DP Chemistry Unit Planner – Topic 7 – Equilibrium

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

Course part Equilibrium SL or HL/Year 1 or 2 SL – Yr 1 Dates 1st half May

and topic

Unit description and texts DP assessment(s) for unit

● Paper 1, Multiple choice
Many reactions are reversible. These reactions will reach a state of
● Paper 2, Data based, short and extended response
equilibrium when the rates of the forward reaction and reverse
● Laboratory experiments
reaction are equal. The position of equilibrium can be controlled by
changing the conditions.
● 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.

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.

DP unit planner 1
 Students will know the following content: Learning experiences and strategies/planning for self-supporting
learning:
1. A state of equilibrium is reached in a closed system when the rates of the
forward and reverse reactions are equal. ☒Lecture
2. The equilibrium law describes how the equilibrium constant (K c) can be ☐Socratic seminar
determined for a particular chemical reaction.
☒Small group/pair work
3. The magnitude of the equilibrium constant indicates the extent of a reaction at
equilibrium and is temperature dependent. ☒PowerPoint lecture/notes
4. The reaction quotient (Q) measures the relative amount of products and ☐Individual presentations
reactants present during a reaction at a particular point in time. Q is the ☐Group presentations
equilibrium expression with non-equilibrium concentrations. The position of the
☐Student lecture/leading
equilibrium changes with changes in concentration, pressure and temperature.
5. A catalyst has no effect on the position of equilibrium or the equilibrium ☐Interdisciplinary learning
constant. Details:
Students will develop the following skills: ☐Other/s:
1. Be familiar with the characteristics of chemical and physical systems in a state
Formative assessment:
of equilibrium.
2. Be able to deduce the equilibrium constant (K c) from an equation for a
homogeneous reaction.
3. Be able to determine the relationship between different equilibrium constants
for the same reaction at the same temperature.
4. Be familiar with the relationship between K c values for reactions that are Summative assessment:
multiples or inverses of each other.
5. Be able to apply Le Chatelier’s principle to predict the qualitative effects of
changes of temperature, pressure, and concentration on the position of
equilibrium and on the value of the equilibrium constant.
Students will grasp the following concepts: Differentiation:

1. Key concepts – systems and change ☐Affirm identity—build self-esteem

2. Related concepts – conditions, interaction and balance ☒Value prior knowledge
2

DP unit planner 1
 ☐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:

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:
Scientists investigate the world at different
scales; the macroscopic and microscopic.
Which ways of knowing allow us to move from
3

DP unit planner 1
 the macroscopic to the microscopic? (See DP
Chemistry guide)
Chemistry uses a specialized vocabulary; a
closed system is one in which no matter is
exchanged with the surroundings. Does our
vocabulary simply communicate knowledge, or
does it shape what we can know? (See DP
Chemistry guide)
The career of Fritz Haber coincided with the
political upheavals of two world wars. He
supervised the release of chlorine on the
battlefield in World War I and worked on the
production of explosives. How does the social
context of scientific work affect the methods
and findings of science? Should scientists be
held morally responsible for the applications of
their discoveries? (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.
● 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

4

DP unit planner 1
 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

DP unit planner 1