DP unit planner 1
Teacher(s) Lubna Radwan Masadeh Subject group and course
Course part Topic 1: Quantitative chemistry SL or HL/Year 1 or 2 Dates
and topic
Unit description and texts DP assessment(s) for unit
Quantitative chemistry uses mathematical skills in order to predict the
amounts of chemicals made or used up in a chemical reaction. This
unit builds upon the skills learnt on the higher level Chemistry course
INQUIRY: establishing the purpose of the unit
Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer” or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.
Application of mathematics to solving chemical problems, such as working out the amount of product produced
DP unit planner 1 1
ACTION: teaching and learning through inquiry
Content/skills/concepts—essential understandings Learning process
Check the boxes for any pedagogical approaches used during
the unit. Aim for a variety of approaches to help facilitate
learning.
Students will know the following content: Learning experiences and strategies/planning for self-supporting
learning:
Lecture
• Names and symbols of elements.
Socratic seminar
• Compounds and their formulae.
Small group/pair work
• Molecular masses
PowerPoint lecture/notes
• Changes of state: melting, freezing, vaporization (evaporation and boiling),
condensation, sublimation and deposition. (The term “latent heat” is not required.) Individual presentations
Applications of state changes: freeze drying food, refrigeration. Group presentations
• State symbols Student lecture/leading
• Mixtures: homogeneous or heterogeneous. Interdisciplinary learning
• % by mass Details:
• Empirical and molecular formulae Other/s:
• Balancing equations including a variety of types of reactions.
• Moles, mass of product, mass of reactant used, Avogadro’s constant, limiting
reagent, atom economy Formative assessment:
• Gas Laws and their applications ☒Observation of practical skills and ability to follow steps and
show working
• ideal gases, non-ideal gases
DP unit planner 1 2
☒Questioning
• Solutions ☒Discussion of the methodology of the calculations and what
SKILLS working is necessary: class, small group, pair, individual,
teacher-led, student-led (highlight which ones)
• Deduction of chemical equations when reactants and products are specified.
☐Presentations: individual, paired, group(highlight which
• Application of the state symbols (s), (l), (g) and (aq) in equations.
ones) ☒Think, pair, share
• Explanation of observable changes in physical properties and temperature during
☒Quiz
changes of state
• Solving chemical problems using mathematical skills ☒Some of the above are peer assessment
• Using a range of practical skills ☒Some of the above are self-assessment tasks
CONCEPTS ☒Other/s: please provide extra detail below Worksheets and
past paper questions
• Atoms of different elements combine in fixed ratios to form compounds, which have
different properties from their component elements.
• Mixtures contain more than one element and/or compound that are not chemically
bonded together and so retain their individual properties.
• Chemical symbols and equations are international, enabling effective
communication amongst scientists without need for translation
Summative assessment:
• Mathematics and equations have been developed over time in order to facilitate
solving chemical problems, which in turn can be applied to industrial scale processes ☒End of unit test in controlled conditions (paper-based)
• Mole concept ☒Report (practical lab)
• Huge size of Avogadro’s number ☐Unseen examination: using past papers
• Use of replicates improves reliability of data
DP unit planner 1 3
Differentiation:
Affirm identity—build self-esteem
Students will develop the following skills: Value prior knowledge
Atoms of different elements combine in fixed ratios to form compounds, which have Scaffold learning
different properties from their component elements.
Extend learning
• Mixtures contain more than one element and/or compound that are not chemically
Details:
bonded together and so retain their individual properties.
• Chemical symbols and equations are international, enabling effective communication
amongst scientists without need for translation
• Mathematics and equations have been developed over time in order to facilitate
solving chemical problems, which in turn can be applied to industrial scale processes
• Mole concept
• Huge size of Avogadro’s number
• Use of replicates improves reliability of data
Students will grasp the following concepts:
DP unit planner 1 4
Approaches to learning (ATL)
Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the guide.
Thinking
Social
Communication
Self-management
Research
Details:
Social Communication
Self management
Research
☒Thinking: using concept of The Mole and Maths to solve problems
☒Social: Discussion in pairs and within class to solve problems, working together to complete research and present it to the class
☒Communication: using subject specific terminology in Chemistry to communicate understanding in a scientific, concise manner, presenting answers
and working on the board, showing working clearly, use of maths and units, use of command terms
☒Self-management: completing problems within a given amount of time, research in given time ☒Research: Research on mixtures and changes of state.
Language and learning TOK connections CAS connections
Check the boxes for any explicit language and Check the boxes for any explicit TOK Check the boxes for any explicit CAS
learning connections made during the unit. For more connections made during the unit connections. If you check any of the boxes,
information on the IB’s approach to language and provide a brief note in the “details” section
learning, please see the guide. explaining how students engaged in CAS for this
unit.
DP unit planner 1 5
Activating background knowledge Personal and shared knowledge Creativity
Scaffolding for new learning Ways of knowing Activity
Acquisition of new learning through practice Areas of knowledge Service
Demonstrating proficiency The knowledge framework Details:
Details: Details:
Ways of knowing
Areas of knowledge
• Chemical equations are the “language” of
chemistry. How does the use of universal
languages help and hinder the pursuit of
knowledge?
• Lavoisier’s 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?
• Assigning numbers to the masses of the
chemical elements has allowed chemistry to
develop into a physical science. Why is
mathematics so effective in describing the
natural world?
• The ideal gas equation can be deduced from
a small number of assumptions of ideal
behaviour. What is the role of reason,
perception, intuition and imagination in the
DP unit planner 1 6
Resources
List and attach (if applicable) any resources used in this unit
Someone asked for a reminder of this very useful website which organises past paper questions by TOPIC. Very useful for end of unit tests!
https://sites.google.com/a/nisbah.com/chemistry/IBDP-Chemistry/dp-chemistry
For topic 1:
https://www.mrwengibchemistry.com/topic-1-stoichiometry.html
Alternative websites:
https://www.msjchem.com/topic-1-stoichiometric-relationships.html
Videos only:
https://www.khanacademy.org/science/chemistry/chemical-reactions-stoichiome
https://www.youtube.com/watch?v=ZOgP_DGkuZk&list=PL816Qsrt2Os2MvbLAT_XOKY9kX3UpFzEq
DP unit planner 1 7
Stage 3: Reflection—considering the planning, process and impact of the inquiry
What worked well What didn’t work well Notes/changes/suggestions:
List the portions of the unit (content, assessment, List the portions of the unit (content, assessment, List any notes, suggestions, or considerations for the
planning) that were successful planning) that were not as successful as hoped future teaching of this unit
DP unit planner 1 8
