DP Chemistry Unit Planner – Topic 9 – Redox Processes

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

Course part Redox Processes SL or HL/Year 1 or 2 SL – Yr 2 Dates Nov - Dec

and topic

Unit description and texts DP assessment(s) for unit

● Paper 1, Multiple choice
Redox (reduction-oxidation) reactions play a key role in many chemical
● Paper 2, Data based, short and extended response
and biochemical processes.
● Laboratory experiments
Voltaic cells convert chemical energy to electrical energy and
electrolytic cells convert electrical energy to chemical energy.
● 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.

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

ACTION: teaching and learning through inquiry

Content/skills/concepts—essential understandings Learning process
Check the boxes for any pedagogical approaches used during the

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 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. Oxidation and reduction can be considered in terms of oxygen gain/hydrogen
loss, electron transfer or change in oxidation number. ☒Lecture
2. An oxidizing agent is reduced and a reducing agent is oxidized. ☐Socratic seminar
3. Variable oxidation numbers exist for transition metals and for most main-group
☒Small group/pair work
non-metals.
4. The activity series ranks metals according to the ease with which they undergo ☒PowerPoint lecture/notes
oxidation. ☐Individual presentations
5. The Winkler Method can be used to measure biochemical oxygen demand ☐Group presentations
(BOD), used as a measure of the degree of pollution in a water sample.
☐Student lecture/leading
6. Voltaic cells convert energy from spontaneous, exothermic chemical processes
to electrical energy. ☐Interdisciplinary learning
7. Oxidation occurs at the anode (negative electrode) and reduction occurs at the Details:
cathode (positive electrode) in a voltaic cell. ☐Other/s:
8. Electrolytic cells convert electrical energy to chemical energy, by bringing about
non-spontaneous processes. Formative assessment:
9. Oxidation occurs at the anode (positive electrode) and reduction occurs at the Redox lab
cathode (negative electrode) in an electrolytic cell. Worksheets
Students will develop the following skills: Review packets
1. Be able to identify the species oxidized and reduced and the oxidizing and
Summative assessment:
reducing agents, in redox reactions.
2. Be able to deduce redox reactions using half-equations in acidic or neutral Unit test – IB paper 1 and 2 questions
solutions.
3. Be able to deduce the oxidation states of an atom in an ion or a compound.
4. Know that the oxidation state of hydrogen can be -1 in metal hydrides and
Differentiation:
oxygen can be -1 in peroxides.

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 5. Be able to deduce the name of a transition metal compound from a given
☐Affirm identity—build self-esteem
formula, applying oxidation numbers represented by Roman numerals.
6. Be able to apply the Winkler Method to calculate BOD. ☒Value prior knowledge
7. Be able to construct and annotate a voltaic cell. ☐Scaffold learning
8. Be able to distinguish between electron and ion flow in a voltaic cell. ☐Extend learning
9. Be able to explain how a redox reaction is used to produce electricity in a voltaic
Details:
cell.
10. Be able to construct and annotate an electrolytic cell.
11. Be able to distinguish between electron and ion flow in an electrolytic cell.
12. Be able to explain how current is conducted in an electrolytic cell.
13. Be able to deduce the products of the electrolysis of a molten salt.
Students will grasp the following concepts:
1. Key concepts – systems and change
2. Related concepts – movement, function, balance and transfer

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 If you check any of the boxes, provide a brief note
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 information on the IB’s approach to language and connections made during the unit 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:
Chemistry has developed a systematic
language that has resulted in older names
becoming obsolete. What has been lost and
gained in this process? (See DP Chemistry
guide)
Oxidation states are useful when explaining
redox reactions. Are artificial conversions a
useful or valid way of clarifying knowledge?
(See DP Chemistry guide)
Is energy just an abstract concept used to
justify why certain types of changes are always
associated with each other? Are concepts such
as energy real? (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
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 ● 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

Printing out the ppt slides and notes ahead of time
Having each student make their own galvanic and
electrolytic cell on larger paper.
Practice problems
Reviewing the Questionbank problems
Splitting the unit with Chp 11 IR, HNMR
This happened because the student teacher needed to
teach Chp 11 before the semester ended.
Teach the unit continuously.
Slow down on problems.
More checks for understanding.
Have more process time for content.

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