 20 Week 21 | 5.1 Measuring energy changes | Calculation of the heat change when the temperature of a pure substance ischanged using 𝑞𝑞 = 𝑚𝑚𝑚𝑚∆𝑇𝑇.• A calorimetry experiment for an enthalpy of reaction should be covered and theresults evaluated. | https://www.thinkib.net/chemistry https://phet.colorado.edu/en/simulations/category/new PPT,Worksheet | The enthalpy changes from chemical reactions can be calculated from their effect on the temperature of their surroundings. | Power point presentations, worksheets , video animations , board works and discussions will lead students to acquire knowledge and practice the skills required. | What summative assessment will be used in this unit?Unit test. What formative assessment will be used in this unit?worksheets | ||||||
| 5.2 Hess’s Law | Application of Hess’s Law to calculate enthalpy changes.• Calculation of∆𝐻𝐻 reactions using∆𝐻𝐻°𝑓𝑓 data.• Determination of the enthalpy change of a reaction that is the sum of multiplereactions with known enthalpy changes. | In chemical transformations energy can neither be created nor destroyed (the first law of thermodynamics). | ||||||||||
| 15.1 Energy cycles(HL) | Construction of Born-Haber cycles for group 1 and 2 oxides and chlorides.• Construction of energy cycles from hydration, lattice and solution enthalpy. Forexample dissolution of solid NaOH or NH Cl in water. 4• Calculation of enthalpy changes from Born-Haber or dissolution energy cycles.• Relate size and charge of ions to lattice and hydration enthalpies.• Perform lab experiments which could include single replacement reactions inaqueous solutions | The concept of the energy change in a single step reaction being equivalent to the summation of smaller steps can be applied to changes involving ionic compounds. | ||||||||||
| Week 22 | 5.3 Bond enthalpies | Calculation of the enthalpy changes from known bond enthalpy values andcomparison of these to experimentally measured values.• Sketching and evaluation of potential energy profiles in determining whetherreactants or products are more stable and if the reaction is exothermic orendothermic.• Discussion of the bond strength in ozone relative to oxygen in its importance tothe atmosphere. | Energy is absorbed when bonds are broken and is released when bonds are formed. | Past paper questions on G drive | ||||||||
| 15.2 Entropy and spontaneity(HL) | Prediction of whether a change will result in an increase or decrease in entropyby considering the states of the reactants and products.• Calculation of entropy changes (ΔS) from given standard entropy values (Sº).• Application of∆𝐺𝐺° =∆𝐻𝐻° −𝑇𝑇∆𝑆𝑆° in predicting spontaneity and calculation ofvarious conditions of enthalpy and temperature that will affect this.• Relation of ΔG to position of equilibrium. | A reaction is spontaneous if the overall transformation leads to an increase in total entropy (system plus surroundings). The direction of spontaneous changealways increases the total entropy of the universe at the expense of energy available to do useful work. This is known as the second law of thermodynamics. | ||||||||||
| Topic 6: Chemical kinetics (2 week) | ||||||||||||
| Allocated time /Week and dates of teaching | Topic/ Unit (as identified in the IB subject guide) | Learning outcomes and assessment objectives | Resources | Related concept/s | ATL development and details of learning activities | Assessment instruments to be used.Formative /Summative assessments. | ||||||
| Week 23 Week 24 | 6.1 Collision theory and rates of reaction | Description of the kinetic theory in terms of the movement of particles whoseaverage kinetic energy is proportional to temperature in Kelvin.• Analysis of graphical and numerical data from rate experiments. Explanation of the effects of temperature, pressure/concentration and particlesize on rate of reaction.• Construction of Maxwell– | https://www.thinkib.net/chemistry https://phet.colorado.edu/en/simulations/category/new PPT,Worksheet | The greater the probability that molecules will collide with sufficient energy and proper orientation, the higher the rate of reaction. | Power point presentations, worksheets , video animations , board works and discussions will lead students to acquire knowledge and practice the skills required. | What summative assessment will be used in this unit?Unit test. What formative assessment will be used in this unit?worksheets | ||||||
| Boltzmann energy distribution curves to account forthe probability of successful collisions and factors affecting these, including theeffect of a catalyst.• Investigation of rates of reaction experimentally and evaluation of the results.• Sketching and explanation of energy profiles with and without catalysts. | ||||||||||||
| 16.1 Rate expression and reaction mechanism(HL) | Deduction of the rate expression for an equation from experimental data and solving problems involving the rate expression. • Sketching, identifying, and analysing graphical representations for zero, firstand second order reactions.• Evaluation of proposed reaction mechanisms to be consistent with kinetic andstoichiometric data. | Rate expressions can only be determined empirically and these limit possible reaction mechanisms. In particular cases, such as a linear chain of elementary reactions, no equilibria and only one significant activation barrier, the rate equation is equivalent to the slowest step of the reaction. | ||||||||||
| 16.2 Activation energy(HL) | Analysing graphical representation of the Arrhenius equation in its linear formln k = -EaRT+ lnA.• Using the Arrhenius equation 𝑘𝑘 =𝐴𝐴 𝑒𝑒−𝐸𝐸𝑎𝑎𝑅𝑅𝑅𝑅 .• Describing the relationships between temperature and rate constant; frequencyfactor and complexity of molecules colliding.• Determining and evaluating values of activation energy and frequency factorsfrom data. | The activation energy of a reaction can be determined from the effect of temperature on reaction rate. | ||||||||||
| Topic 7: Equilibrium (2 week) | ||||||||||||
| Allocated time /Week and dates of teaching | Topic/ Unit (as identified in the IB subject guide) | Learning outcomes and assessment objectives | Resources | Related concept/s | ATL development and details of learning activities | Assessment instruments to be used.Formative /Summative assessments. | ||||||
| Week 25Week 26 | 7.1 Equilibrium | . The characteristics of chemical and physical systems in a state of equilibrium.• Deduction of the equilibrium constant expression (Kc) from an equation for ahomogeneous reaction.• Determination of the relationship between different equilibrium constants (Kc)for the same reaction (at the same temperature) when represented byequations written in different ways.Application of Le Châtelier’s principle to predict the qualitative effects ofchanges of temperature, pressure and concentration on the position ofequilibrium and on the value of the equilibrium constant. | Lesson notes on G drive | Many reactions are reversible. These reactions will reach a state of equilibrium when the rates of the forward and reverse reaction are equal. The position ofequilibrium can be controlled by changing the conditions. | Power point presentations, worksheets , video animations , board works and discussions will lead students to acquire knowledge and practice the skills required. | What summative assessment will be used in this unit?Unit test. What formative assessment will be used in this unit?worksheets | ||||||
| 17.1 The equilibrium law(HL) | Solution of homogeneous equilibrium problems using the expression for Kc.• Relationship between ∆Gᴏ and the equilibrium constant.• Calculations using the equation ∆Gᴏ = −𝑅𝑅𝑅𝑅 ln𝐾𝐾. | The position of equilibrium can be quantified by the equilibrium law. The equilibrium constant for a particular reaction only depends on the temperature. | ||||||||||
| TOK CONNECTIONS FOR UNIT Check the boxes for any explicit TOK connections made during the unit. Personal and shared knowledge Ways of knowing Areas of knowledge The knowledge framework Details : International mindedness: Is it possible to have a universal set of development goals for all nations across regions and cultures? CAS CONNECTIONS FOR UNIT | ||||||||||||
| Topic 8: Acids and bases (3 Weeks) | ||||||||||||
| Allocated time /Week and dates of teaching | Topic/ Unit (as identified in the IB subject guide) | Learning outcomes and assessment objectives | Resources | Related concept/s | ATL development and details of learning activities | Assessment instruments to be used.Formative /Summative assessments. | ||||||
| Week 27 | 8.1 Theories of acids and bases | Deduction of the Brønsted–Lowry acid and base in a chemical reaction. • Deduction of the conjugate acid or conjugate base in a chemical reaction. | https://www.thinkib.net/chemistry https://phet.colorado.edu/en/simulations/category/new PPT,Worksheet | Many reactions involve the transfer of a proton from an acid to a base. | Power point presentations, worksheets , video animations , board works and discussions will lead students to acquire knowledge and practice the skills required. | What summative assessment will be used in this unit?Unit test. What formative assessment will be used in this unit?worksheets | ||||||
| Week 28 | 8.2 Properties of acids and bases | Balancing chemical equations for the reaction of acids.• Identification of the acid and base needed to make different salts.• Candidates should have experience of acid-base titrations with differentindicators. | The characterization of an acid depends on empirical evidence such as the production of gases in reactions with metals, the colour changes of indicators or the release of heat in reactions with metal oxides and hydroxides. | |||||||||
| 18.1 Lewis acids and bases(HL) | Application of Lewis’ acid–base theory to inorganic and organic chemistry toidentify the role of the reacting species. | The acid–base concept can be extended to reactions that do not involve proton transfer. | ||||||||||
| Week 29 | 8.3 The pH scale | Solving problems involving pH,[H+] and [OH−]. • Students should be familiar with the use of a pH meter and universal indicator. | The pH scale is an artificial scale used to distinguish between acid, neutral and basic/alkaline solutions | |||||||||
| Week 30 | 8.4 Strong and weak acids and bases | Distinction between strong and weak acids in terms of the rates of their reactions with metals, metal oxides, metal hydroxides, metal hydrogen carbonates and metal carbonates. Strong and weak acids and bases also differ in their electrical conductivities for solutions of equal concentrations. | The pH depends on the concentration of the solution. The strength of acids or bases depends on the extent to which they dissociate in aqueous solution. | |||||||||
| 18.2 Calculations involving acids and bases(HL) | Solution of problems involving [H+ (aq)], [OH–(aq)], pH, pOH, Ka, pKa, Kb andpKb.• Discussion of the relative strengths of acids and bases using values ofKa, pKa,Kb and pKb. | |||||||||||
| Week 31 | 8.5 Acid deposition | Balancing the equations that describe the combustion of sulfur and nitrogen totheir oxides and the subsequent formation of H2SO3, H2SO4, HNO2 and HNO3.• Distinction between the pre-combustion and post-combustion methods ofreducing sulfur oxides emissions.• Deduction of acid deposition equations for acid deposition with reactive metalsand carbonates. | Increased industrialization has led to greater production of nitrogen and sulfur oxides leading to acid rain, which is damaging our environment. These problems can be reduced through collaboration with national and intergovernmental organizations. | |||||||||
| 18.3 pH curves(HL) | The general shapes of graphs of pH against volume for titrations involving strong and weak acids and bases with an explanation of their important features. • Selection of an appropriate indicator for a titration, given the equivalence point of the titration and the end point of the indicator. • While the nature of the acid –base buffer always remains the same, buffer solutions can be prepared by either mixing a weak acid/base with a solution of a salt containing its conjugate, or by partial neutralization of a weak acid/base with a strong acid/base. • Prediction of the relative pH of aqueous salt solutions formed by the different combinations of strong and weak acid and base. | |||||||||||
| Revision | ||||||||||||
| End of year examinations | ||||||||||||
| Group 4 Project | ||||||||||||
| Exam Corrections Getting Holidays Home Work | ||||||||||||
You can download it here
