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Olu Odeyemi
Teacher(s) Subject group and course IBDP Chemistry
Course part Topic 9/19 – Redox Processes SL or HL/Year 1 or 2 SL & HL Dates 4 weeks
and topic Year 2
Unit description and texts DP assessment(s) for unit
Energy conversion between chemical and electrical energy Paper 1 – MC; Paper 2 - database, short/extended responses
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.
- Redox reactions are involved in daily applications, both in chemical and biochemical reactions
- Standard electrode potentials play a role in voltaic and electrolytic cells which are the two types of electrochemical cells
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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:
SL
Lecture
- Definitions for oxidation & reduction i.e. gain of O/loss of H; electron gain/loss;
change in oxidation number Socratic seminar
- That an oxidising agent is reduced and a reducing agent is oxidised Small group/pair work
- That there are variable oxidation numbers for transition metals and most of no-
metals PowerPoint lecture/notes
- The activity series ranks metals according to the ease with which they undergo Individual presentations
oxidation.
- Experiment to measure biochemical oxygen demand Group presentations
- Use and write the terms oxidation number and states correctly Student lecture/leading
- Oxidation state of H in metal hydrides (-1) and O in peroxides (-1) should be
Interdisciplinary learning
covered
- Section 25 of data booklet shows simple activity series Details:
- How voltaic and electrolytic cells convert energy Prior knowledge of students required at start of topic, so teacher
- Oxidation occurs at the anode (negative electrode) and reduction occurs at the can build on it. PowerPoint/white board/interactive board used
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cathode (positive electrode) in a voltaic cell (Cell diagram should be covered) to explain new concepts. Students can do think-pair-share and
- Oxidation occurs at the anode (positive electrode) and reduction occurs at the group tasks. As they gain confidence, one can give them a small
cathode (negative electrode) in an electrolytic cell part to lead on, e.g. The Winkler Method, industrial uses of redox
processes.
HL
Other/s:
- EMF (electromotive force) is generated by voltaic cells leading to electrons
moving from anode to cathode and is the cell potential Flipped learning
- The standard hydrogen electrode (SHE) is an inert platinum electrode in contact
with 1 mol dm-3 hydrogen ion and hydrogen gas at 100 kPa and 298 K Formative assessment:
- Define standard electrode potential 1-10 quiz at the start of each lesson
- Electrolysis of aqueous solutions means water can be oxidized to O at the anode
Use of questions from the Oxford IB Study guide (by Geoffrey Neuss) at
and reduced to H at the cathode.
end of lesson
- When Eo is positive, ∆Go is negative indicative of a spontaneous process. When
Eo is negative, ∆Go is positive indicative of a non-spontaneous process. When Eo
is 0, then ∆Go is 0.
- Current, duration of electrolysis and charge on the ion are factors that affect the
amount of product formed at the electrodes during electrolysis.
- Electroplating involves the electrolytic coating of an object with a thin metallic
Summative assessment:
layer.
- Electrolytic processes to be covered in theory should include the electrolysis of End of topic test
aqueous solutions (e.g. sodium chloride, copper (II) sulphate etc) and water Experiment write-up
using both inert platinum or graphite electrodes and copper electrodes.
Explanations should refer to Eo values, nature of the electrode and
concentration of the electrolyte.
- (∆Go = −nFEo is given in the data booklet in section 1.
- Faraday’s constant = 96 500 C mol-1 is given in the data booklet in section 2.
- Understood the term “cells in series” Differentiation:
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Affirm identity—build self-esteem
Value prior knowledge
Scaffold learning
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Extend learning
Details:
Targeted questions (oral and written) to various abilities within the
class
Students will develop the following skills:
Pose-Pause-Pounce-Bounce questioning sequence – helps to scaffold as
SL well as extend a range of students.
To be able to:
• Deduce the oxidation states of an atom in an ion or compound
• Deduce the name of a transition metal compound from a given formula,
applying oxidation numbers represented by Roman numerals
• Identify the species oxidized & reduced and the oxidizing & reducing agents, in
redox reactions
• Deduce redox reactions using half-equations in acidic or neutral solutions
• Deduce the feasibility of a redox reaction from the activity series/reaction data
• Solution of a range of redox titration problems
• Apply the Winkler Method to calculate BOD
• Construct and annotate both types of electrochemical cells
• Explain how a redox reaction produces electricity in a voltaic cell and how
current is conducted in an electrolytic cell
• Distinguish between electron and ion flow in both electrochemical cells
• Carry out lab experiments involving a typical voltaic cell using two metal/metal-
ion half-cells
• Deduce the products of the electrolysis of a molten salt
• Understand the command words associated with learning these skills
HL
To be able to:
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• Calculate cell potentials using standard electrode potentials
• Predict whether a reaction is spontaneous or not using Eo values
• Use the standard electrode potentials to determine the standard free-energy
changes (∆Go)
• Explain the products formed during the electrolysis of aqueous solutions
• Conduct lab experiments that could include single replacement reactions in
aqueous solutions
• Determine the relative amounts of products formed during electrolytic
processes
• Explain the process of electroplating
Students will grasp the following concepts:
SL
How electrolysis works; the workings of voltaic and electrochemical cells; that reduction
and oxidation go together.
HL
That chemical reactions can be driven by electricity or can themselves produce
electricity.
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
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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 connections Check the boxes for any explicit CAS connections.
learning connections made during the unit. For more 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:
Details: Details:
Resources
List and attach (if applicable) any resources used in this unit
The Oxford IB Study guide by Geoffrey Neuss
Text book: Chemistry course companion [2014 edition] by Sergey Bylikin, Gary Homer, Brian Murphy & David Tarcy
[Link]
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[Link]
[Link]
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
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