DP Chemistry Unit Planner – Topic 3 – Periodicity

Teacher(s) Merinda Sautel Subject group and course Group 4 - Chemistry

Course part Periodicity SL or HL/Year 1 or 2 SL – Yr 1 Dates Fall semester – Dec

and topic
Spring – early Jan

Unit description and texts DP assessment(s) for unit

● Paper 1, Multiple choice
The arrangement of elements in the periodic table helps to predict
● Paper 2, Data based, short and extended response
their electron configuration.
● Laboratory experiments
Elements show trends in their physical and chemical properties across
periods and down groups.
● Standard Level Chemistry (Pearson) textbook
● Chemistry Study Guide (Oxford)

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.

Trends and patterns can be used to make evaluations and conclusions.

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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:
1. The periodic table is arranged into four blocks associated with the four sub-
levels – s, p, d, and f. ☒Lecture
2. The periodic table consists of groups (vertical columns) and periods (horizontal ☐Socratic seminar
rows). ☒Small group/pair work
3. The periodic number (n) is the outer energy level that is occupied by electrons.
☒PowerPoint lecture/notes
4. The number of the principal energy level and the number of the valence
electrons in an atom can be deduced from its position on the periodic table. ☐Individual presentations
5. The periodic table shows the positions of metals, non-metals and metalloids. ☐Group presentations
6. Vertical and horizontal trends in the periodic table exist for atomic radii, ionic ☐Student lecture/leading
radius, ionization energy, electron affinity and electronegativity.
☐Interdisciplinary learning
7. Trends in metallic and non-metallic behavior are due to the trends stated in 6.
8. Oxides change from basic through amphoteric to acidic across a period. Details:

Students will develop the following skills: ☐Other/s:

1. Know the terms alkali metals, halogens, noble gases, transition metals, Formative assessment:
lanthanides and actinides. Chp 3 exercises, graphing ionization energy
2. Be able to deduce the electron configuration of an atom from the element’s
position on the periodic table and vice versa.
3. Know examples of general trends across periods and down groups. For
ionization energy, the discontinuities in the increase across a period should be Summative assessment:
known.
Test – Unit 3 – Paper 1 and Paper 2 type questions
4. Know the trends for the following group reactions: alkali metals with water,

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 alkali metals with halogens and halogens with halide ions.
5. Be able to predict and explain the metallic and non-metallic behavior of an
element based on its position in the periodic table. Differentiation:
6. Be able to discuss similarities and differences in the properties of elements in ☐Affirm identity—build self-esteem
the same group, with reference to alkali metals (group 1) and halogens (group
☒Value prior knowledge
17).
7. Be able to construct equations to explain the pH changes for reactions of Na 2O, ☐Scaffold learning
MgO, P4O10 and the oxides of nitrogen and sulfur with water. ☐Extend learning

Students will grasp the following concepts: Details:

1. Key concepts – relationships and change

2. Related concepts - patterns, models and interaction

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:
❏ Identify trends and forecast possibilities
☒Self-management:
❏ Bring necessary equipment and supplies to class
❏ Keep an organized and logical system of information files/notebooks
❏ Use appropriate strategies for organizing complex information
☒Research:
❏ Use memory techniques to develop long-term memory (vocab test)

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 connections.
learning connections made during the unit. For more connections made during the unit If you check any of the boxes, provide a brief note
information on the IB’s approach to language and in the “details” section explaining how students
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 learning, please see the guide. engaged in CAS for this unit.

☒Activating background knowledge ☒Personal and shared knowledge ☐Creativity

☐Scaffolding for new learning ☒Ways of knowing: Reason/logic and intuition ☐Activity
– development of the periodic table.
☒Acquisition of new learning through practice ☐Service
☒Areas of knowledge: History – historical
☒Demonstrating proficiency Details:
development of the Periodic Table.
☒The knowledge framework: Key historical
development of the Periodic Table.
What role did inductive and deductive
reasoning play in the development of the
periodic table? What role does inductive and
deductive reasoning have in science in
general? (See DP Chemistry guide)
The predictive power of Mendeleev’s Periodic
Table illustrates the “risk-taking” nature of
science. What is the demarcation between
scientific and pseudoscientific claims? (See DP
Chemistry guide)
The Periodic Table is an excellent example of
classification in science. How does
classification and categorization help and
hinder the pursuit of knowledge? (See DP
Chemistry guide)

Resources

List and attach (if applicable) any resources used in this unit
● Catrin Brown, Mike Ford. Pearson Baccalaureate: Chemistry Standard Level (2 nd Edition). Pearson Education, 2014.
● Catrin Brown, Mike Ford. Pearson Baccalaureate: Chemistry Higher Level (2 nd Edition). Pearson Education, 2014.
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 ● Geoffrey Neuss. IB Study Guide: Chemistry for the IB Diploma, 2014 Edition. Oxford University Press
● Zumdahl, Steven S. and Susan A. Chemistry 6th Edition. Houghton Mifflin Company, 2003
● PASCO Probeware, Pasco Corporation (data collection software)
● IB Questionbank – Chemistry, IBO
● Chemistry Specimen Questions and Markschemes, IBO
● Chemistry Guide, 1st Assessment 2016, IBO

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

The use of the blank periodic table and having students
recall prior knowledge on the periodic table and its
trends is very effective.
Teaching the equations at the end of the chapter that Figure out a way to teach bonding and acid/base
the students are expected to memorize is difficult. character of the period 3 oxides better.
Bonding and acid/base character of the period 3 oxides Have students work more with the equations at the
was difficult for the students. end of the chapter.

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