Lesson Plan

Subject: Chemistry

Topic: Chemical Kinetics

Level: IB DP (HL & SL)

Grade: DP Year 2

Aims
 Acquire a body of knowledge, methods
and techniques that characterize science
and technology
 Apply and use a body of knowledge,
methods and techniques that characterize
science and technology
 Develop an ability to analyse, evaluate
and synthesize scientific information
 Develop a critical awareness of the need
for, and the value of, effective
collaboration and communication during
scientific activities
 Develop experimental and investigative
scientific skills including the use of current
technologies
 Develop and apply 21st century
communication skills in the study of
science
Objectives
Demonstrate knowledge and
understanding of
• facts, concepts, and terminology
• methodologies and techniques
• communicating scientific information
Apply
• facts, concepts, and terminology
• methodologies and techniques
• methods of communicating scientific
information
Formulate, analyse and evaluate
• hypotheses, research questions and
predictions
• methodologies and techniques
• primary and secondary data
• scientific explanations

Syllabus Content

Core Additional higher level

6 Chemical kinetics 16. Chemical kinetics

6.1 Collision theory and rates of reaction 16.1 Rate expression and reaction mechanism
16.2 Activation energy
Note: Topic number according to Chemistry subject
guide

Concept Content Skill

SL
 Species react as a result
of collisions of sufficient
energy and proper
orientation.
 The rate of reaction is
expressed as the
change in concentration
of a particular
reactant/product per unit
time.
 Concentration changes
SL
 Description of the kinetic
theory in terms of the
movement of particles
whose average kinetic
energy is proportional to
temperaturein Kelvin.
 Analysis of graphical and
numerical data from rate
experiments.
 Explanation of the effects of
SL
 How temperature, surface
area, concentration may
affect the rate of a
reaction.
HL
 The action of a catalyst
 Mechanisms and the rate
 in a reaction can be
followed indirectly by
monitoring changes in
mass, volume and
colour.
 Activation energy (Ea) is
the minimum energy that
colliding molecules need
in order to have
successful collisions
leading to areaction.
HL
 Reactions may occur by
more than one step and
the slowest step
determines the rate of
reaction (rate
determining step/RDS).
temperature, determining step being
pressure/concentration and the slowest part of a
particle size on rate of reaction mechanism
reaction.
 practical skills
HL
 Describing the
relationships between
temperature and rate
constant; frequency factor
and complexity of
molecules colliding.

 The molecularity of an
elementary step is the
number of reactant
particles taking part in
that step.

Assessments

Formative Summative
Peer and self-assessment

 End of unit test in

 Observation of practical Students will be expected to
skills and ability to follow controlled conditions
steps and show working (paper-based) check their own work at times,
 Report (practical lab) marking themselves and
 Questioning: Discussion
of the methodology of the
 Unseen examination: making corrections. At other
calculations and what using past papers
working is necessary times, they will share their
answers and working and give
 Presentations: individual,
paired, group(highlight and receive feedback from
which ones)
their peers.
 Think, pair, share

 Quiz

 Other: Worksheets and

past paper questions
Standardization and moderation
End of unit tests are marked against the grade boundaries set by the school, which are themselves
determined using grade boundaries from the International Baccalaureate.
Learning experiences

Prior learning experiences The majority of this topic at SL was covered in

IGCSE Chemistry.

Pedagogical approaches This will be taught through a mix of hands-on

practical labs and theory lessons.

Feedback We shall have plenty of opportunities to discuss

how to handle data and interpret it and evaluate
your data.

Student expectations We shall use a learning ladder to track

progress. Homework and class activities will
give students opportunities to check their own
understanding

Support materials Sample Exam Questions;Mark Schemes

Differentiation
 Interpersonal learning: Paired or group
Affirm identity - build self-esteem
work (possibly with specific roles)
Value prior knowledge
Scaffold learning Extend learning  Use of modelling or kinesthetic
techniques when appropriate

 Use of technology (data logging and

probes in labs, database)

 Structuring support: e.g. be able to

work in small groups, pairing up
weaker students with stronger ones,
interim deadlines

 Extension tasks: giving higher ability

students harder Past Paper questions to
try

 Intrapersonal learning: quiet research or

practice time for those who prefer this
style of learning

 Scaffolding where appropriate

 1:1 or after school support for weaker

students
 Connections
Approaches to Learning
 Thinking: using concept of rate of
reaction and collision theory to explain
obervations

 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

Learner Profile
Inquirers

Using hands-on lab work to collect data in order to

find out what happens.

Academic Honesty
Tests are completed in exam like conditions.

Information Communication Technology

Student is expected to use a temperature or light
probe or pH probe at some point in your lab work.
Language and learning Key terms will be highlighted in class and will build
Activating background knowledgeScaffolding for upon Topic 4 terminology. Practice past paper
new learning questions in class to check the conceptual
Acquisition of new learning through practice understanding of students.
Demonstrating proficiency

TOK Connections Activating background knowledge from IGCSE

Personal and shared knowledgeWays of knowing Scaffolding for new learning
Areas of knowledge
The knowledge framework Acquisition of new learning through practice

Demonstrating proficiency
Students will be expected to reflect upon their
Metacognition
progress at the end of the unit and produce targets
Reflection on content Reflection on skills
to address issues in their ownlearning.
Reflection on concepts

Resources and useful links:

Kindly click on the link to view the worksheets made using DP past paper questions and Pearson book
and chapter summary notes. The questions from the Pearson book will be given to SL and HL
students separately.

https://drive.google.com/drive/folders/1FDzBmHj4a-CtugpAfGo52OSPx34CeXyE?usp=sharing

Link to SIMULATION LAB is given below .Students will do a simulation lab and it will count as 1
hour for required lab hours. They will then complete a report based on the simulation and turn in the
assignment in Microsoft Teams, worksheet uploaded in Google drive (Link to worksheet:
https://drive.google.com/file/d/1CWdTV19hCcP2UtCNUHGnaY20YDiP8epM/view?usp=sharing).

SIMULATION

http://amrita.olabs.edu.in/?sub=73&brch=8&sim=142&cnt=4

VIDEO

https://www.youtube.com/embed/1AE00H9oXLA