Teacher(s)
Wama Ojha
Subject group and discipline
Sciences (Chemistry)
Unit title
Organic Chemistry
MYP year
Unit duration (hrs)
!
"n#uiry$ %stablishing %stablishing the purpose o& the unit 'ey concept
elated concept(s)
lobal conte*t
ChangeChange-
+orm(Structure) and "nteraction$,
Orientation in space and time $,-isco.eries
Change will be viewed in structure and function of various organic compounds on account of changes In functional group.
Interactions are responsible for changes in structural form of system and surrounding (at micro level as well as macro level).
Organic chemistry is a seprate branch of chemistry which has emerged over the period of time due to wide spread use and existence of carbon and its compunds.
Statement o& in#uiry Structural changes in our surrounding over the period of time had led to ne/ dsco.eries through human interactions.
"n#uiry #uestions +actual$,lines o& "n#uiry,
Conceptual$,0ine o& "n#uiry,Outline "n#uiry,Outline the e&&ect o& &unctional groups on chemical and physical beha.iour o& parent compounds1 ow al!enes can be differentiated from al!anes" ow are hydrocarbons named" ow functional groups help us to determine the characteristic reactions of the parent compound" ow is ester prepared from alcohols"
-ebatable$,0ines o& in#uiry,-iscuss in#uiry,-iscuss the positi.e and negati.e impact o& using alcohol as a &uel on en.iorment1 -#se of alcohol as biofuels.
Middle Years Programme Unit planner
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Objecti.es 2 $ i.e*plain scientific !nowledge ii. apply scientific !nowledge and understanding to solve problems set in familiar and unfamiliar situations iii. 2nalyse and evaluate information to ma!e scientifically supported %udgments.
3 - i. e*plain a problem or &uestion to be tested by a scientific investigation ii. +ormulate a testable hypothesis and explain it using scientific reasoning. iii. e*plain how to manipulate the variables' and explain how data will be collected C - i. present collected and transformed data ii. Interpret data and explain results using scientific reasoning. iii. e.aluate the validity of a hypothesis based on the outcome of the scientific investigation iv. e.aluate the validity of the method v. e*plain improvements or extensions to the method.
-- i. e*plain the ways in which science is applied and used to address a specific problem or issue ii. -iscuss and evaluate the various implications of the
Middle Years Programme Unit planner
Summati.e assessment Outline of summative assessment tas!(s) including assessment criteria #nit test will be conducted based on content and concepts addressed in class. he unit test consists of multiple-choice &uestions and short-answer &uestions that were designed to examine students* information-recall and problem-solving abilities. #nfamiliar situations are also included to encourage students to apply their understanding of scientific ideas and concepts.
0ab acti.ity$ Students /ill be as4ed to in.estigate the &actors a&&ecting the titre .alue in acid base titration (neutralisation reaction o& an acid and base)1The acid used may be organic or inorganic1
+esearch and essay writing he students will discuss and evaluate the various implications of the use of
+elationship between summative assessment tas!(s) and statement of in&uiry Criterion 2 #nit end test will provide opportunity to applyl earned !nowledge in !nown and unfamiliar situations. ,ithin the test' alongside &uestions that directly assess students* ability to deal with the content taught in the unit' the students will be re&uired to address the changes in properties of organic compounds due to various functional groups present in them. In particular' the students will be re&uired to discuss the chemical reactions of saturated and unsaturated organic compounds and properties of alcohols and esters.
Criterion 3 and C-Students will get a chance to explore the effect of various factors on the titre value of base tused in acid $base itration.hey will understand the nature of interaction between acid and base in order to undergo neutralisation and will be able to evaluate the molarity of acid provided to them from their findings of the experiment.
Criterion -$, elationship bet/een summati.e assessment tas4(s) and statement o& in#uiry1
2
use of science and its application in solving a s pecific problem or issue. iii1 apply scientific language effectively iv. -ocument the wor! of others and sources of information used.
science and its application in solving a specific problem or issue. hey will have to write an essay on the topic 5"mpact o& use o& soaps and detergents on society6in 788,9!88 /ords1 Use o& polymers in &ield o& pharmaceuticals and &ood pac4aging sector1
hrough essay writing tas! the students will learn the impact of soaps and detergents on our society' enviorment and surrounding as soaps and detergens interact with the biotic component of our ecosystem. elation bet/een summati.e tas4 and global conte*t$, hrough essay writing tas!' students willget a chance to research on soaps and detergents which will enhance their !nowledge regarding historical discoveries over the period of time which lead to formulation of various cleansing agents used today and their impact on global enviorment.
2pproaches to learning (2T0) 2ction$ Teaching and learning through in#uiry Content
Middle Years Programme Unit planner
0earning process
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0earning e*periences and teaching strategies
Wee4 9 Introduction to organic chemistry ,hat are saturated and unsaturated organic compounds" est for unsaturation.
Wee4 9 "ntroduction 2cti.ity-Introduction to organic chemistry will be carried out by giving examples from real world.Students will be as!ed to give the names of some common products used in their daily life (It may be simplest cosmetic or complex fuel used to drive their vehicles.). hen'I will discuss the properties of carbon which is somewhere the ma%or component in all those products mentioned by students and then I will come up to the term 5Organic Chemistry6 hrough this introductory discussion' students will get a clue regarding importance of organic compounds and necessity to study organic chemistry. Test &or saturation$, Saturated and unsaturated organic compunds will be made clear by lab demonstration ; 0romine water and acidified potassium permagnate test will be conducted on some samples of un!nown organic compounds and the visible colour change will help the learners to understand the difference between the two ma%or classes of organic compound.
Wee4 !
omologus series omenclature of organic compounds.
Wee4 ! omologus series will be explained through lecture method.
Studnets will be as!ed to give a common name to one of their best buddy. hey will be as!ed to describe what made them suggest the particular name. heir answer will definitely relate to some behavioural aspect or some habbit of their friends. his activity will ma!e them understand that naming of organic compound is also related with the presence of characteristic functional group and the particular number of carbon atoms in them. /fter this fun loving and interactive activity'I will introduce the rules for naming organic compounds.
,or!sheet will be provided for naming simple organic compounds.
Wee4 :, ections o& al4anes and al4enes Substitution reaction of al!anes. ormation of chloroforms /ddition reactions of al!enes-hydrogenation' bromination and hydration.
Middle Years Programme Unit planner
Wee4 :, heory behind chemical reactions of al!anes and al!enes will be explained through videos and power point presentation and then students will be ta!en to lab for demonstrating some common reactions in lab. 1ractise wor!sheet will be given.
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Wee4 = Structural isomerism
Wee4 = 3all and stic4 acti.ity, Students will be as!ed to draw different organic structures with given number of balls and stic!s wherein balls represent the number of carbon atoms and stic! rerpresent the bonds. his activity will develop their creative thin!ing s!ills and collaborative s!ills. urther' they will learn the concept of isomerism wherein the compounds have same molecular constitution but different structures.
Students will be as!ed to share their understanding with peers in order to ma!e them understand the difference between position isomers and chain isomers. Students will be given certain practise &uestions related to isomers.
Wee4 >,?
Wee4 >,?
/lcohols 1reparation of alcohols by al!enes 1reparation of alcohols by fermentation. #se of alcohol as a biofuel. 2ffect of alcohol on health. Chemical reactions of ethanol-combustion' esterification' oxidation and burning.
Wee4 7,@ ,hat are carboxylic acids" 2thanoic acid as a wea! acid. Structure of functional group of carboxylic acids. 1reparation of esters. ats and oils as vegetable esters. 2xplanation of process of saponification 3ifferent types of detergents. Cleansing action ofoaps and detergents. ydrophobic and hydrophilic parts of soaps and detergents.
Middle Years Programme Unit planner
Students will be as!ed to research on the effect of alcholo on health and the impact of using alcohol as a biofuel on enviorment and dependence of its usage on climatic factors. Studnets will present their findings in front of class either in form of power point presentation or verbal communication. 1eers can raise up their &uestions. his will develop their communication and research s!ills. his will involve all the studnets.
+eactions of alcohols will be explained and esterification will be demonstrated in lab. Wee4 7,@ Students will be explained the organic acids with examples. Some common organic acids used in our daily life will be discussed. Organic acids are wea! acids can be demonstrated through litmus paper and p paper. 2ster formation will be explained through lab demonstration. Studenst will be as!ed to research on impacts of soaps and detergents on society. Cleansing action will be demonstrated through video clipping Soap will be formed in lab
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Week 10
Wee4 98 e.ison o& the unit
+ecapitulation of concepts will be done by applying 4rotate group* strategy.
Students will receive rubrics for each assessment that must be completed.
2xemplars li!e a power point on cleansing action of soaps' classification of organic compounds.
he students will complete individual research and guided learning activities to develop the !nowledge needed.
1ractical s!ills will be developed through experimental investigations li!e test for unsaturation' titration using organic and inorganic acids' saponification' and esterification.
/ll rubrics' assignment descriptions and class wor! will be provided in the designed tas!
0eyond the exploratory in&uiry activities' students will have a wide range of learning options' including teacher lecture' citing examples from daily life' research through the internet' and practice &uestions 3iscussion on structure and various formulaes of al!anes and al!enes. Smart class modules and 11 regarding reactions of saturated and unsaturated hydrocarbon. 5isit to chemistry lab to perform titration of an acid with base to conclude the strength of acid used 3iscuss the positive as well as negative role of the alcohol in our life and on our health. ,or!sheets will be provided to them. Students will receive all rubrics as well as organi6ational emplates for process wor! to assist them in meeting the final expectations for each Criterion.
0eyond the exploratory in&uiry activities' students will have a wide range of learning options' including teacher lecture' video clips' research through the internet' and practice &uestions
Middle Years Programme Unit planner
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+ecapitulation of previous !nowledge of litmus test for acid and some common properties of esters and soaps.
hin!ing s!ill ac&uisition hrough information literacy. Students will go to different sources to investigate their ideas. Communication s!ill through discussions. Scientific in&uiry s!ills through labs. +ormati.e assessment Students will be given different wor!sheets to test their understanding ormative assessment 7ultiple choice test. #se of different reagents to test for unsaturation. ,or!sheet. Competent completion of practical in pairs and written preparations. Students will demonstrate the attitudes and s!ills to perform safely and effectively. Open ended &uestions during class' individual practice (homewor! 8 class wor!)' &ui66es' group activities' individual activities' labs.
-i&&erentiation$,
Middle Years Programme Unit planner
/ll activities will be done in groups and peer assessment will be conducted. 7embers of group will !eep changing for each activity. Opportunities to participate in different activities during the unit li!e preparing charts and power point presentation' drawing structures of organic compounds' identifying isomers which they thin! are similar' segregating materials available in classroom on the basis of their similarity to understand classification' observing lab demonstrations in order to differentiate between saturated and unsaturated compunds helped in provo!ing in&uiry as well as in grasping the concepts easily. #se of the resources room for simulations and information related to the topic or short' ob%ective &ui66es' allow the students to as! the &uestions to the class. hey will !now what they studied9 Or' as! the first four' and have them as! five or so. his is fun and boosts their confidence9 or in&uiry activities' students will be allowed to collaborate in small groups. or students who are less s!illed' a class discussion will be initiated and teaching that everyone will follow.
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/ set amount of time will be given to students to complete each step in the tas!. /ll students should write a short reflection about what wor!ed' what did not' and why. 3ifferentiating by catering to individual needs of students. 1roviding extra assistance where needed as well as extension wor! as re&uired. eaching methodologies that will be employed during this unit 3ifferentiation will be achieved through use of 5isual' Oral' :inesthetic' and /uditory based learning activities .Some students learn better by watching a related video' some grasp better by doing hand on activities and some learn through listening activities. 0rea!ing topics into subtopics and assigning a subtopic to students. (Students will form groups or pairs to facilitate learning by peer support). 2xample 3ifferent groups were assigned different functional groups and they presented their understanding using different methods. Slow learners will be given additional support apart from peer support to ma!e understanding easier. +ecapitulation and reflection of the topic will be done in groups.
esources
;aptops and library boo!s available for student reference
;ist of teacher-recommended web resources available
School librarian available for research support Seating will wor! independently' in teacher-assigned pairs8small groups and in interest-based in&uiry groups.
;earning support available for c ollaborative planning' in-class support' out-of-class support
http88www.readwritethin!.org
search alphabet organi6er
The students will be encouraged to bring articles relating to the studied topic that they may find in newspapers, magazines etc. during the unit. interesting websites li!ewww.labs!ills.co.u! www.tuition.com http88intranet.wellingtoncollege.org.u!8chemistry8!itchen-chemistry /5-http88youtu.be8-vIwn<;=i7 http$AAyoutu1beA4d%h@?>"9Y2
Middle Years Programme Unit planner
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http$AAyoutu1beAB?sDg@P#2 http$AAyoutu1beAEPOd,hio=Fg http$AAyoutu1beAEF=Sg>l:Yo http$AAyoutu1beAtBc9"S2?dtg http$AAyoutu1beAYsa.y2Se?ho http$AAyoutu1beA2lGO*y9-dD4 http$AAyoutu1beABUrE:Hor&/ e&erential Websites www.chemguide.co.u! http88www.visionlearning.com8library8module>viewer.php"mid?@@ http88www.files.chem.vt.edu8+5AS8/C8notes8otes>on>organic>chemistry.html http88www.mpinstitute.in8#1BD;O/3BDI;2SBDEBD,20SI2BDF8scienceBDxBDstudyBDmaterial8final8G>Chem>Ch>organicchemistry>Chotes>Oct.pdf http88ibchem.com8I08ibnotes8full8aab>htm8H.J.htm s
Prior to teaching the unit
Middle Years Programme Unit planner
-uring teaching
2&ter teaching the unit
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Students are expected to have previous !nowledge about the topic and subtopics. #nit will be initiali6ed by as!ing a number of brainstorming &uestions. #nit teaching will be integrated with classroom activities
Students shown constant interest in the unit as organic compunds occupies an important place in our daily life. To generate in#uiry in classroom to introduce organic compunds$, Students were able to give the names of some common products used in their daily life (It may be simplest cosmetic or complex fuel used to drive their vehicles.). hen'I have discussed the properties of carbon which is somewhere the ma%or component in all those products mentioned by students and finally after all the discusssi on studnets were introduced with the term organic chemistry and significane of organic compunds was discussed hrough this introductory discussion' students will get a clue regarding importance of organic compounds and necessity to study organic chemistry. Students could establish relationship between number of bonds between two carbon atoms and saturation behaviour.Students were able to draw structures of various al!anes.
0ines o& in#uiry that will define the central ideaConcept of fundamental properties of carbon. Importance of organic compounds 2xamples of organic compunds used in our day to day life Importance of naming organic compunds. #se of lcohol as biofuel Impact of soaps and detergents on society. Duestions that /ill dri.e to/ards this in#uiries,hy carbon can fom long chain macromolecular structure" ,hy organic compounds are important to study" ,hat is the basis of naming of organic compounds" Outline the properties of alcohol that are suitable for its usage as a fuel"
,hat is biofuel" Can alcohol be considered as suitable biofuel" 3iscuss the impact of soaps and detergents on society in terms of economical' enviormental and social groundings.
0ut topics li!e chemical reactions of al!anes' al!enes and alcohols are still the areas where students need to devote time in practising these reactions. Students came up with their ideas regarding use of alcohol as biofuels. hey en%oyed drawing various strucatural isomers of al!enes and other organic compounds. +eactions need practise. he formative assessment results demonstrated the variation in !nowledge and understanding level of the students. Some of the students showed very good understanding level. he results of lab activity and essay writing tas!s demonstrated satisfactory level of understanding. /mong the variousteaching strategies I' found use of examples most successful. his developed interest and better understanding level. hey reflected on the unit as follows-
est for unsaturated compounds is performed in laboratory which was &uite interesting for studnets to observe as they were able to %udge the nature organic sample provided to them on the basis of theirobservation.
/ddition reaction of al!enes created a little bit of confusion but through examples and various structure based &uestions' students were able to understand the basic mechanism of addition reactions of al!enes.
0all and stic! activity helped stuents to understand the isomers concept nicely wherein they participated and en%oyed the activity.hrough the activity'along with the development of the concept'studnets also enhanced their creative thin!ing s!ills.
Middle Years Programme Unit planner 10
Middle Years Programme Unit planner 11
