UNIT PLAN - LESSON PLAN

CHEMISTRY XII - LIFE SCIENCE & ENGINEERING

YEAR 2023-24

UNIT PLAN
Unit 4 Semester 2nd
Time allocated: 2 x 40”
Transition Metals and Their Chemistry (alokasi waktu)
Scope & Sequence no: 4
(alur tujuan pembelajaran)

Expected Student Outcomes: (profil lulusan)

● Critically analyze complex and abstract problems in a collaborative atmosphere.
(3.1.E1)
● Developing effective learning according to their learning style. (3.1.E2)
● Applying Christian Worldview in all aspects of his life. (3.2.E2)
● Develop enthusiasm for specific fields and motivation to investigate them further.
(3.3.E2)
● Finding the meaning of what was learnt and taking practical efforts to effect
change. (3.3.E3)

Learning Focus: (indikator) [elemen Learning Objectives: [tujuan

capaian pembelajaran]
● Understand the principles of
transition metal chemistry
● Acknowledge transition metal
reactions
● Recount transition metals as
catalysts
pembelajaran]
 know that transition metals are d-block
elements that form one or more stable
ions with incompletely-filled d-orbitals
 be able to deduce the electronic
configurations of atoms and ions of the
d-block elements of Period 4 (Sc-Zn)
given their atomic number and charge
 understand why transition metals show
variable oxidation number
 know what is meant by the term
‘ligand’
 understand that dative (coordinate)
covalent bonding is involved in the
formation of complex ions
 know that a complex ion is a central
metal ion surrounded by ligands
 know that aqueous solutions of
transition metal ions are usually
coloured
 understand that the colour of aqueous

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YEAR 2023-24

ions, and other complex ions, is a

consequence of the splitting of the
energy levels of the d-orbitals by
ligands
 understand why there is a lack of
colour in some aqueous ions and other
complex ions
 understand the meaning of the term
‘coordination number’
 understand that colour changes in
transition metal ions may arise as a
result of changes in: i. oxidation
number of the ion, ii. ligand, iii.
coordination number of the complex
 understand that H2O, OH- and NH3 act
as monodentate ligands
 understand why complexes with six-
fold coordination have an octahedral
shape, such as those formed by metal
ions with H2O, OH- and NH3 as ligands
 know that transition metal ions may
form tetrahedral complexes with
relatively large ions such as Cl-
 know that square planar complexes are
also formed by transition metal ions
and that cis-platin is an example of
such a complex which is used in cancer
treatment where it is supplied as a
single isomer and not in a mixture with
the trans form
 understand the terms ‘bidentate’ and
‘hexadentate’ in relation to ligands, and
be able to identify examples such as
NH2CH2CH2NH2 and EDTA4-
 know that haemoglobin is an iron(II)
complex containing a polydentate
ligand and that ligand exchange occurs
when an oxygen molecule bound to
haemoglobin is replaced by a carbon

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YEAR 2023-24

monoxide molecule
 know the colours of the oxidation states
of vanadium (+5, +4, +3 and +2) in its
compounds
 understand redox reactions for the
interconversion of the oxidation states
of vanadium (+5, +4, +3 and +2), in
terms of the relevant Eo values
 understand, in terms of the relevant E
values, that the dichromate(VI) ion,
Cr2O72-: i. can be reduced to Cr3+ and
Cr2+ ions using zinc in acidic conditions,
ii. can be produced by the oxidation of
Cr3+ ions using hydrogen peroxide in
alkaline conditions (followed by
acidification)
 know that the dichromate(VI) ion,
Cr2O72- can be converted into
chromate(VI) ions as a result of the
equilibrium Cr2O72- + H2O ⇌ 2CrO42- +
2H+
 be able to record observations and write
suitable equations for the reactions of
Cr3+(aq), Mn2+(aq), Fe2+(aq), Fe3+(aq),
Co2+(aq), Ni2+(aq), Cu2+(aq) and Zn2+(aq)
with aqueous sodium hydroxide and
aqueous ammonia, including in excess
 be able to write ionic equations to show
the meaning of amphoteric behaviour,
deprotonation and ligand exchange
 understand that ligand exchange, and
an accompanying colour change, occurs
in the formation of: i
[Cu(NH3)4(H2O)2]2+ from [Cu(H2O)6]2+
via Cu(OH)2(H2O)4 , ii. [CuCl4]2- from
[Cu(H2O)6]2+, iii. [CoCl4]2- from
[Co(H2O)6]2+
 understand, in terms of the positive
increase in ∆Ssystem, that the

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YEAR 2023-24

substitution of a monodentate ligand by

a bidentate or hexadentate ligand leads
to a more stable complex ion
 know that transition metals and their
compounds can act as heterogeneous
and homogeneous catalysts
 know that a heterogeneous catalyst is
in a different phase from the reactants
and that the reaction occurs at the
surface of the catalyst
 understand, in terms of oxidation
number, how V2O5 acts as a catalyst in
the contact process
 understand how a catalytic converter
decreases carbon monoxide and
nitrogen monoxide emissions from
internal combustion engines by: i.
adsorption of CO and NO molecules
onto the surface of the catalyst,
resulting in the weakening of bonds
and chemical reaction, ii. desorption of
CO2 and N2 product molecules from the
surface of the catalyst
 know that a homogeneous catalyst is in
the same phase as the reactants and
appreciate that the catalysed reaction
will proceed via an intermediate
species
 understand the role of Fe2+ ions in
catalysing the reaction between I- and
S2O82- ions
 know the role of Mn2+ ions in
autocatalysing the reaction between
MnO4- and C2O42- ions

Biblical Worldview Integration:

Just as transition metals exhibit diverse properties and play crucial roles in chemical
reactions, God has endowed each individual with unique gifts and purposes (Romans
12:6). The complexity and versatility of transition metal complexes reflect the intricate

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YEAR 2023-24

order and beauty that God has established in creation (Psalm 19:1). Additionally, the
concept of ligands binding to transition metals reminds us of the importance of unity and
interconnectedness among believers, forming a spiritual bond that resembles the
coordination between metal centers and ligands (Colossians 3:14). Lastly, the study of
transition metals reminds us of God's provision and abundance as He equips us with the
necessary elements and resources to fulfill our callings (Philippians 4:19).

Resources: (referensi)

Ryan, Lawrie and Norris, Roger. 2014. Cambridge International AS and A Level:
Chemistry Coursebook 2nd ed., Cambridge University Press, University Printing House,
Cambridge CB2 8BS, United Kingdom

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YEAR 2023-24

LESSON PLAN

Meeting 01 (09th January) Semester 2

Time allocated: 4 x 40”
Transition Elements [Alokasi waktu]

Learning Objectives: [tujuan pembelajaran]

 know that transition metals are d-block elements that form one or more stable ions
with incompletely-filled d-orbitals
 be able to deduce the electronic configurations of atoms and ions of the d-block
elements of Period 4 (Sc-Zn) given their atomic number and charge
 understand why transition metals show variable oxidation number

Instructional Methods: [kegiatan pembelajaran]

● Introduction:
● Begin with a brief review of the periodic table's structure and the classification of
elements. Introduce the concept of transition metals, emphasizing their position in
the periodic table and their unique properties, including the presence of
incompletely-filled d-orbitals.

● Part 1: Electronic Configurations

● Explain the electronic configurations of atoms and ions using the example of
transition metals from Scandium (Sc) to Zinc (Zn). Demonstrate how to deduce
electronic configurations of these elements and their ions based on their atomic
number and charge. Engage students with interactive exercises or handouts to
practice deducing electronic configurations of transition metals.

● Part 2: Variable Oxidation Numbers

● Discuss the concept of oxidation numbers and their significance in chemical
reactions. Explore why transition metals exhibit variable oxidation states,
emphasizing the role of incompletely-filled d-orbitals and their ability to lose
different numbers of electrons. Use examples and visual aids to illustrate how
transition metals can form multiple oxidation states.

● Part 3: Application and Practice

● Engage students in solving problems related to deducing electronic configurations
and predicting oxidation states of transition metals. Encourage peer discussion
and problem-solving, clarifying doubts as they arise.

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YEAR 2023-24

● Conclusion:
● Summarize key points about transition metals, emphasizing their electronic
configurations, variable oxidation states, and the significance of d-orbitals.

Evaluation of Learning: [penilaian]

● Evaluate student understanding through quizzes, problem-solving exercises, or
short answer questions related to deducing electronic configurations and
explaining variable oxidation states of transition metals.
● Explore real-life applications of transition metals in industry, medicine, or
technology.

Resources:

Ryan, Lawrie and Norris, Roger. 2014. Cambridge International AS and A Level:
Chemistry Coursebook 2nd ed., Cambridge University Press, University Printing House,
Cambridge CB2 8BS, United Kingdom

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CHEMISTRY XII - LIFE SCIENCE & ENGINEERING
YEAR 2023-24

Meeting 02 (10th January) Semester 2

Time allocated: 2 x 40”
Introduction to Complex Ions and [Alokasi waktu]
Ligands

Learning Objectives: [tujuan pembelajaran]

 know what is meant by the term ‘ligand’
 understand that dative (coordinate) covalent bonding is involved in the formation
of complex ions
 know that a complex ion is a central metal ion surrounded by ligands

Instructional Methods: [kegiatan pembelajaran]

● Introduction:
● Start with a brief overview of chemical bonding and the types of bonds students
are familiar with (ionic, covalent, etc.). Introduce the concept of complex ions and
their importance in chemistry, setting the stage for the lesson.

● Part 1: Understanding Ligands

● Define the term 'ligand' as a molecule or ion that donates a pair of electrons to
form a coordinate bond with a metal ion. Provide examples of common ligands
(e.g., water, ammonia, chloride ions) and their coordination abilities. Engage
students with interactive exercises or visual aids (such as molecular models) to
demonstrate how ligands form coordinate bonds with metal ions.

● Part 2: Dative Covalent Bonding

● Explain dative (coordinate) covalent bonding and its role in the formation of
complex ions. Use diagrams and illustrations to show how the lone pair of
electrons from the ligand forms a shared pair with the metal ion. Discuss the
stability and characteristics of these bonds in complex ions.

● Part 3: Complex Ions

● Define a complex ion as a central metal ion surrounded by ligands held together by
coordinate bonds. Provide examples of common complex ions and their structures,
emphasizing the coordination number of the central metal ion. Encourage
students to draw structures of complex ions and identify the central metal ion and
ligands.

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YEAR 2023-24

● Application and Practice

● Distribute handouts with practice problems related to identifying ligands, drawing
complex ion structures, and understanding dative covalent bonding.

● Conclusion:
● Summarize key points about ligands, dative covalent bonding, and complex ions.
Encourage students to ask questions and clarify any remaining doubts..

Evaluation of Learning: [penilaian]

● Assess understanding through group discussions, reviewing completed practice
problems, or short quizzes focusing on ligands, dative covalent bonding, and
complex ions.

Resources:

Ryan, Lawrie and Norris, Roger. 2014. Cambridge International AS and A Level:
Chemistry Coursebook 2nd ed., Cambridge University Press, University Printing House,
Cambridge CB2 8BS, United Kingdom

Meeting 03 (16th January) Semester 2

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CHEMISTRY XII - LIFE SCIENCE & ENGINEERING
YEAR 2023-24

Time allocated: 4 x 40”

Coloration of Transition Metal Ions in [Alokasi waktu]
Aqueous Solutions

Learning Objectives: [tujuan pembelajaran]

 know that aqueous solutions of transition metal ions are usually coloured
 understand that the colour of aqueous ions, and other complex ions, is a
consequence of the splitting of the energy levels of the d-orbitals by ligands
 understand why there is a lack of colour in some aqueous ions and other complex
ions

Instructional Methods: [kegiatan pembelajaran]

● Introduction:
● Start by discussing the observation that many transition metal ions in aqueous
solutions have color. Introduce the concept of the d-orbitals and their energy levels
in transition metal ions.

● Part 1: Coloration of Transition Metal Ions

● Explain that the color observed in transition metal ions in aqueous solutions is
due to the interaction of light with the d-electrons in these ions. Use the example
of different transition metal ions to illustrate their characteristic colors in solution.
Show real-life examples or demonstrations (if available) to depict the coloration of
various transition metal ions.

● Part 2: Splitting of d-Orbitals by Ligands

● Introduce the role of ligands in causing the splitting of d-orbitals in transition
metal complexes. Explain how ligands affect the energy levels of d-orbitals and the
resulting absorption of specific wavelengths of light, leading to observed colors.
Use diagrams and visual aids to demonstrate the splitting of d-orbitals in the
presence of different ligands.

● Part 3: Lack of Color in Certain Complex Ions

● Discuss why some complex ions lack color despite containing transition metals.
Explain factors such as the absence of d-orbital splitting due to certain ligands or
the absence of unpaired electrons in the d-orbitals of the complex.

● Conclusion:
● Summarize key points about the coloration of transition metal ions in aqueous
solutions, the role of ligands, and the absence of color in certain complexes.

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YEAR 2023-24

Evaluation of Learning: [penilaian]

● Investigate the factors that influence the intensity and variation of colors observed
in different transition metal complexes. Explore advanced spectroscopic techniques
used to study transition metal complexes.

Resources:

Ryan, Lawrie and Norris, Roger. 2014. Cambridge International AS and A Level:
Chemistry Coursebook 2nd ed., Cambridge University Press, University Printing House,
Cambridge CB2 8BS, United Kingdom

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CHEMISTRY XII - LIFE SCIENCE & ENGINEERING
YEAR 2023-24

Meeting 04 (17th January) Semester 2

Time allocated: 2 x 40”
Coordination Chemistry and [Alokasi waktu]
Complexes

Learning Objectives: [tujuan pembelajaran]

 understand the meaning of the term ‘coordination number’
 understand that colour changes in transition metal ions may arise as a result of
changes in: i. oxidation number of the ion, ii. ligand, iii. coordination number of the
complex
 understand that H2O, OH- and NH3 act as monodentate ligands
 understand why complexes with six-fold coordination have an octahedral shape,
such as those formed by metal ions with H2O, OH- and NH3 as ligands
 know that transition metal ions may form tetrahedral complexes with relatively
large ions such as Cl-
 know that square planar complexes are also formed by transition metal ions and
that cis-platin is an example of such a complex which is used in cancer treatment
where it is supplied as a single isomer and not in a mixture with the trans form
 understand the terms ‘bidentate’ and ‘hexadentate’ in relation to ligands, and be
able to identify examples such as NH2CH2CH2NH2 and EDTA4-
 know that haemoglobin is an iron(II) complex containing a polydentate ligand and
that ligand exchange occurs when an oxygen molecule bound to haemoglobin is
replaced by a carbon monoxide molecule

Instructional Methods: [kegiatan pembelajaran]

● Introduction:
● Introduce coordination chemistry and its importance in understanding the
behavior of transition metal ions. Define the term 'coordination number' as the
number of ligands surrounding a central metal ion in a complex.

● Part 1: Factors Affecting Color Changes

● Discuss how changes in oxidation number, types of ligands, and coordination
number influence the color changes observed in transition metal ions. Use
examples to illustrate color changes caused by alterations in these factors.

● Part 2: Types of Ligands

● Identify H2O, OH-, and NH3 as monodentate ligands and explain their roles in
complex formation. Discuss how these ligands coordinate with metal ions and their
impact on the properties of resulting complexes. Explain the octahedral shape of

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YEAR 2023-24

six-fold coordination complexes formed by metal ions with H2O, OH-, and NH3
ligands. Discuss the tetrahedral geometry observed in complexes formed with
larger ions like Cl-. Introduce square planar complexes, highlighting cis-platin as
an example and its application in cancer treatment. Define 'bidentate' and
'hexadentate' ligands and provide examples such as ethylenediamine
(NH2CH2CH2NH2) and EDTA4-. Explain how these ligands coordinate with metal
ions and the stability of resulting complexes. Discuss the structure of
haemoglobin as an iron(II) complex with a polydentate ligand. Explain the process
of ligand exchange using the example of oxygen binding to haemoglobin and its
replacement by carbon monoxide.

● Application
● Engage students in drawing structures of various complexes, identifying
coordination numbers, and predicting geometries based on ligands.

● Conclusion:
● Summarize key points about coordination chemistry, complex geometries, ligands,
and ligand exchange processes. Encourage questions and discussions to reinforce
understanding.

Evaluation of Learning: [penilaian]

● Assess comprehension through group discussions, review of completed exercises,
or short quizzes focusing on coordination numbers, ligands, and complex
geometries.

Resources:

Ryan, Lawrie and Norris, Roger. 2014. Cambridge International AS and A Level:
Chemistry Coursebook 2nd ed., Cambridge University Press, University Printing House,
Cambridge CB2 8BS, United Kingdom

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CHEMISTRY XII - LIFE SCIENCE & ENGINEERING
YEAR 2023-24

Meeting 05 (23rd January) Semester 2

Time allocated: 4 x 40”
Coordination Chemistry and [Alokasi waktu]
Complexes

Learning Objectives: [tujuan pembelajaran]

 know the colours of the oxidation states of vanadium (+5, +4, +3 and +2) in its
compounds
 understand redox reactions for the interconversion of the oxidation states of
vanadium (+5, +4, +3 and +2), in terms of the relevant Eo values
 understand, in terms of the relevant E values, that the dichromate(VI) ion, Cr2O7 :
2-

i. can be reduced to Cr and Cr ions using zinc in acidic conditions, ii. can be
3+ 2+

produced by the oxidation of Cr3+ ions using hydrogen peroxide in alkaline

conditions (followed by acidification)
 know that the dichromate(VI) ion, Cr2O7 can be converted into chromate(VI) ions
2-

as a result of the equilibrium Cr2O7 + H2O ⇌ 2CrO42- + 2H+

2-

 be able to record observations and write suitable equations for the reactions of
Cr3+(aq), Mn2+(aq), Fe2+(aq), Fe3+(aq), Co2+(aq), Ni2+(aq), Cu2+(aq) and Zn2+(aq) with
aqueous sodium hydroxide and aqueous ammonia, including in excess

Instructional Methods: [kegiatan pembelajaran]

● Introduction:
● Introduce coordination chemistry and its importance in understanding the
behavior of transition metal ions. Define the term 'coordination number' as the
number of ligands surrounding a central metal ion in a complex.Introduce the
concept of oxidation states and their significance in transition metal chemistry.
Display the colors associated with different oxidation states of vanadium (+5, +4,
+3, and +2) and discuss their relevance.

● Part 1: Redox Reactions of Vanadium

● Explain redox reactions involved in interconverting vanadium's oxidation states,
utilizing relevant standard electrode potential (E°) values. Demonstrate the
equations for the redox reactions between different vanadium oxidation states,
emphasizing their feasibility based on E° values.

● Part 2: Redox Reactions of Dichromate(VI) Ion

● Discuss the reduction of dichromate(VI) ion (Cr2O72-) to Cr3+ and Cr2+ using zinc in
acidic conditions, and the relevant E° values. Explain the oxidation of Cr3+ ions to
form dichromate(VI) ion using hydrogen peroxide in alkaline conditions (followed

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YEAR 2023-24

by acidification), highlighting relevant E° values.

● Part 3: Equilibrium between Dichromate(VI) and Chromate(VI) Ions:

● Present the equilibrium between dichromate(VI) and chromate(VI) ions (Cr2O72- +
H2O ⇌ 2CrO42- + 2H+) and discuss the conditions affecting this equilibrium.
Illustrate how changes in pH and concentration affect the equilibrium and the
color changes observed.

● Part 4: Observations and Equations for Metal-Ion Reactions:

● Conduct demonstrations or simulations of reactions of various metal ions (Cr3+,
Mn2+, Fe2+, Fe3+, Co2+, Ni2+, Cu2+, Zn2+) with aqueous sodium hydroxide and
aqueous ammonia, including excess. Engage students in recording observations
and writing suitable balanced equations for these reactions.

● Application
● Distribute handouts or engage students in practice problems related to redox
reactions, equilibrium, and metal-ion reactions for reinforcement.

● Conclusion:
● Summarize the key concepts learned regarding vanadium's oxidation states,
dichromate(VI) reactions, equilibrium, and metal-ion reactions. Encourage
questions and discussions to solidify understanding.

Evaluation of Learning: [penilaian]

● Assess understanding through group discussions, reviewing completed equations
and observations, or short quizzes focusing on redox reactions and equilibrium
concepts.

Resources:

Ryan, Lawrie and Norris, Roger. 2014. Cambridge International AS and A Level:
Chemistry Coursebook 2nd ed., Cambridge University Press, University Printing House,
Cambridge CB2 8BS, United Kingdom

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YEAR 2023-24

Meeting 06 (24th January) Semester 2

Time allocated: 2x 40”
Reactions of Metal Ions and Ligand [Alokasi waktu]
Exchange

Learning Objectives: [tujuan pembelajaran]

 be able to record observations and write suitable equations for the reactions of
Cr3+(aq), Mn2+(aq), Fe2+(aq), Fe3+(aq), Co2+(aq), Ni2+(aq), Cu2+(aq) and Zn2+(aq) with
aqueous sodium hydroxide and aqueous ammonia, including in excess
 be able to write ionic equations to show the meaning of amphoteric behaviour,
deprotonation and ligand exchange
 understand that ligand exchange, and an accompanying colour change, occurs in
the formation of: i [Cu(NH3)4(H2O)2]2+ from [Cu(H2O)6]2+ via Cu(OH)2(H2O)4 , ii.
[CuCl4]2- from [Cu(H2O)6]2+, iii. [CoCl4]2- from [Co(H2O)6]2+

Instructional Methods: [kegiatan pembelajaran]

● Introduction:
● Briefly review the properties of aqueous solutions and the behavior of metal ions
in solution. Introduce the concept of ligand exchange and its significance in
transition metal chemistry.

● Part 1: Reactions with Sodium Hydroxide and Ammonia

● Conduct demonstrations or simulations illustrating reactions of Cr3+, Mn2+, Fe2+,
Fe3+, Co2+, Ni2+, Cu2+, and Zn2+ ions with aqueous sodium hydroxide and aqueous
ammonia, including excess. Engage students in recording observations and writing
balanced chemical equations for these reactions.

● Part 2: Amphoteric Behavior, Deprotonation, and Ligand Exchange

● Explain amphoteric behavior and deprotonation using suitable metal ion
examples. Demonstrate the writing of ionic equations to illustrate amphoteric
behavior and deprotonation reactions involving metal ions.

● Part 3: Ligand Exchange and Color Change:

● Discuss ligand exchange processes using specific examples: Explain the formation
of [Cu(NH3)4(H2O)2]2+ from [Cu(H2O)6]2+ via Cu(OH)2(H2O)4. Illustrate the
formation of [CuCl4]2- from [Cu(H2O)6]2+ and [CoCl4]2- from [Co(H2O)6]2+
highlighting ligand exchange and associated color changes. Engage students in
writing equations and explaining the observed color changes during these
reactions.

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YEAR 2023-24

● Application
● Distribute handouts or engage students in practice problems related to ligand
exchange and ionic equations for reinforcement.

● Conclusion:
● Summarize key points about reactions of metal ions, amphoteric behavior,
deprotonation, ligand exchange, and associated color changes. Encourage
questions and discussions to solidify understanding.

Evaluation of Learning: [penilaian]

● Assess understanding through group discussions, reviewing completed equations
and observations, or short quizzes focusing on ligand exchange and ionic
equations.

Resources:

Ryan, Lawrie and Norris, Roger. 2014. Cambridge International AS and A Level:
Chemistry Coursebook 2nd ed., Cambridge University Press, University Printing House,
Cambridge CB2 8BS, United Kingdom

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YEAR 2023-24

Meeting 07-08 (30th - 31st January) Semester 2

Time allocated: 6 x 40”
Catalysts and Catalysis [Alokasi waktu]

Learning Objectives: [tujuan pembelajaran]

 understand, in terms of the positive increase in ∆Ssystem, that the substitution of
a monodentate ligand by a bidentate or hexadentate ligand leads to a more stable
complex ion
 know that transition metals and their compounds can act as heterogeneous and
homogeneous catalysts
 know that a heterogeneous catalyst is in a different phase from the reactants and
that the reaction occurs at the surface of the catalyst
 understand, in terms of oxidation number, how V2O5 acts as a catalyst in the
contact process
 understand how a catalytic converter decreases carbon monoxide and nitrogen
monoxide emissions from internal combustion engines by: i. adsorption of CO and
NO molecules onto the surface of the catalyst, resulting in the weakening of bonds
and chemical reaction, ii. desorption of CO2 and N2 product molecules from the
surface of the catalyst
 know that a homogeneous catalyst is in the same phase as the reactants and
appreciate that the catalysed reaction will proceed via an intermediate species
 understand the role of Fe ions in catalysing the reaction between I- and S2O82-
2+

ions
 know the role of Mn ions in autocatalysing the reaction between MnO4- and C2O42-
2+

ions

Instructional Methods: [kegiatan pembelajaran]

● Introduction:
● Discuss the significance of catalysts in chemical reactions and their impact on
reaction rates. Introduce the concept of ligand substitution and its effect on
complex ion stability.

● Part 1: Ligand Substitution and Complex Stability

● Explain the positive increase in ∆Ssystem due to the substitution of monodentate
ligands with bidentate or hexadentate ligands, leading to increased stability of
complex ions. Engage students in visualizing and understanding these concepts
through diagrams and interactive examples.

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● Part 2: Heterogeneous and Homogeneous Catalysts

● Define and differentiate between heterogeneous and homogeneous catalysts.
Discuss the characteristics and examples of each type, emphasizing how they
participate in reactions.

● Part 3: Specific Catalytic Reactions

● Explore specific examples of transition metal catalysts. Explain how V2O5 acts as a
catalyst in the contact process, focusing on changes in oxidation states. Illustrate
the working principle of catalytic converters, breaking down the adsorption and
desorption processes involving CO and NO molecules. Discuss reactions catalyzed
by Fe2+ and Mn2+ ions, such as the catalysis between I- and S2O82- ions and
autocatalysis between MnO4- and C2O42- ions.

● Part 4: Mechanisms and Intermediate Species:

● Discuss the role of intermediate species in homogeneous catalysis and how these
reactions proceed. Illustrate the mechanism behind the catalyzed reactions,
emphasizing the role of the catalyst in facilitating the reaction pathways.

● Application
● Engage students in problem-solving or discussions related to catalytic mechanisms
and examples covered in the lesson.

● Conclusion:
● Summarize key points about ligand substitution, heterogeneous and homogeneous
catalysis, specific catalytic reactions, and the role of intermediate species.
Encourage questions and discussions to reinforce understanding.

Evaluation of Learning: [penilaian]

● Explore advanced catalysis concepts such as enzyme catalysis or industrial
applications of catalysts in depth. Conduct hands-on experiments or simulations to
illustrate catalytic reactions involving transition metals.

Resources:

Ryan, Lawrie and Norris, Roger. 2014. Cambridge International AS and A Level:
Chemistry Coursebook 2nd ed., Cambridge University Press, University Printing House,
Cambridge CB2 8BS, United Kingdom

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