DP Chemistry Unit Planner – Topic 10 – Organic Chemistry

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

Course part Organic Chemistry SL or HL/Year 1 or 2 SL – Yr 1 Dates Early Jan - Feb

and topic

Unit description and texts DP assessment(s) for unit

● Paper 1, Multiple choice
Organic chemistry focuses on the chemistry of compounds containing
● Paper 2, Data based, short and extended response
carbon.
● Laboratory experiments
Structure, bonding and chemical reactions involving functional group
interconversions are key strands in organic chemistry.
● 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.

Think systematically.

ACTION: teaching and learning through inquiry

1

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 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. A homologous series is a series of compounds of the same family, with the same
general formula, which differ from each other by a common structural unit. ☒Lecture
2. Structural formulas can be represented in full and condensed format. ☐Socratic seminar
3. Saturated compounds contain single bonds only and unsaturated compounds
☒Small group/pair work
contain double and triple bonds.
4. Functional groups are the reactive parts of molecules. ☒PowerPoint lecture/notes
5. Benzene is an aromatic, unsaturated hydrocarbon. ☐Individual presentations
6. Structural isomers are compounds with the same molecular formula but a ☐Group presentations
different arrangement of atoms.
☐Student lecture/leading
7. Alkanes have low reactivity and undergo free-radical substitution reactions.
8. Alkenes are more reactive than alkanes and undergo addition reactions. ☐Interdisciplinary learning
Bromine water can be used to distinguish between alkenes and alkanes. Details:
9. Addition polymers consist of a wide range of monomers and form the basis of ☐Other/s:
the plastics industry.
10. Alcohols undergo nucleophilic substitution reactions with acids (also called Formative assessment:
esterification or condensation) and some undergo oxidation reactions. Models lab, ester lab, numerous organic naming quizzes, Chp 10
11. Halogenoalkanes are more reactive than alkanes. They can undergo nucleophilic exercises and practice problems, oral recitation of reactions, isomer
quiz
substitution reactions. A nucleophile is an electron-rich species containing a
lone pair that it donates to an electron-deficient carbon.
12. Benzene does not readily undergo addition reactions but does undergo
Summative assessment:
electrophilic substitution reactions.
Test – Unit 10 – Paper 1 and Paper 2 type questions
Students will develop the following skills:
1. Be able to explain the trends on boiling points of members of a homologous

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 series.
2. Be able to distinguish between empirical, molecular and structural formulas.
Differentiation:
3. Be able to apply the IUPAC rules in nomenclature for the following: 1. non-cyclic
alkanes and halogenoalkanes up to halohexanes 2. Alkenes up to hexane 3. ☐Affirm identity—build self-esteem
Alkynes up to hexyne, 4. Compounds up to 6 carbon atoms containing only one ☐Value prior knowledge
of the classes of functional groups: alcohols, ethers, aldehydes,
☒Scaffold learning
halogenoalkanes, ketones, esters, and carboxylic acids, amines, amides, nitriles
and arenes. ☐Extend learning
4. Be able to distinguish between the class names and functional group names. Details:
5. Be able to discuss the structure of benzene using physical and chemical
evidence.
6. Be able to use IUPAC rules to name straight-chain and branched isomers
through hexane, hexene and hexyne.
7. Be able to identify primary, secondary and tertiary carbon atoms in
halogenoalkanes and alcohols.
8. Be able to write equations for the complete and incomplete combustion of
hydrocarbons.
9. Be able to explain the reaction of methane and ethane with halogens in terms
of a free-radical substitution mechanism involving photochemical homolytic
fission.
10. Be able to write equations for the reactions of alkenes with hydrogen and
halogens and of symmetrical alkenes with hydrogen halides and water.
11. Be able to outline the addition polymerization of alkenes.
12. Know the relationship between the structure of the monomer to the polymer
and the repeating unit.
13. Be able to write equations for the complete combustion of alcohols.
14. Be able to write equations for the oxidation reactions of primary and secondary
alcohols (using acidified potassium dichromate VI or potassium manganate VII

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 as oxidizing agents).
15. Be able to explain the distillation and reflux in the isolation of the aldehyde and
carboxylic acid products.
16. Be able to write the equation for the condensation reaction of an alcohol with a
carboxylic acid, in the presence of a catalyst such as sulfuric acid to form an
ester.
17. Be able to write the equation for the substitution reactions of halogenoalkanes
with aqueous sodium hydroxide.
Students will grasp the following concepts:
1. Key concepts – change and relationships
2. Related concepts - models, conditions 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:
❏ Practise observing carefully in order to recognize problems
❏ Gather and organize relevant information
❏ Consider multiple alternatives, including those that might be unlikely or impossible
☒Communication:
❏ Take effective notes in class
❏ Make effective summary notes for studying

☒Self-management:
❏ Keep an organized and logical system of information files/notebooks
❏ Use appropriate strategies for organizing complex information
☒Research:

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 ❏ Use memory techniques to develop long-term memory
❏ Present information in a variety of formats and platforms
Details:

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
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 ☐Activity
☒Acquisition of new learning through practice ☐Areas of knowledge ☐Service
☒Demonstrating proficiency ☐The knowledge framework Details:
The label “organic chemistry” originates from a
misconception that a vital force was needed to
explain the chemistry of life. Can you think of
examples where vocabulary has developed
from similar misunderstandings? Can and
should language ever be controlled to
eliminate such problems? (See DP Chemistry
guide)
Kekule claimed that the inspiration for the
cyclic structure of benzene came from a
dream. What role to the less analytical ways of
knowledge play in the acquisition of scientific
knowledge? (See DP Chemistry guide)

Resources

List and attach (if applicable) any resources used in this unit

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 ● 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.
● 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

Orally repeating reactions throughout the unit. Teaching the benzene reactions at the end. Try to come up with another lab.
Organic structure quizzes. Figure out a way to incorporate more student inquiry
in this unit.
Reaction pathway poster.
Understanding intermolecular forces.
I really like doing organic before bonding because
there are so many connections to organic in the
bonding chapter.
Ester lab helps make good connections.

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