DP Chemistry Unit Planner – Topic 8 – Acids and Bases

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

Course part Acids and Bases and Internal Assessments SL or HL/Year 1 or 2 SL – Yr 2 Dates Aug - Oct
and topic

Unit description and texts DP assessment(s) for unit

● Paper 1, Multiple choice
Many reactions involve the transfer of a proton from an acid to a base.
● Paper 2, Data based, short and extended response
The characterization of an acid depends on empirical evidence such as ● Laboratory experiments
the production of gases in reactions with metals, the color change of ● Internal Assessment rough draft
indicators or the release of heat in reactions with metal oxides and
hydroxides.
The pH scale is an artificial scale used to distinguish between acid,
neutral and basic/alkaline solutions.
The pH depends on the concentration of the solution. The strength of
acids or bases depends on the extent to which they dissociate in
aqueous solution.
Increased industrialization has led to greater production of nitrogen
and sulfur oxides leading to acid rain, which is damaging our
environment.
● Standard Level Chemistry (Pearson) textbook
● Chemistry Study Guide (Oxford)

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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.

Understand that acids and bases are substances that affect everyday life and having a basic knowledge of acids and bases can help throughout life.
Examples include stomach problems, pH in hot tubs, cleaning supplies, acid deposition.

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. A Bronsted-Lowry acid is a proton (H+) donor and a Bronsted-Lowry base is a
proton (H+) acceptor. ☒Lecture
2. A pair of species differing by a single proton is called a conjugate acid-base pair. ☐Socratic seminar
3. Amphiprotic species can act as both Bronsted-Lowry acids and bases.
☒Small group/pair work
4. Most acids have observable characteristic chemical reactions with reactive
metals, metal oxides, metal hydroxides, hydrogen carbonates and carbonates. ☒PowerPoint lecture/notes
5. Salt and water are produced in exothermic neutralization reactions. ☐Individual presentations
6. pH = -log[H+] and [H+] = 10-pH ☐Group presentations
7. pH values distinguish between acidic, neutral and alkaline solutions.
☐Student lecture/leading
8. A change of one pH unit represents a 10-fold change in the hydrogen ion
concentration [H+]. ☐Interdisciplinary learning
9. The ionic product constant, Kw=[H+][OH-] = 1 x 10-14 at 298K. Details:
10. Strong and weak acids and bases differ in the extent of ionization. ☐Other/s:

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 11. A strong acid is a good proton donor and has a weak conjugate base. Formative assessment:
12. A strong base is a good proton acceptor and has a weak conjugate acid.
Titration lab, Chemquest on acids and bases, book exercises, practice
13. Strong acids and bases of equal concentrations have higher conductivities than problems
weak acids and bases.
14. Rain is naturally acidic because of dissolved CO 2 and has a pH of 5.6. Acid
deposition has a pH below 5.6. Summative assessment:
15. Acid deposition is formed when nitrogen or sulfur oxides dissolve in water to
Unit test – Paper 1 and Paper 2 questions
form HNO3, HNO2, H2SO4 and H2SO3.
Internal Assessment rough draft
16. Sources of the oxides of sulfur and nitrogen and the effects of acid deposition
should be covered.
Students will develop the following skills: Differentiation:
1. Be able to deduce the Bronsted-Lowry acid and base in a chemical reaction. ☐Affirm identity—build self-esteem
2. Be familiar with the representation of a proton in aqueous solution as either H +
or H3O+. ☐Value prior knowledge
3. Be able to deduce the conjugate acid or conjugate base in a chemical reaction. ☒Scaffold learning
4. Be able to clearly show or indicate the location of the proton transfer. For ☒Extend learning
example: CH3COOH/CH3COO- rather than C2H4O2/C2H3O2-
Details: During this unit, students also completed their internal
5. Know the difference between the terms amphoteric and amphiprotic. assessment.
6. Be able to balance chemical equations for the reactions of acids.
7. Be able to identify the acid and base needed to make different salts.
8. Be able to solve problems involving pH, [H +] and [OH-].
9. Be familiar with the use of a pH meter and universal indicator.
10. Be able to distinguish between strong and weak acids and bases in terms of the
rates of their reactions with metals, metal oxides, metal hydroxides, metal
hydrogen carbonates and metal carbonates and their electrical conductivities
for solutions of equal concentrations.
11. Be able to balance equations that describe the combustion of sulfur and
nitrogen to their oxides and the subsequent formation of HNO 3, HNO2, H2SO4

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 and H2SO3.
12. Be able to deduce acid deposition equations for acid deposition with reactive
metals and carbonates.
13. Be able to distinguish between the pre-combustion and post-combustion
methods of reducing sulfur oxides emissions.
Students will grasp the following concepts:
1. Key concepts – relationships and systems
2. Related concepts – transfer, conditions and interaction

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: Students have to manage their time to complete their IA and write-up of their rough draft on time.
☒Research: During this time frame, students are choosing their IA topic and having to research information about their question.
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 : Language – students have ☐Activity

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 ☒Acquisition of new learning through practice to write their rough draft for their internal ☐Service
assessment using the proper scientific language.
☒Demonstrating proficiency Details:
☒Areas of knowledge: Natural Sciences
☐The knowledge framework
Acid and base behavior can be explained using
different theories. How are the explanations in
chemistry different from explanations in other
subjects such as history? (DP Chemistry course
guide)
Chemistry makes use of the universal language
of mathematics as a means of communication.
Why is it important to have just one
“scientific” language? (DP Chemistry course
guide)
The strength of an acid can be determined by
the use of pH and conductivity probes. In what
ways do technologies, which extend our
senses, change or reinforce our view of the
world? (DP Chemistry course guide)
All rain is acidic but not all rain is “acid rain”.
Scientific terms have a precise definition. Does
scientific vocabulary communicate our
knowledge in a neutral way or can it have
value-laden terminology? (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.
5

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 ● 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

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

Completing all IA experiments and each student having The entire unit was disjointed having the IA work in the Figure out a way to do notes differently.
a rough draft submitted. middle of the unit.
Maybe complete acids/bases before doing IA work.
The flow of content was very difficult having to stop
Work on practice problems sooner.
and concentrate on the IA.

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