DP Chemistry Unit Planner – Topic 2 – Atomic Theory

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

Course part Atomic Structure SL or HL/Year 1 or 2 SL – Yr 1 Dates Fall semester - Nov

and topic

Unit description and texts DP assessment(s) for unit

● Paper 1, Multiple choice
The mass of an atom is concentrated in its minute, positively charged
● Paper 2, Data based, short and extended response
nucleus.
● Laboratory experiments
The electron configuration of an atom can be deduced from its atomic
number.
● 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.

All things are made up of atoms.

Evaluate systems, including their components and subsystems, in order to connect how form determines function and how any change to one
component affects the entire system.

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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. Atoms contain a positively charged dense nucleus composed of protons and
neutrons (nucleons). ☒Lecture
2. Negatively charged electrons occupy the space outside the nucleus. ☐Socratic seminar
3. The mass spectrometer is used to determine the relative atomic mass of an ☒Small group/pair work
element from its isotopic composition.
☒PowerPoint lecture/notes
4. Emission spectra are produced when photons are emitted from atoms as
excited electrons return to a lower energy level. ☐Individual presentations
5. The line emission spectrum of hydrogen provides evidence for the existence of ☐Group presentations
electrons in discrete energy levels, which converge at higher energies. ☐Student lecture/leading
6. The main energy level or shell is given an integer number, n, and can hold a
☐Interdisciplinary learning
maximum of electrons, 2n2.
7. A more detailed model of the atom describes the division of the main energy Details:
level into s, p, d, and f sub-levels of successively higher energies. ☒Other/s: Brainstorming in groups from prior learning.
8. Sub-levels contain a fixed number of orbitals, regions of space where there is a
Formative assessment:
high probability of finding an electron.
9. Each orbital has a defined energy state for a given electronic configuration and Chapter 2 exercises and practice problems; worksheets on electron
chemical environment and can hold two electrons of opposite spin. configuration and average atomic mass

Students will develop the following skills:

1. Be able to use the nuclear symbol AZX to deduce the number of protons, Summative assessment:
neutrons and electrons in atoms and ions.
Test – Unit 2 – Paper 1 and Paper 2 type questions
2. Know the relative masses and charges of the subatomic particles. The mass of

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 the electron can be considered negligible.
3. Be able to calculate non-integer relative atomic masses and abundance of
isotopes from given data, including mass spectra. Differentiation:
4. Be able to describe the relationship between color, wavelength, frequency and ☐Affirm identity—build self-esteem
energy across the electromagnetic spectrum.
☒Value prior knowledge
5. Be able to distinguish between a continuous spectrum and a line spectrum.
6. Be able to describe the emission spectrum of the hydrogen atom, including the ☐Scaffold learning
relationships between the lines and energy transitions to the first, second and ☐Extend learning
third energy levels. Details:
7. Be able to recognize the shape of an “s” atomic orbital and the p x, py and pz
atomic orbitals.
8. Be able to apply the Aufbau principle, Hund’s rule and the Pauli exclusion
principle to write electron configurations for atoms and ions up to Z=36.
9. Be able to write full or extended electron configurations as well as condensed
or noble gas electron configurations.
10. Know the electron configuration exceptions of Cu and Cr.
11. Be able to use orbital diagrams.
Students will grasp the following concepts:
1. Key concepts - relationships
2. Related concepts – models and form

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:
❏ Use brainstorming and visual diagrams to generate new ideas and inquiries
❏ Practice visible thinking strategies and techniques

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 ☒Communication:
❏ Take effective notes in class
❏ Make effective summary notes for studying
☒Self-management:
❏ Resilience
❏ Practise “bouncing back” after adversity, mistakes and failures
❏ Practise “failing well”
❏ Practise dealing with disappointment and unmet expectations
❏ Plan short- and long-term assignments; meet deadlines
❏ Create plans to prepare for summative assessments (examinations and performances)

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
☒Acquisition of new learning through practice
☒Demonstrating proficiency
☒Ways of knowing: Reason/logic and intuition ☐Activity
☒Areas of knowledge: Arts – discussion of the ☐Service
visible light and color in the
Details:
☐The knowledge framework
Richard Feynman: “If all of scientific
knowledge were to be destroyed and only one
sentence passed on to the next generation, I
believe it is that all things are made of atoms.”
Are the models and theories which scientists
create accurate descriptions of the natural
world, or are they primarily useful
interpretations for prediction, explanation and
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 control of the natural world? (DP Chemistry
course guide)
No subatomic particle can be or will be directly
observed. Which ways of knowing do we use
to interpret indirect evidence, gained through
the use of technology? (DP Chemistry course
guide)
Heisenberg’s Uncertainty Principle states that
there is a theoretical limit to the precision with
which we can know the momentum and the
position of a particle. What are the
implications of this for the limits of human
knowledge? (DP Chemistry course guide)
“One aim of the physical sciences has been to
give an exact picture of the material world.
One achievement… has been to prove that this
aim is unattainable.” – Jacob Bronowski. What
are the implications of this claim for the
aspirations of natural sciences in particular and
for knowledge in general? (DP Chemistry
course 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.
● 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)
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 ● 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

Students are very familiar with atomic theory from
learning about it in Honors Chemistry. After the very
math-laden unit 1, students find this unit fairly easy to
manage.
The electromagnetic spectrum is new and somewhat
difficult to understand.
More practice on the EM spectrum.
Incorporate the “em glasses” into the flame test lab.
Give more instruction on the emission and absorption
spectrum.

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