IB Chemistry

Prerequisites

Chemistry is a subject that relies on thesequential aquisition of content knowledge. Students considering IB Chemistry should have received a strong result in the year 10 chemistry unit.

IB Mathematics – IB Mathematics - Analysis and Approaches SL (MAA SL) or IB Mathematics - Analysis and Approaches HL (MAA HL) is strongly recommended.

Course Description and Aims

Chemistry is primarily concerned with identifying patterns that allow students to explain matter at the microscopic level. This then allows them to predict and control matter’s behaviour at a macroscopic level. The subject emphasizes the development of representative models and explanatory theories, both of which rely heavily on creative but rational thinking. Given the pattern-seeking nature of chemistry, the development of generalized rules and principles also plays an important part in knowledge production, as do the concrete statements provided by laws.

Chemistry maintains a strong emphasis on empirical experimentation. However, with advances in technology, it now extends its reach beyond the limits of the human senses at a macroscopic level and into fields such as spectroscopy and computer molecular modelling. In all their investigative work, chemists must qualify confidence in their discoveries by considering potential errors related to methodology or limitations in measuring equipment.

Students become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterises the subject.

The course enables students, through the overarching theme of the Nature of Science, NOS, to:

1. develop conceptual understanding that allows connections to be made between different areas of the subject, and to other DP sciences subjects

2. acquire and apply a body of knowledge, methods, tools and techniques that characterize science

3. develop the ability to analyse, evaluate and synthesize scientific information and claims

4. develop the ability to approach unfamiliar situations with creativity and resilience

5. design and model solutions to local and global problems in a scientific context

6. develop an appreciation of the possibilities and limitations of science

7. develop technology skills in a scientific context

8. develop the ability to communicate and collaborate effectively

9. develop awareness of the ethical, environmental, economic, cultural, and social impact of science.

Curriculum Model Overview

Component

Standard Level

Higher Level

Structure 1. Models of the particulate nature of matter

Structure 2. Models of bonding and structure

Structure 3. Classification of matter

Reactivity 1. What drives chemical reactions?

Reactivity 2. How much, how fast and how far?

Reactivity 3. What are the mechanisms of chemical change?

Practical scheme of work – experimental programme
Prescribe and other practical activities.
Scientific Investigation (internally assessed).
Collaborative Sciences Project

Distinction between Standard Level (SL) and Higher Level (HL)

The SL course provides students with a fundamental understanding of chemistry and experience of the

associated skills. The HL course requires students to increase their knowledge and understanding of the subject, including additional mathematical skills, and so provides a solid foundation for further study at university level.

Collaborative Sciences Project

The collaborative sciences project is an interdisciplinary sciences project, providing a worthwhile challenge to students, addressing real-world problems that can be explored through the sciences. The nature of the challenge allows students to integrate factual, procedural, and conceptual knowledge developed through the study of their disciplines.

Through the identification and research of complex issues, students develop an understanding of how interrelated systems, mechanisms and processes impact a problem. Students apply their collective understanding to develop solution-focused strategies that address the issue. With a critical lens they evaluate and reflect on the inherent complexity of solving real-world problems.

The collaborative sciences project supports the development of students’ ATL skills, including teambuilding, negotiation, and leadership. It facilitates an appreciation of the environment, and the social and ethical implications of science and technology.

Assessment at a Glance — Standard Level

Type of Assessment	Format of Assessment	Time (hours)	Weighting Final Grade (%)
External		3	80
Paper 1	Paper 1A 30 Multiple-choice questions Paper 1B Data-based questions (Total 55 marks) Paper 1A and Paper 1B are completed together without interruptions.	1.5	36
Paper 2	Short-answer and extended-response questions (Total 50 marks)	1.5	44
Internal		10	20
Scientific investigation	Scientific Investigation and write-up of 3 000 words (Total 24 marks)	10	20

Assessment at a Glance — Higher Level