mrjfunk.files.wordpress.com · Web viewChemistry is an experimental science that combines academic study with the acquisition of practical and investigation skills. The Diploma

IB Chemistry Handbook

International Baccalaureate

Student Handbook

Chemistry

Student name _____________________________________

4

IB Chemistry Student Handbook

IB learners who study group 4 Experimental Science are developed to become:

Inquirers - Their natural curiosity is nurtured. They acquire the skills necessary to conduct constructive inquiry and research, and become independent active learners. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable - They explore concepts, ideas and issues which have global relevance and importance. In so doing, they acquire, and are able to make use of, a significant body of knowledge across a range of disciplines.

Critical Thinkers - They exercise initiative in applying thinking skills critically and creatively to approach complex problems and make reasoned decisions.

Communicators - They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.

Risk-Takers - They approach unfamiliar situations with confidence and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are courageous and articulate in defending those things in which they believe.

Principled - They have sound grasp of the principals of moral reasoning. They have integrity, honesty, a sense of fairness and justice and respect for the dignity of the individual.

Caring - They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to action and service to make a positive difference to the environment and to the lives of others.

Open-minded - Through an understanding and appreciation of their own culture, they are open to perspectives, values and traditions of other individuals and cultures and are accustomed to seeking and considering a range of points of view.

Well-balanced - They understand the importance of physical and mental balance and personal well-being for themselves and others. They demonstrate perseverance and self-discipline.

Reflective - They give thoughtful consideration to their own learning and personal development. They are able to analyze their strengths and weaknesses in a constructive manner.

1. Assessment Objectives for Group 4

By the end of this programme of study in Chemistry you should be able to:

1. Demonstrate knowledge and understanding of:

a. facts, concepts, and terminology

b. methodologies and techniques

c. communicating scientific information

2. Apply:

a. facts, concepts, and terminology


c. methods of communicating scientific information

3. Formulate, analysis and evaluate:

a. hypotheses, research questions and predictions


c. primary and secondary data

d. scientific explanations

4. Demonstrate the appreciate research, experimental, and personal skills necessary to carry out insightful and ethical investigations

2. Programmes we offered:

Two levels of study are available for Chemistry, these are:

· Standard Level (SL)

· Higher Level (HL)

Component

Standard Level (SL)

Higher Level (HL)

Core

Topics 1 to 11 (95 hours)

Additional Higher Level

Topic 12 to 21 (60 hours)

Option

Option D (15 hours)

Option D (25 hours)

Practical Work

Practical (20 hours)

Internal assessment (10 hours)

Practical (40 hours)

Internal assessment (10 hours)

Collaborative research

and presentation

Group 4 project (10 hours)

Group 4 project (10 hours)

Total teaching hours

150 hours over the 2 year program

240 hours over the 2 year program

3. IB Chemistry 2018- 2020 Course Teaching Sequence at QDHS:

CORE: Topic 1-11 AHL: Topic 12 - 21

CORE Topic#

Section

2018 Sep – 2019 June

AHL Topic #

2018 Sep – 2019 June

1 Stoichiometric

1.1 Nature of matter and chemical change

1. Sep

1.2 mole concept

1.3 Masses and volumes

5. Nov-Dec

2 Atomic structure

2.1 Nuclear atom

2. Sep

12

12.1Electrons in atoms

2. Sep

2.2 Electron configuration

3 Periodicity

3.1 Periodic table

9. May

13

13.1 First-row d block elements

3.2 Periodic trends

13.2 coloured complexes

4 Bonding

4.1 Ionic bonding

8. Mar-April

14

14.1Further covalent bonding and structures

4.2 covalent bonding

14.2 hybridization

4.3 covalent structure

4.4 Intermolecular forces

4.5 Metallic bonding

5 Energetics

5.1 Energy change

4. Oct - Nov

15

15.1 Energy cycles

4. Nov

5.2 Hess’s law

15.2 Entropy and spontaneity

5.3 Bond enthalpies

6 Kinetics

6.1 Collision theory

5. Nov - Dec

16

16.1 Rate expression and reaction mechanism

5. Dec

16.2 Activation energy

7 Equilibrium

7.1 Equilibrium

6. Jan

17

17.1 Equilibrium law

6. Jan

8 Acids and bases

8.1 Theories of Acids and bases

7. Feb

18

18.1 Lewis acids and bases

7. March

8.2 Properties of acids and bases

18.2 calculations involving acids and bases

8.3 pH scale

18.3 pH curves

8.4 Strong and weak acids and bases

8.5 Acid deposition

9 Redox

9.1 Oxidation and reduction

G12 Sep

19

19.1 Electrochemical cells

G12 Sep

9.2 Electrochemical cells

10

Organic chemistry

10.1 Fundamental of Organic chem

3. Oct

20

20.1 Organic reactions

G12 Oct

10.2 Functional group

G12 Oct

20

20.2 Synthetic routes

G12 Nov-Dec

20.3 Stereoisomerism

11

Measurement and data processing

11.1 Uncertainties and errors

1. Sep

21

21.1 Spectroscopic identification of organic compounds

11.2 Graphical techniques

11.3 Spectroscopic technique

G12 Oct

Option D

Medicinal chem

D.1 Pharmaceutical products and drug actions

G12 Jan

Option D

D7 Taxol – chiral case study

G12 Jan & March

D.2 Aspirin and penicillin

D8 Nuclear medicine

D.3 Opiates

D9 Drug detection and analysis

D.4 pH regulation of the stomach

D.5 Antiviral medications

D.6 Environmental impact of some medications

G11 IB Chem (SL) Content Overview 课程内容 [2 (90 min) blocks per week]

Week

Date

Content

Assessment [FA or SA] / practical [P] / [IA]

1

3 – 7 Sep

IB Chem Intro (Group 4 project self-reflection, IA), peer assess holiday homework (exploration report)

T1: 1.1 state of matter and chemical change

1.2 mole (NA, Ar, Mr, M, n, c)

T11.1 Uncertainties and errors and 11.2 Graphical techniques

[IA, FA] Summer holiday homework with safety as the focus

2

10 – 14 Sep

[P] Spectro-Vis: Prepare CuSO4 stock solution and determine the concentration of an unknown from absorbance vs concentration graph

[IA, FA]: Error propagation and graphing

3

17 – 21 Sep

1.2 mole [E.F., M.F., stoichiometry, Limiting reagent]

[P, AN&EV, FA] Empirical formula of magnesium oxide (FA) [Prescribed]

[FA]: Topic 1 MCQ

4

25 – 30 Sep

1.3 Ideal gas law

[P] Determine the molar mass of a gas (CO2) experimentally

National Holiday (1- 7 Oct)

5

8 – 12 Oct

T2 (6h): 2.1 nuclear atom and 2.2 electron configuration

[SA] Topic 1, 11

6

15 – 19 Oct

Hydrogen emission spectrum

[P] Spectroscopy tube and Emission spectrum of hydrogen

7

22 – 26 Oct

T10.1 Organic chemistry: fundamental of organic chem

[P] Molymods [Prescribed]

[FA1] Naming and drawing structural formula of organic compounds

8

29 Oct – 2 Nov

Isomers , homologous series, further categorize alcohol, halogenoalkane and amine into primary, secondary and tertiary

[P, database]: property of homologous series (melting point, HC)


[SA] Topic 2 and 10.1

9

5 – 9 Nov

Mid-term Exam (G10 – G12)

60 min [P1 20 min 15 Q; P2 40 min 30 marks]

10

12 – 16 Nov

T5 (9h) Energetics 5.1 calorimetry (extrapolation)

Introducing IA timeline and 4 checkpoints (Dec 2018 – Aug 2019)

[P] Fe with CuSO4 calorimetry [Demo, focus on extrapolation exercise]

[IA, EX] Investigate the combustion of alcohols (Due in WK11)

11

19 -23 Nov

5.2 Hess’s law

[P] Hess’s law: determine the enthalpy change of neutralisation (HCl with NaOH) [Prescribed]

12

26 – 30 Nov

5.3 bond enthalpy

[FA] Hess’s law, calorimetry

13

3 – 7 Dec

T6 (7h): 6.1 collision theory and rates of reaction

[P]: factor affects the rate of reaction [Prescribed]

14

10 – 14 Dec

[SA] T5 and T6

15

17 – 21 Dec

[CP1]: IA topic and RQ presentation [peer assessment and feedback]

Christmas Holiday (22 Dec – 2 Jan)

16

3 – 4 Jan

T7 (4.5h) : 7.1 Equilibrium

[IA CP1 FA]: EX draft report due

[CP2] hand in chemical and equipment order form

[P] Le Chatelier’s principle Fe3+ with SCN-

17

7 – 11 Jan

[SA] Exam mock assessment: Paper 2 (60 min)

18

14 – 18 Jan

Exam revision

[CP1 SA]: IA RQ approved

[SA] Exam mock assessment: paper 1 (40 min)

19

21 – 25 Jan

End of Semester Exam (G10 & G11)

90 min [ P1 30 min 20 Q, P2 60 min 45 marks]

20

28 -30 Jan

Chinese New Year (31 Jan – 19 Feb)

1

20 – 22 Feb

T8 (6.5h): 8.1 Theories of acids and bases

8.2 properties of acids and bases

8.4 strong and weak acids and bases

[CP2 FA]: methodology due, safety check. March: IA trial month

[P]: properties of strong vs weak of acids & bases

2

25 Feb – 1 Mar

8.3 pH scale

8.5 Acid deposition

[P]: pH probe and indicators [Prescribed]

3

4 - 8 Mar

[AN & EV, SA] Determine the percentage of CaCO3 in eggshell [Prescribed], due week 4 15th March

[FA] T8

4

11 -15 Mar

T4 (13.5h): 4.1 Ionic bonding and structure

4.5 metallic bonding; 4.2 Covalent bonding

[Demo] physical properties (melting point, electrical conductivity, malleability, solubility) of types of solids (NaCl, I2, cyclohexane, graphite, Cu)

5

18 – 22 Mar

4.3 Covalent structures (Lewis diagram, shape and polarity)

[P] balloon model on shapes of molecules

6

25 – 29 Mar


[FA] 4.3 LD, shape and polarity

[P] rate of evaporation on organic solvents

[CP2 SA] Methodology due (including trial data and areas to modify)

7

1 – 3 April

[SA] Topic 8 and 4

8

8 - 12 Apr

Exam revision

9

15 – 19 Apr

Mid Term Exam (G10 and G11)


10

22 – 26 Apr

[IA] Data collection

11

2 – 3 May


12

6 -10 May


13

13 – 17 May

T3: 3.1 Periodic table

3.2 periodic trends

[CP3 FA] Raw data due on 13th May

[Demo]: Na in water, burning Mg and S, dissolve MgO and SO2 in water

[Spreadsheet]: trends in periodic table

14

20 - 24 May

3.2 period 3 oxides, trend in group 1 and 17

[CP3 SA] Analysis report and methodology and error evaluation due 20th May

[FA] T3

15

27 – 31 May

[SA] Exam revision mock assessment: paper 1 (40 min), paper 2 (60 min)

16

3- 6 June

Exam revision

17

10 – 14 June

End of Semester Exam (G10 and G11)

Assessment topics: Topic 1-11 (exclude T9, 10.2, 11.3)

Paper 1: 30 marks, 45 min ; Paper 2: 50 marks, 75 min

18

17 – 21 June

19

24 - 29 June

[IA] draft IA due on 29th June

G11 IB Chem (HL) Content Overview 课程内容 [3 (90 min) blocks per week]

Week

Date

Content

Assessment [FA or SA] / practical [P] / [IA]

1

3 – 7 Sep

IB Chem Intro (Group 4 project self-reflection, IA), peer assess holiday homework (exploration report)

T1: 1.1 state of matter and chemical change

1.2 mole (NA, Ar, Mr, M, n, c)

T11.1 Uncertainties and errors and 11.2 Graphical techniques

[IA, FA] Summer holiday homework with safety as the focus

[P] Spectro-Vis: Prepare CuSO4 stock solution and determine the concentration of an unknown from absorbance vs concentration graph

[FA]: Error propagation and Graphing

2

10 – 14 Sep

1.2 mole [E.F., M.F., stoichiometry, Limiting reagent]

[AN& EV] Empirical formula of magnesium oxide (FA) [Prescribed]

[FA]: Topic 1 MCQ

3

17 – 21 Sep

T2 (6h): 2.1 nuclear atom and 2.2 electron configuration

[P] Spectroscopy tube and Emission spectrum of hydrogen

4

25 – 30 Sep

T12 (2h): 12.1 Electrons in atoms

[SA] Topic 1, Topic 2 and 12

National Holiday (1- 7 Oct)

5

8 – 12 Oct

T10.1 Organic chemistry: fundamental of organic chem

[P] Molymods [Prescribed]


6

15 – 19 Oct

Isomers , homologous series, further categorize alcohol, halogenoalkane and amine into primary, secondary and tertiary

[P, database]: property of homologous series (melting point, HC )

[IA, EX] Investigate the combustion of some liquid fuels (Due in WK7)


7

22 – 26 Oct

T5 (9h) Energetics: 5.1 calorimetry (extrapolation)

5.2 Hess’s law, 5.3 bond enthalpy

[P] Fe with CuSO4 calorimetry [Demo, focus on extrapolation exercise]

[P] Hess’s law: determine the enthalpy change of neutralisation (HCl with NaOH) [Prescribed] link it to [HL] enthalpy of hydration calculation

8

29 Oct – 2 Nov

[SA] Topic 10.1, and T5

9

5 – 9 Nov

Mid-term Exam (G10 – G12)


10

12 – 16 Nov

T15 (7h): 15.1 energy cycles

Introducing IA timeline and 4 checkpoints (Dec 2018 – Aug 2019)

11

19 -23 Nov

15.2 Entropy and spontaneity

[FA] B-H Cycle, Gibbs free energy calculation

12

26 – 30 Nov

13

3 – 7 Dec

T6 (7h): 6.1 collision theory and rates of reaction

[P]: factor affects the rate of reaction [Prescribed]

[HL,P] determine order of reaction for an iodine clock reaction

14

10 – 14 Dec

T16(4h): 16.1 rate expression and reaction mechanism

T1.3 Ideal gas law

[HL, P] Arrhenius equation, determine Ea of a reaction (sodium thiosulfate with HCl

15

17 – 21 Dec

[CP1]: IA topic and RQ presentation [peer assessment and feedback]

[SA] T15, T6 (16)

Christmas Holiday (22 Dec – 2 Jan)

16

3 – 4 Jan

T7 (4.5h) : 7.1 Equilibrium

[IA CP1 FA]: EX draft report due

[CP2] hand in chemical and equipment order form

[P] Le Chatelier’s principle Fe3+ with SCN-

17

7 – 11 Jan

T17(4h): 17.1 Equilibrium law

[SA] Exam mock assessment: Paper 2 (60 min)

18

14 – 18 Jan

Exam revision

[CP1 SA]: IA RQ approved

[SA] Exam mock assessment: paper 1 (40 min)

19

21 – 25 Jan

End of Semester Exam (G10 & G11)

120 min [ P1 45 min 30 Q, P2 75 min 60 marks]

20

28 -30 Jan

Chinese New Year (31 Jan – 19 Feb)

1

20 – 22 Feb

T8 (6.5h): 8.1 Theories of acids and bases

T18 (10h): 18.1 Lewis acid and base

8.2 properties of acids and bases

8.4 strong and weak acids and bases

[CP2 FA]: methodology due, safety check. March: IA trial month

[P]: properties of strong vs weak of acids & bases

2

25 Feb – 1 Mar

8.3 pH scale

18.2 calculation involving acids and bases

18.3 pH curves

[P]: pH probe and indicators [Prescribed]

3

4 - 8 Mar

[HL, AN & EV] Determine the percentage of CaCO3 in eggshell using pH probe plotting pH curve[Prescribed], due week 4 15th March

[FA] T8 (18)

4

11 -15 Mar

8.5 Acid deposition

5

18 – 22 Mar

T4 (13.5h): 4.1 Ionic bonding and structure

4.5 metallic bonding; 4.2 Covalent bonding

[Demo] physical properties (melting point, electrical conductivity, malleability, solubility) of types of solids (NaCl, I2, cyclohexane, graphite, Cu)

6

25 – 29 Mar

4.3 Covalent structures (Lewis diagram, shape and polarity)

T14 (7h): 14.1 further aspects of covalent bonding and structure

[P] balloon model on shapes of molecules

[FA] 4.3 LD, shape and polarity

[CP2 SA] Methodology due (including trial data and areas to modify)

7

1 – 3 April

14.2 Hybridisation

8

8 - 12 Apr


Exam revision

[P] rate of evaporation on organic solvents

[SA] Topic 8(18) and 4(14)

9

15 – 19 Apr

Mid Term Exam (G10 and G11)


10

22 – 26 Apr


11

2 – 3 May


12

6 -10 May

[IA] Data collection [Data processing and evaluation]

[CP3 FA] Raw data due

13

13 – 17 May

T3: 3.1 Periodic table

3.2 periodic trends

[Demo]: Na in water, burning Mg and S, dissolve MgO and SO2 in water

[Spreadsheet]: trends in periodic table

14

20 - 24 May

13.1 (2h) First row d-block elements

[CP3 SA] Analysis report and methodology and error evaluation due 20th May

[FA] T3(13)

15

27 – 31 May

16

3- 6 June

Exam revision

[SA] Exam revision mock assessment: paper 1 (40 min), paper 2 (60 min)

17

10 – 14 June

End of Semester Exam (G10 and G11)

Assessment topics: Topic 1-11 (exclude T9, 10.2, 11.3)

Paper 1: 40 marks, 60 min ; Paper 2: 95 marks, 2 h 15 min

18

17 – 21 June

19

24 - 29 June

[IA] draft IA due on 29th June

4. IB Chemistry Year 11 Syllabus

Course Description for SL and HL Chemistry 课程简介

The objectives for the Standard Level Chemistry is based on the International Baccalaureate Chemistry programme (February 2014). To meet these objectives, specific material is covered in each of the two years.

Chemistry is an experimental science that combines academic study with the acquisition of practical and investigation skills. The Diploma Programme chemistry course at QDHS includes the essential principals of the subject to develop traditional practical skills and techniques and to increase facility in the use of mathematics. This DP programme also enables students to develop interpersonal skills, and digital technology skills.

Students attain the Standard Level Chemistry qualification upon successful completion of IB external evaluation and practical work as 20% of the total mark, with the IB external evaluation making up the remaining 80%.

Standard Level Chemistry consists of 110 hours (95 hours core material plus 15 hours option unit on medicines and drugs. The Standard Level Chemistry also consists of 40 hours of practical scheme of work (PSOW) (20 hours of practical activities plus 10 hours individual investigation Internal Assessment (IA) plus 10 hours Group 4 project.

Essential Questions 重点问题

1. How do the development of experimental and investigative scientific skills including the use of current technologies help with the understanding and application of chemistry

2. To what extent should accuracy and precision be considered when comes to drawing a particular conclusion that is considered to be valid and relevant

3. How does the understanding of the interrelationships among chemistry, technology, and human activity be beneficial towards the survival of the living species on Earth

Primary Texts/Resources 主要教材及资源

1. Chemistry for the IB Diploma, 2nd Ed, Author: Steve Owen, Publisher: Cambridge University Press

ISBN: 978-1-107-62270-8

2. Chemistry Course Companion, 2014 Edition, Publisher: Oxford ISBN: 978-0-19-839212-5

3. Chemistry HL/SL study guide for the IB Diploma, Publisher: CANA Academy Limited

ISBN: 978-988-16868-4-8

4. IB Chemistry Pearson e-book

Skills Covered 课程教授的技巧

· Laboratory skills - data collection; data processing ; writing scientific reports. Able to safely carry out experiment under individual or group condition

· In class learning techniques: group discussion, research, presentation; peer assessment

· Group 4 project

· Note taking, time management and making mind mapping and summary notes

Major Assessments 主要评估项目

Assessments 评估项目

Due Date 提交日

First semester Mid term examination

05 – 09 Nov 2018

First semester End of semester examination

21 – 25 Jan 2019

Second semester Mid term examination

15-19 April

Second semester End of semester examination

10 -21 June 2019

Group 4 project

Core day 2018

IA (individual project) 20%

4 checkpoints between Dec 2018 to Aug 2019

Written assessment (IB external exam) 80%

May 2020

Class Rules and Procedures 课堂规则和程序

1. Be punctual to class. If student is late to class, a late note must be provided

2. No calling out in class. Must raise your hand to seek for teacher’s permission to speak

3. No running, eating, drinking or playing in the lab

4. Students cannot be in the laboratory unless a teacher is present

5. Bring the required gear (including handout, diary, stationary) to class

6. All homework are compulsory and they must be completed by due date. If unable to finish in time, teacher must be notified with a reason the night before the due date. Any email that is received after 7:20am on the day will not be accepted

7. Chemistry is an English speaking only class

8. Students must see teacher for work to be completed at their own time if ones are unable to attend lessons for whatever reasons it might be

QDHS Class Rules In General

1. Speak only in English (this counts towards your participation grade).

2. Always come to class prepared and ready to learn, which includes being seated and having all your materials ready by the start of each class.

3. Be attentive and respectful towards each other and the teacher, and use appropriate language.

4. Electronic devices, including cell phones, laptops, and electronic dictionaries can only be used for learning purposes – please ask the teacher for permission.

Required Materials

1. Blue/black, red pens, and white-out. Use blue or black pen for assignments that need to be submitted.

2. A4 or B5-sized lined paper (paper smaller than B5 will not be accepted)

3. One two-ring or three-ring binder that holds at least 200 sheets of paper.

4. Planner or homework notebook

Assessment categories

Formative assessment (Homework and quiz): 5%

Summative assessment (Test): 15%

Internal assessment: 20%

Mid term exam: 25%

End of term exam: 35%

Late Assignments

Late assignments may be submitted at the end of the next school day for 50% of the grade. No late work will be accepted after that. It is your responsibility to put your late work in the “Late Work” bin. This policy does not apply to student absence due to legitimate reasons. For excused absences, including illness, late work is accepted based on the number of days the student is absent from school. For example, if the student is absent from school for 2 days, the work may be submitted 2 days late.

Redoing Work

Students may redo any homework assignment within 10 (included) school days of the original due date. Please submit the original assignment together with the redo in the “Homework Redo” bin. The final grade of the assignment will be an average of the original grade and the new grade, even if the grade of the new work is lower than that of the original work.

Absence

If a student is absent from class, he is responsible for making arrangements with the teacher to go over the material and assignments that he missed. He may also find it helpful to ask his classmates for notes.

Academic Honesty

It is important for students to author their own work, and to refrain from cheating or plagiarism. Plagiarism will not be tolerated. For homework and projects, please do not copy directly from the textbook, news articles, fellow students, or any other source. When sources of information are used, they must be properly cited. For citation guidance, please ask the teacher or borrow the teacher’s copy of the MLA Handbook for Writers of Research Papers. If there is evidence of plagiarism, cheating, or other forms of academic dishonesty, the student will receive a zero on regular assignments. If this occurs for major projects or final exams, specific penalty will be determined with the consultation of the Advisor, student affiars, curriculum and the Principals.

Changes to the Syllabus

Due to adjustments made throughout the school year, there are likely to be changes in the schedule, practices, policies, etc., which might result in small changes in how this class is taught. Please be flexible and work closely with the teacher to make sure that you always understand what is expected of you.

5. Assessment:The final grade is determined by a combination of an externally assessed component and an internally assessed component.· Externally assessed component – contributes 80% towards the final grade· Internally assessed component (IA) – contributes 20% towards the final grade

External component overview

Consisting of three written papers:

Paper 1 – Multiple choice short one or two stage problems. No marks deducted for incorrect answer. Calculators are not permitted but students will be expected to carry out simple calculations.

Paper 2 – Examines core knowledge and understanding.

Paper 3 – Examines knowledge and understanding of the option topics plus core (and AHL for IB high level). Calculator required.

Summary

Standard level

Higher level

Paper 1

20%

¾ hour, 30 marks

30 multiple-choice questions on the core topics

The use of calculators is NOT permitted

No marks are deducted for incorrect answers

20%

1 hour, 40 marks

40 multiple-choice questions on the core topics

The use of calculators is NOT permitted

No marks are deducted for incorrect answers

Paper 2

40%

1¼ hours, 50 marks

short and extended response questions on core materials

The use of calculators is permitted

Data booklet will be provided

36%

2¼ hours, 95 marks

short and extended response questions on core and AHL materials



Paper 3

20%

1 hour, 35 marks

Questions are from core and SL option material

Section A: Data-based question and several short-answer questions on experimental work

Section B: Short and extended- response questions from one option



24%

1¼ hour, 45 marks

Questions are from core, AHL and option material

Section A: Data-based question and several short-answer questions on experimental work

Section B: Short and extended- response questions from one option



Internal component overview

Consists of two aspects:· Internal assessment, 20%· Collaborative research and presentation task (group 4 project).

The internal assessment (IA) process:

The internal assessment consists of one scientific investigation. The investigation task will take about 10 hours to complete and the write-up should be about 6 to 12 pages long. Investigation exceeding this length will be penalized in the communication criterion as lacking in conciseness.

Internal assessment criteria

Personal engagement

Exploration

Analysis

Evaluation

Communication

Total

2 (8%)

6 (25%)

6 (25%)

6 (25%)

4 (17%)

24 (100%)

Personal engagement  

This criterion assesses the extent to which the student engages with the exploration and makes it their own. Personal engagement may be recognized in different attributes and skills. These could include addressing personal interests or showing evidence of independent thinking, creativity or initiative in the designing, implementation or presentation of the investigation.  

Exploration

This criterion assesses the extent to which the student establishes the scientific context for the work, states a clear and focused research question and uses concepts and techniques appropriate to the Diploma Programme level. Where appropriate, this criterion also assesses awareness of safety, environmental, and ethical considerations.

Analysis

This criterion assesses the extent to which the student’s report provides evidence that the student has selected, recorded, processed and interpreted the data in ways that are relevant to the research question and can support a conclusion.

Evaluation

This criterion assesses the extent to which the student’s report provides evidence of evaluation of the investigation and the results with regard to the research question and the accepted scientific context.

Communication

This criterion assesses whether the investigation is presented and reported in a way that supports effective communication of the focus, process and outcomes.

IB CHEMISTRY Internal Investigation Marking Grid

A. Personal Engagement ___________ /2

Evidence of personal engagement with exploration

Standard not reached (0)

Limited with little independent thinking, initiative or insight (1)

Clear with significant independent thinking, initiative or creativity (2)

The justification given for choosing the research question and/or the topic under investigation


Does not demonstrate personal significance, interest or curiousity (1)

Demonstrate personal significance, interest or curiosity (2)

Evidence of personal input and initiative in the designing, implementation or presentation of the investigation


Little

A lot

Comment

B. Exploration _____________ / 6

The topic of the investigation is identified and research question is


Some relevance is stated but not focused (1/2)

Relevant but not fully focused (3/4)

Relevant and fully focused (5/6)

The background information provided for the investigation is


Superficial or of limited relevance and does not aid the understanding of the context of the investigation

Mainly appropriate and relevant and aids the understanding of the context of the investigation

Entirely appripriate and relevant and enhance the understanding of the context of the investigation

Appropriateness of the methodology of the investigation


Limited

Mainly

Highly

Consideration of factors that may influence the relevance reliability and sufficiency of collected data


Few factors considered

Some factors considered

Nearly all factors considered

Evidence of awareness of the significant safety, ethical or environmental issues that are relevant to the methodology of the investigation


Limited

Some

Full

Comment

C. Analysis

Raw data is

Standard not reached

(0)

Insufficient to support a valid conclusion (1/2)

Relevant but incomplete. Could support a simple or partially valid

conclusion (3/4)

Sufficient. Could support a detailed and valid conclusion (5/6)

Data processing


(0)

Basic, inaccurate or too insufficient to lead to a valid conclusion

Appropriate and sufficient. Could lead to a broadly valid conclusion but significant inaccuracies and inconsistencies in the processing

Appropriate and sufficient accuracy enables a conclusion to the RQ to be drawn that is fully consistent with the experiment data

Impact of uncertainties


(0)

Little consideration

Some consideration

Full and appripriate consideration

Interpretation of processed data


(0)

Inccorect or insufficient, invalid or very incomplete

Broadly valid, limited conclusion

Correct, valid and detailed conclusion

D. Evaluation

Conclusion


(0)

Outlined but may not be relevant to the RQ or may not be supported by the data

(1/2)

Described, relevant to the RQ and supported by the data

(3/4)

Described in detail and justified, entirely relevant to the RQ

fully supported by the data(5/6)

Conclusion


(0)

Superficially compared to the accepted scientific context

Some relevant comparison to accepted scientific context

Justified through relevant comparison to the accepted scientific context

Strength and weakness of the investigation, such as limitations of the data and sources of error are


(0)

Outlined but are restricted to an account of the practical or procedural issues faced

Described and provide evidence of some awareness of the methodological issues involved in establishing the conclusion

Discussed and provide evidence of a clear understanding of the methodological issues involved in establishing the conclusion

Realistic and relevant suggestions for the improvement and extension of the investigation


(0)

very few outlined

some described

are discussed

E. Communication

Presentation of the investigation


(0)

Unclear, making it difficult to understand the focus, process and outcomes (1/2)

Clear. Any errors do not hamper understanding of the focus, process and outcomes (3/4)

Structure


(0)

Not well structured and is unclear; the necessary information on focus, process and outcomes is missing or is presented in an incoherent or disorganized way

Well-structured and clear; the necessary information on focus, process and outcomes is present and presented in a coherent way

Relevance


(0)

The understanding of the focus, process and outcomes of the investigation is obscured by the presence of inappropriate or irrelevant information

Relevant and concise thereby facilitating a ready understanding of the focus, process and outcomes of the investigation

Terminology


(0)

There are many errors in the use of subject specific terminology and conventions

The use of subject specific terminology and conventions is appropriate and correct. Any errors do not hamper understanding

Group 4 project

A unifying topic is chosen that allows students from Science and Technology subjects to work together on. Such an activity will allow ideas and skills from the different group 4 specialisms to be shared, encouraging a greater understanding of the relationships between these disciplines that embrace the scientific method.

The group 4 project can be practically or theoretically based. It aims to engender an appreciation of the environmental, social and ethical implications of science and technology and an understanding of the limitations of scientific study

Ten hours of classroom teaching time has been allocated to the group 4 project. The task can be divided into three stages: planning, action and evaluation.

Group 4 students are required to write 50 - 100 words reflection right after the completion of the project. Ensure the reflection is uploaded onto managebac for the course(s) you take under group 4. For instance, if you take biology and chemistry, you must upload your reflection twice, one for Biology, and one for chemistry.

Planning

This stage is crucial to the whole exercise and should last about two hours.

· The planning stage could consist of a single session, or two or three shorter ones.

· This stage must involve all group 4 students meeting to “brainstorm” and discuss the central topic, sharing ideas and information.

· The topic can be chosen by the students themselves or selected by the supervisor.

· Where large numbers of students are involved, it may be advisable to have more than one mixed subject group.

Action

This stage should last around six hours and may be carried out over one or two weeks in normal scheduled class time. Alternatively, a whole day could be set aside if, for example, the project involves fieldwork.

· Students should investigate the topic in mixed subject groups or single subject groups.

· There should be collaboration during the action stage; findings of investigations should be shared with other students within the mixed/single subject group.

· In any practically based activity, it is important to pay attention to safety, ethical and environmental considerations.

Students studying two group 4 subjects are not required to do two separate action phases.

Evaluation

Approximately two hours should be allocated to sharing the findings of the action, both successes and failures. The process for this can be decided by the supervisor and students jointly.

6. Command terms:

Command terms (action verbs) are used in IB Science examinations. They are specific terms that you must identify so you can structure your written response to what is being asked.

The command terms are based around the three objectives of the Science programmes.

Objective 1

a) Scientific facts and concepts;

b) Scientific methods and techniques;

c) Scientific terminology;

d) Methods of presenting scientific information.

Demonstrate an understanding of:

Define

Give the precise meaning of a word or phrase as concisely as possible.

Draw

Represent by means of pencil lines (add labels unless told not to do so).

List

Give a sequence of names or other brief answers with no elaboration, each one clearly separated from the others.

Measure

Find a value for a quantity.

State

Give a specific name, value or other brief answer (no supporting argument or calculation required).

a) Scientific facts and concepts;


c) Scientific terminology to communicate effectively;

d) appropealthnology and medand medicineto be found on the internetally es then your answer must be to 3 significant figures; answers triate methods to present scientific information.

Objective 2

Apply and use:

Annotate

Add brief notes to a diagram, drawing or graph.

Apply

Use an idea, equation, principle, theory or law in a new situation.

Calculate

Find an answer using mathematical methods (show the working unless instructed not to do so).

Compare

Give an account of similarities and differences between two (or more) items, referring to both (all) of them throughout (comparisons can be given using a table).

Describe

Give a detailed account, including all the relevant information.

Distinguish

Give the differences between two or more different items.

Estimate

Find an approximate value for an unknown quantity, based on the information provided and scientific knowledge.

Identify

Find an answer from a number of possibilities.

Outline

Give a brief account or summary (include essential information only).

Objective 3

a) Hypotheses, research questions and predictions;


c) Scientific explanations.

Construct, analyse and evaluate:

Analyse

Interpret data to reach conclusions.

Construct

Represent or develop in graphical format.

Deduce

Reach a conclusion from the information given.

Derive

Manipulate a mathematical equation to give a new equation or result.

Design

Produce a plan, object, simulation or model.

Determine

Find the only possible answer.

Discuss

Give an account including, where possible, a range of arguments, assessments of the relative importance of various factors or comparisons of alternative hypotheses.

Evaluate

Assess the implications and limitations.

Explain

Give a clear account including causes, reasons or mechanisms.

Predict

Give an expected result.

Solve

Obtains an answer using algebraic and/or numerical methods.

Suggest

Propose a hypothesis or other possible answer.

7. Other Skills:

Literacy

Experimental reports should ideally be written in the passive, third person.

Clear and concise language is required. Do not write informally, include unnecessary detail and repeat information.

Include your name, the date the practical work was completed and the name of partner(s).

Number all pages and include a bibliography if necessary.

Mathematical requirements

All Diploma Programme Chemistry students should be able to:

· Perform the basic arithmetic functions: addition, subtraction, multiplication and division.

· Carry out calculations involving means, decimals, fractions, percentages, ratios approximations and reciprocals.

· Use standard notation (for example, 3.6 x 106)

· Understand direct and inverse proportionality.

· Solve simple algebraic equations.

· Plot formal graphs (with suitable scales and axes) and sketch graphs.

· Interpret graphs, including the significance of gradients, changes in gradient, intercept and areas.

· Interpret data presented in various forms (e.g. bar charts, histograms and pie charts).

Answers that are numerical must have the same significant figures as the input data from the question. For example if the data in the question is to 3 significant figures then your answer must be to 3 significant figures; answers to 2 or 4 significant figures will incur a penalty.

Appendix A – Grading policy for school-based testing and examinations

The student’s predicted grade is based on their performance in classroom tests, school examinations and practical work. The IB grade boundaries have a marginal variation, year-to-year for the IB examination. The school equates the general boundaries as shown in the table below.

The percentage attainment in these activities relate to their predicted IB grades:

IB Grade

HL

SL

7

>82

>78

6

70 - 81

67 - 77

5

60 - 69

57 - 66

4

47 - 59

47 - 56

3

35 - 46

35 - 46

2

22 - 34

22 - 34

1

< 22

< 22

Appendix B – Chemistry on the Internet

There are many useful resources to be found on the internet. A selection is shown in the table.

Title

URL

American Chemical Society

http://www.acs.org

Amazing grades

links to many useful chemistry websites

http://www.study-links.com

Ask Jeeves! Search engine that accepts search questions in plain English.

http://www.askjeeves.com

Avogadro chemistry site

http://www.avogadro.co.uk/chemist.htm

Biochemical Society

http://biochemsoc.org.uk

The Centre for Atmospheric Science Links to their award winning interactive site about the ozone hole.

http://www.atm.ch.cam.ac.uk/

Chem101

http://library.thinkquest.org/3310/lographics/textbook/index.html

Chemdex

Sheffield University's directory of Chemistry

http://www.chemdex.org

Chemical Laboratory Techniques

Site describing many lab techniques, ranging from the basic (Bunsen Burner) to the detailed and technical (spectroscopy).

http://chemscape.santafe.cc.fl.us/chemscape/indexofp.htm

Chemguide

http://www.chemguide.co.uk

Chemsoc.

Royal Society of Chemistry site. General Information, plus visual Periodic Table.

http://www.chemsoc.org

Chemistry topic links

http://users.erols.com/merosen

ChemWeb

Club for the Chemical community

http://chemweb.com

The Comic Book Periodic Table

Images from comic books that are associated with the elements

http://www.uky.edu/~holler/periodic/periodic.html

Database of molecules

http://www.sci.ouc.bc.ca/chem/molecule/molecule.htm

Deja News

Search Usenet groups and post questions

http://www.deja.com

Environmental Chemistry

http://www.mp-docker.demon.co.uk/environmental-chemistry/

The FAQ site

Lists all the FAQs for Usenet groups.

http://www.faqs.org/

Free Chemistry Software

e.g. chemistry writing software, clip art etc.

http://www.softshell.com/FREE/IndexX.html

General Chemical Concepts

http://www.edie.cprost.sfu.ca/~rhlogan/gen_chml.html

General chemistry On-line

http://antoine.fsu.umd.edu/senese/101/index.shtml

Great Chemists who aren't dead white guys Biographies of great chemists, including African-American.

http://oak.cc.conncol.edu/~mzim/dead.html

Imperial College, London

Includes Molecule of the Month and the Virtual Chem. Laboratory.

http://www.ch.ic.ac.uk

Kinetics

http://kobold.demon.co.uk/kinetics/intro.htm

The Learning Matters of Chemistry. Interactive tutorials and games.

http://www.knowledgebydesign.com/tlmc/tlmc.html

Mass Spec

Mass Spectroscopy simulation

http://members.aol.com/gjlinker

Molecule of the Month

http://www.bris.ac.uk/Depts/Chemistry/MOTM/motm.htm

National Museum of Science and Technology, Canada

http://www.nmstc.ca/nmst/Eintro.htm

New Scientist

magazine - back numbers. background etc

http://newscientist.com

Nobel Channel

Information on Nobel prizes

http://www.nobelchannel.com/

Nobel Foundation

http://www.nobel.se/

The Online Molecular Museum

Lots of 3-D structures for Biochemistry

http://www.clunet.edu/BioDev/omm/gallery.htm

Ozone Depletion

http://science.nas.nasa.gov/chemistry/name-ser.htm

The pH Factor

Site introducing acids and bases

http://www.miami.org/ph/default.htrnl

Royal Society of Chemistry

http://www.rsc.org

sci-chem

Usenet group FAQ

http://www.faqs.org/faqs/by-newsgroup/sci/sci.chem.html

Science Daily

Science Information

http://www.sciencedaily.com

Scientific American.

Articles and current material.

http://www.sciam.com/index.html

S cool

http://www.s-cool.co.uk

Sewage

http://www.sewage.net

“There's antimony, arsenic, aluminum, selenium” Tom Lehrer's famous song

http://chemlab.pc.maricopa.edu/periodic/lyrics.html

TI-83 programs

http://www.ti.com/

TI-83 programs- FTP site

ftp://ftp.ti.com/pub/graph-ti/calc-apps/83/science/chemistry

Understanding our Planet through Chemistry

http://minerals.cr.usgs.gov/gips/aii-home.htrn

Warwick Bafley.

Excellent IB site

http://www.bigfoot.com/~warwick-bailey

Watch Chemistry

Video. Movie and animations

http://www.shsu.edu/~chm_tgc/sounds/sound.html

Water

http://waternet.com

Web elements Periodic Table

http://www.shef.ac.uk/chemistry/web-elements/B/ionz.html

Web Rod's Chem. Pages

Material on A level Chemistry (same as IB)

http://www.rod.beavon.clara.net/chemistry_contents.htm

WWW virtual library

http://www.chem.ucla.edu/chempointers.html

WWW virtual library

History of science, technology and health.

http://www.asap.unimelb.edu.au/hstm/hstmove.htm

Documents

mrjfunk.files.wordpress.com · Web viewChemistry is an experimental science that combines academic study with the acquisition of practical and investigation skills. The Diploma