SEKOLAH GLOBAL INDO-ASIA SECONDARY LESSON PLAN

SY 2023-24
Course Title: Chemistry Class/Group: 11 AS Level Teacher: Joko Susilo Grade: 11
Chemistry
Room/Location: Start/End Week 1 and 2 Session/Week: 4 sessions/ week
Time: March
Session Topic: 8 Reaction kinetics
Resources: Differentiation
:

 Ryan, Lawrie, and Roger Norris. Cambridge International as and o Using different worksheet
o Give enrichment for advanced students
a Level Chemistry Coursebook. 3rd ed., Cambridge, Cambridge
University Press, 2020.
 Norris, Roger. Cambridge International as & a Level Chemistry
Practical Workbook. 2020.
 The home of revision (no date) Save My Exams. Available at:
https://www.savemyexams.com/ (Accessed: 13 May 2024).
 PapaCambridge (no date) Chemistry 9701 AS/A Level past
papers: Caie: Papacambridge, Past Papers. Available at:
https://pastpapers.papacambridge.com/papers/caie/igcse-
chemistry-0620 (Accessed: 13 May 2024).

Timing Content Learning Outcomes Teacher and Learner Activities Learning Checks
Week 1 8 1. explain and use the term rate  Present learners with a balanced chemical reaction and o Worksheet
and 2 Reaction of reaction, frequency of ask them what criteria are important for the particles to o Doing workbook
March kinetics collisions, effective collisions react. Elicit that for effective collisions [a reaction] to occur o Quiz
8.1 Rate and non-effective collisions the particles must collide with sufficient energy, collide in
the correct orientation and to increase the rate of a o Unit Test
of 2. explain qualitatively, in terms
reaction, collide frequently enough. o QnA
reaction of frequency of effective
 Video:
8.2 collisions, the effect of www.youtube.com/watch?v=SbapBWjDA74 [Collision
concentration and pressure theory and reactions - part 1]
Effect of
changes on the rate of a www.youtube.com/watch?v=Eikf0VwtoxQ [part 2]
temperat reaction www.youtube.com/watch?v=sVNdyT7paZE [collision
ure on 3. use experimental data to theory]
calculate the rate of a reaction  At this level, learners should be able to interpret graphs
reaction
4. define activation energy, EA, derived from experimental data, for example, a graph of
rates ‘quantity of product formed’ [y-axis] against ‘time’ [x-axis].
as the minimum energy
and the From this, they should be able to calculate the mean rate
required for a collision to be
concept of reaction. Mean rate of reaction = change in mass or
effective volume of product/ change in time
of 5. sketch and use the Boltzmann Experimental work:
activatio distribution to explain the  Resource Plus experiment:
n energy significance of activation Carry out The effect of changing the concentration of
8.3 energy hydrochloric acid on the rate of reaction with calcium
Homoge 6. explain qualitatively, in terms carbonate experiment in Cambridge IGCSE Chemistry
neous both of the Boltzmann 0620 Resource Plus, referring to the Teaching Pack
distribution and of frequency of for lesson plans and resources.
and
effective collisions, the effect  Effect of changing the surface area on the rate of
heteroge reaction. Use different sizes of marble chips and
of temperature change on the
neous hydrochloric acid. Plot graphs of loss in mass (y-axis)
rate of a reaction
catalyst against time (x-axis). For basic set-up:
7. explain and use the terms www.youtube.com/watch?v=Ui_74hXRugI
s catalyst and catalysis  Sodium thiosulfate–hydrochloric acid experiment. Change
(a) explain that, in the the concentration of hydrochloric acid and observe a
presence of a catalyst, a disappearing cross. www.youtube.com/watch?
reaction has a different v=r4IZDPpN-bk
mechanism, i.e. one of lower  Examples of activation energy in practice: ask learners to
activation energy research exemplar reactions where energy is need to
(b) explain this catalytic effect initiate a reaction, for example, lighting a match or
in terms of the Boltzmann combustion of a fuel in car engine or lighter.
distribution  Using textbooks or online sources, learners define
(c) construct and interpret a activation energy and sketch a Boltzmann distribution
graph.
reaction pathway diagram, for
 Video explanation:
a reaction in the presence and www.youtube.com/watch?v=YacsIU97OFc
absence of an effective  Experimental work: Experiments investigating the effect
catalyst of temperature on the rate of reaction:
i. Investigate the rate of decomposition of hydrogen
peroxide at various temperatures [oxygen
collected in gas syringe]
ii. The rate of reaction between hydrochloric acid and
marble chips at various temperatures [carbon
dioxide gas collected in a gas syringe].
 iii. Investigate the rate of reaction between sodium
thiosulfate and hydrochloric acid at various
temperatures [disappearing cross experiment]:
iv. www.youtube.com/watch?v=hjh7chIAEOw

 Ask learners to define what a catalyst is and give a couple

of examples where catalysts are used in industry. Ask
why they are needed and also why all reactions do not
require catalysts to proceed. Make sure that learners,
within their definition of a catalyst, include that it is not
used up in the reaction and is therefore not a reactant.
 Ask learners to design an experiment to show that a
catalyst can be recovered and re-used after a chemical
reaction. [Suggest the classic manganese (IV) oxide-
catalysed decomposition of hydrogen peroxide.]
 Demonstrate one or more catalysed and uncatalysed
reactions to learners and draw energy pathway diagrams
for the reaction and also a Boltzmann distribution
diagram.
www.chemguide.co.uk/physical/basicrates/catalyst.html
 Experimental work: ‘Genie in a bottle’ demonstrating the
catalytic decomposition of hydrogen perioxide. [safety
information and link to the preparation in the video]:
www.youtube.com/watch?v=S3o-_tQ7MME

 Homogeneous and heterogeneous catalysts: Discuss with

learners that probably most of the examples of catalysts
they have come across involve heterogeneous catalysts
but that homogenous catalysts are also widely known and
used. Ask learners to research some examples of
homogenous catalysts.
 Acid catalysts: for example in esterification (syllabus
18.1), hydrolysis of esters (syllabus 18.2) and the nitration
of arenes (syllabus 30.1).
 Ask learners if they know the name for ‘biological
catalysts’ and link to catalysis using the example of
enzymes in the body. These are also an example of
homogeneous catalysts. The enzyme catalyase, present
in high amounts in the liver, also catalyses the
decomposition of hydrogen peroxide. This can easily be
demonstrated in the lab: www.youtube.com/watch?
 v=Ya3k0Qd5N1Q
Lesson Evaluation:

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