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Teacher(s) Amal Jaber Subject group and course Group-4/Chemistry

Course part Dates

Topic1: Stoichiometric relationships SL or HL/Year 1 or 2 Year 1/11 HL 28/9/2021
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.
Assignments: Use of mole concept in different conversions, Writing balanced chemical
equations to solve many problems. Definitions and related concepts. – To assess prior
knowledge of the content.
Online Multiple-choice test: Questions based on the experimental skills and techniques. For
the applicatory questions related to the functions of cell.
Practical: Scientific Investigation, Investigation studies, Practical studies.

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 solve chemical problems, such as working out the amount of product produced.
- Applications of Physical and chemical properties depend on the ways in which different atoms combine.
- Calculations using the mole makes it possible to correlate the number of particles with the mass that can be measured.
- Using the Mole ratios in chemical equations can be used to calculate reacting ratios by mass and gas volume.

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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
- Names and symbols of elements. learning:
- Compounds and their formulae. Lecture
- Molecular masses
- Changes of state: melting, freezing, vaporization (evaporation and boiling), Socratic seminar
condensation, sublimation and deposition. (The term Small group/pair work
- “latent heat” is not required.) Applications of state changes: freeze drying food,
refrigeration. PowerPoint lecture/notes
- State symbols Individual presentations
- Mixtures: homogeneous or heterogeneous.
Group presentations
- % by mass
- Empirical and molecular formulae Student lecture/leading
- Balancing equations including a variety of types of reactions. Interdisciplinary learning
- Moles, mass of product, mass of reactant used, Avogadro’s constant, limiting
reagent, atom economy Details:
- Gas Laws and their applications Other/s:
- ideal gases, non-ideal gases
- Solutions Formative assessment:
Relevant activities from this range:

Students will develop the following skills: Daily reinforcement activities, Practical Poster, Homework, Class
- Deduct chemical equations when reactants and products are specified. work, Answers to Book Questions, Worksheet, Past Paper
- Apply the state symbols (s), (l), (g) and (aq) in equations. Practice, Quiz, Chemistry games pHet and other simulations.
- Explain of observable changes in physical properties and temperature -
during changes of state.
- Calculate the molar masses of atoms, ions, molecules and formula units.
- Solve problems involving the relationships between the number of

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 particles, the amount of substance in moles and the mass in grams.
- Interconverts the percentage composition by mass and the empirical
formula.
- Determine the molecular formula of a compound from its empirical
formula and molar mass.
- Obtain and using experimental data for deriving empirical formulas from
reactions involving mass changes
- Solve problems relating to reacting quantities, limiting and excess
reactants, theoretical, experimental and percentage yields.
- Calculate reacting volumes of gases using Avogadro’s law.
- Solve problems and analysis of graphs involving the relationship
between temperature, pressure and volume for a fixed mass of an ideal gas.
- Solve problems relating to the ideal gas equation.
- Explain the deviation of real gases from ideal behaviour at low temperature and
high pressure.
- Obtain and use experimental values to calculate the molar mass of a gas
- from the ideal gas equation.
- Solve problems involving molar concentration, amount of solute and
- volume of solution.
- Use the experimental method of titration to calculate the concentration of a
- solution by reference to a standard solution.

Students will grasp the following concepts:

- 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.
- 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.
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 - Use of replicates improves reliability of data.

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 Summative assessment:
- End of unit test in controlled conditions (paper-based)
(Paper1 (Multiple Choice AND Paper 2 (Written Answers))
- Report (practical lab)

Assessment based on Mark Scheme, and a Grade of 1 – 7 given.

Differentiation:
Affirm identity—build self-esteem
Value prior knowledge
Scaffold learning
Extend learning
Details:

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: Examples
Thinking: using concept of The Mole and Maths to solve problems.
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

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Language and learning
Check the boxes for any explicit language and
learning connections made during the unit. For more
information on the IB’s approach to language and
learning, please see the guide.
TOK connections CAS connections
Check the boxes for any explicit TOK connections Check the boxes for any explicit CAS connections.
made during the unit If you check any of the boxes, provide a brief note
in the “details” section explaining how students
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:
Details: Details:
Key terms will be highlighted in class and will build Provide concrete examples of the topic/sub-topic
upon Topics terminology. We shall practice past paper and encourage the students to question
questions in class together too where the students can everything. The best student is not the one who
check there own understanding and show me that answers all the questions, but the one who asks
they are understanding the concepts.
the right questions.
EX. Chemical equations are the “language” of
chemistry. How does the use of universal
languages help and hinder the pursuit of
knowledge?
Resources

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

- IB Chemistry Web
- Chemistry Guide: Pages (32-37)
- VIDEOS: Isotopes, Relative Atomic Mass | Properties or |The Mole, Molar Mass, Empirical and molecular formula,
- PowerPoints:Topic1.1,Topic 1.2, Topic1.3,
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 - KOGNITY: 1.1 The particulate nature of matter, 1.2 The mole concept, 1.3 Reacting masses and volumes
- LAB: Experiment1,Experiment2,Experiment3
- Simulations: Stoichiometry

- Practice Online1,PracticeOnline2,
- Past Papers

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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

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