Chemical Kinetics

Teacher(s) Dr. Indumathi Muthukumar Subject group and course Sciences: Chemistry

Course Part DP Year 1 or 2 DP1 Dates W4 April (4 weeks)

INQUIRY: establishing purpose of the unit

Group/Course Aims (from DP subject guide) Assessment Objectives (from DP subject guide)

• Acquire a body of knowledge, methods and techniques that characterize science Demonstrate knowledge and understanding of
and technology • facts, concepts, and terminology
• Apply and use a body of knowledge, methods and techniques that characterize • methodologies and techniques
science and technology • communicating scientific information
• Develop an ability to analyse, evaluate and synthesize scientific information Apply
• Develop a critical awareness of the need for, and the value of, effective • facts, concepts, and terminology
collaboration and communication during scientific activities • methodologies and techniques
• Develop experimental and investigative scientific skills including the use of • methods of communicating scientific information
current technologies Formulate, analyse and evaluate
• Develop and apply 21st century communication skills in the study of science • hypotheses, research questions and predictions
• Become critically aware, as global citizens, of the ethical implications of using • methodologies and techniques
science and technology Demonstrate the appropriate research, experimental, and personal skills
necessary to carry out insightful and ethical investigations

Essential understandings

• Species react as a result of collisions of sufficient energy and proper orientation.

• The rate of reaction is expressed as the change in concentration of a particular reactant/product per unit time. Concentration changes in a reaction can be followed
indirectly by monitoring changes in mass, volume and colour.
• Activation energy (Ea) is the minimum energy that colliding molecules need in order to have successful collisions leading to a reaction. By decreasing Ea, a catalyst
increases the rate of a chemical reaction, without itself being permanently chemically changed.
• Reactions may occur by more than one step and the slowest step determines the rate of reaction (rate determining step/RDS). The molecularity of an elementary step is
the number of reactant particles taking part in that step.
• The order of a reaction can be either integer or fractional in nature. The order of a reaction can describe, with respect to a reactant, the number of particles taking part in
the rate-determining step.
• Rate equations can only be determined experimentally. The value of the rate constant (k) is affected by temperature and its units are determined from the overall order
of the reaction. Catalysts alter a reaction mechanism, introducing a step with lower activation energy.
• The Arrhenius equation uses the temperature dependence of the rate constant to determine the activation energy.

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 • A graph of 1/T against ln k is a linear plot with gradient – Ea / R and intercept, lnA. The frequency factor (or pre-exponential factor) (A) takes into account the frequency
of collisions with proper orientations.

Syllabus (from DP subject guide)

Core
6. Chemical kinetics
6.1 Collision theory and rates of reaction
Nature of science:
• The principle of Occam’s razor is used as a guide to developing a theory - although we cannot directly see reactions taking place at the molecular level, we
can theorize based on the current atomic models. Collision theory is a good example of this principle.
Understandings:
• Species react as a result of collisions of sufficient energy and proper orientation.
• The rate of reaction is expressed as the change in concentration of a particular reactant/product per unit time.
• Concentration changes in a reaction can be followed indirectly by monitoring changes in mass, volume and colour.
• Activation energy (Ea ) is the minimum energy that colliding molecules need in order to have successful collisions leading to a reaction.
• By decreasing Ea , a catalyst increases the rate of a chemical reaction, without itself being permanently chemically changed.
Applications and skills:
• Description of the kinetic theory in terms of the movement of particles whose average kinetic energy is proportional to temperature in Kelvin.
• Analysis of graphical and numerical data from rate experiments.
• Explanation of the effects of temperature, pressure/concentration and particle size on rate of reaction.
• Construction of Maxwell–Boltzmann energy distribution curves to account for the probability of successful collisions and factors affecting these, including
the effect of a catalyst.
• Investigation of rates of reaction experimentally and evaluation of the results.
• Sketching and explanation of energy profiles with and without catalysts.
Additional higher level
16. Chemical kinetics
16.1 Rate expression and reaction mechanism
Nature of science:
• Principle of Occam’s razor - newer theories need to remain as simple as possible while maximizing explanatory power. The low probability of three
molecule collisions means stepwise reaction mechanisms are more likely.
Understandings:
• Reactions may occur by more than one step and the slowest step determines the rate of reaction (rate determining step/RDS).
• The molecularity of an elementary step is the number of reactant particles taking part in that step.
• The order of a reaction can be either integer or fractional in nature. The order of a reaction can describe, with respect to a reactant, the number of particles
taking part in the rate-determining step.
• Rate equations can only be determined experimentally.
• The value of the rate constant (k) is affected by temperature and its units are determined from the overall order of the reaction.
• Catalysts alter a reaction mechanism, introducing a step with lower activation energy.
Applications and skills:
• Deduction of the rate expression for an equation from experimental data and solving problems involving the rate expression.

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 • Sketching, identifying, and analysing graphical representations for zero, first and second order reactions.
• Evaluation of proposed reaction mechanisms to be consistent with kinetic and stoichiometric data.
16.2 Activation energy
Nature of science:
• Theories can be supported or falsified and replaced by new theories - changing the temperature of a reaction has a much greater effect on the rate of
reaction than can be explained by its effect on collision rates. This resulted in the development of the Arrhenius equation which proposes a quantitative model
to explain the effect of temperature change on reaction rate.
Understandings:
• The Arrhenius equation uses the temperature dependence of the rate constant to determine the activation energy.
• A graph of 1/T against ln k is a linear plot with gradient -Eₐ/R and intercept, lnA.
• The frequency factor (or pre-exponential factor) (A) takes into account the frequency of collisions with proper orientations.
Applications and skills:
• Analysing graphical representation of the Arrhenius equation in its linear form lnk=-Eₐ/RT+lnA.
• Using the Arrhenius equation k=Ae(-Eₐ/RT).
• Describing the relationships between temperature and rate constant; frequency factor and complexity of molecules colliding.
• Determining and evaluating values of activation energy and frequency factors from data.

Inquiry questions

Skills-based How do we measure the speed of a reaction?

Debatable Why is it important to study the rate of reaction?
Concept-based Why certain reactions occur faster than the others?
Concept-based Why is it better to use a catalyst to speed up a reaction rather than increase the temperature?
Concept-based What are the factors affect the rate of a reaction?

Approaches to learning (ATL)

Thinking Communication Research

ATL coverage details and notes:

The students will do hands on experiments on “The factors affecting the rate of reaction /Determination of order and rate expression of the reaction/ Determination of
activation energy. They will be asked to form groups and discuss the results with other students by powerpoint presentation. Through these activities, the students will
develop research skills, thinking skills and communication skills.

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 Language and learning ToK Connections CAS Connections

• Personal and shared knowledge • Creativity

• Ways of knowing • Service
• Areas of knowledge
• The knowledge framework
Details:
• The Kelvin scale of temperature gives a natural
measure of the kinetic energy of gas whereas the
artificial Celsius scale is based on the properties of
water. Are physical properties such as temperature
invented or discovered?
• Reaction mechanism can be supported by indirect
evidence. What is the role of empirical evidence in
scientific theories? Can we ever be certain in
science?

Learner Profile International Mindedness

Thinkers Describe how this unit will enable students to engage with an issue of
Students exercise initiative in applying thinking skills critically and creatively to global importance and/or analyse an issue from different cultural
recognize and approach complex problems in kinetics and make reasoned, ethical perspectives.
decisions. The first catalyst used in industry was for the production of sulfuric acid. Sulfuric
acid production closely mirrored a country’s economic health for a long time.
Communicators Students will analyse some current indicators of a country’s economic health.
Students understand and express ideas and information confidently and creatively
through the presentation and lab activities. They work effectively and willingly in
collaboration with others.

Reflective
Students give thoughtful consideration to their own learning and experience. They
are able to assess and understand their strengths and limitations in order to
support their learning and personal development.

Assessments

SL What summative assessment will be used in this unit?

Internal Assessment Monthly test, Midterm test and Mock exam
Individual investigation
• A: Personal engagement What formative assessment will be used in this unit?
• B: Exploration AFL's, Home works, Progress in Internal Assessment report
• C: Analysis

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 • D: Evaluation How will students show understanding? And what will constitute
• E: Communication acceptable evidence of understanding?
External Assessment Portfolios of student work, Observations of students' progress (e.g., presentations,
Paper 1 group
• Multiple-choice questions on the core material discussions), undertaken systematically and with notes
Paper 2 recorded systematically, Collecting reflection forms for each topic in the unit.
• Short-answer and extended-response questions on the core material
Paper 3 Describe the process for standardization of marking and moderation?
• A: Data-based question and several short-answer questions on experimental Three random papers are picked from different classes and marked for selected
work questions. The marks are then discussed in a formal meeting and standardization
• B: Short-answer and extended-response questions from one option is carried for the same.
HL Which assessment criteria will be used?
Internal Assessment Students will be asked to solve worksheets based on paper 1 and paper 2 type of
Individual investigation questions and the mark scheme will be discussed with the students.
• A: Personal engagement
• B: Exploration
• C: Analysis
• D: Evaluation
• E: Communication
External Assessment
Paper 1
• Multiple-choice questions on the core and higher level material
Paper 2
• Short-answer and extended-response questions on the core and higher level
material
Paper 3
• A: Data-based question and several short-answer questions on experimental
work
• B: Short-answer and extended-response questions from one option

ACTION: teaching and learning through inquiry

Content Learning process

Students will know: Learning experiences and strategies/planning for self-supporting learning:
To analyse graphical and numerical data from rate experiments. • Lecture
Deduction of the rate expression for an equation from experimental data and • Small group/pair work
solving problems involving the rate expression. • PowerPoint lecture/notes
Evaluation of proposed reaction mechanisms to be consistent with kinetic and • Individual presentations
stoichiometric data. • Group presentations

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 Describing the relationships between temperature and rate constant; frequency
factor and complexity of molecules colliding.

Students will be able to:

Students will do research an industrial process, identify its rate determining step
and what is done to increase the overall rate of reaction.
Students draw and label a one-step or overall reaction potential energy diagram to
show the effect of a catalyst on the reaction.

Learning Experiences Teaching Strategies

Do the students have enough prior knowledge? How will we know? What different teaching methodologies will be used to support different
Yes. Through KWL activity, the teacher typically asks the students what they learning styles?
already know about the topic (K) or what they think they know about it. Next, they Visual learners : Use maps, flow charts, or webs to organize materials
are asked what they want to know (W). Then, then the teacher teach the lesson Auditory learners : Oral discussion, ppt presentation, oral quiz
and ask them what they learned (L). Kinesthetic learners : Hands on experiments (Lab activities)

Through what activities will students acquire the knowledge and practice How will formative assessment be used to give students feedback during
the skills required? the unit?
Some examples include teacher observations of student learning, student-teacher
conferencing, questioning for
understanding, thumbs up/thumbs down, exit and entrance tickets, students using
whiteboards within the
classroom, etc. The key to using these strategies effectively is to use the data
gathered from formative
practices to reflect on and provide high-quality feedback that guides future
teaching and learning.

How will information literacy and the use of ICT be developed?

(i) Databases, data loggers and other ICT applications can be used to research
proposed mechanisms for lab work performed and to carry out virtual experiments
to investigate factors which influence rate equations.
(ii) Simulations can be used to show how molecular collisions are affected by
change of macroscopic properties such as temperature, pressure and
concentration.

How will the idea of academic honesty be reinforced?

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 Differentiation

Differentiation items in this unit

• Value prior knowledge
• Scaffold learning
Details

Resources

Chemistry | IB Chemistry Ninja Topic 16 Kinetics HL

Website Website
Added by Dr. Indumathi Muthukumar on May 26, 2018 Added by Dr. Indumathi Muthukumar on May 26, 2018
Summary Summary

IB Chemistry Topic 6 Kinetics

Website
Added by Dr. Indumathi Muthukumar on May 26, 2018
Summary

REFLECTION: considering the planning, process and impact of the inquiry

Prior to studying the unit During the unit After the unit

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