2019 – 2020 Academic Year

CHEMISTRY SL
Course Booklet
 CONTENTS

COURSE DESCRIPTION and AIMS......................................................................................................................... 2

Theory of Knowledge ..................................................................................................................................... 2
International Mindedness .............................................................................................................................. 2

CURRICULUM MODEL OVERVIEW................................................................................................................... 3

Syllabus Content ............................................................................................................................................. 3
Internal assessment time per topic ......................................................................................................... 3
Recommended teaching hours for whole programme ........................................................................... 3
Sequence of topics .................................................................................................................................... 3

ASSESSMENT MODEL ..................................................................................................................................... 4

IB Assessment ................................................................................................................................................. 4
External Assessment ................................................................................................................................. 4
Approximate breakdown of questions on each topic: ....................................................................... 5
Internal Assessment ................................................................................................................................. 5
Individual Investigation ....................................................................................................................... 5
School Assessment ......................................................................................................................................... 5
Group 4 Project .............................................................................................................................................. 6
Group 5 Project Examples ......................................................................................................................... 6
Data Booklet .................................................................................................................................................. 6
Glossary of Command Terms ......................................................................................................................... 6

COURSE REQUIREMENTS ............................................................................................................................... 7

Course Materials ........................................................................................................................................... 7
Supplementary Reading ................................................................................................................................ 7
Mathematical Requirements ......................................................................................................................... 7

WEB SUPPLY .................................................................................................................................................. 7

Contact Adress of Teacher ............................................................................................................................ 7

IB Chemistry SL Booklet 1
 COURSE DISCRIPTION AND AIMS
The IB Diploma Program Chemistry SL ( Standard Level) International Mindedness
course combines academic study with the acquisition of
practical and investigational skills through the experimental One of the aims of this course is to enable students to
approach. appreciate the multiplicity of cultural and historical
Throughout this challenging course, students become perspectives of science. Teachers will do this by discussing
aware of how scientists work and communicate with each relevant issues as they arise and making reference to
other. Further, students enjoy multiple opportunities for appropriate background information. For example, topics that
scientific study and creative inquiry within a global context. students may be encouraged to discuss include

 the lives of scientists set in a historical and/or social

In addition, the course is designed to: context
 provide opportunities for scientific study and creativity  the cultural context of scientific discoveries
within a global context that will stimulate and challenge
 the ways some scientific discoveries were made and the
students
techniques used to make them
 develop an ability to analyze, evaluate and synthesize  how the attitudes of different societies towards specific
scientific information areas of science are demonstrated
 develop experimental and investigative scientific skills  the universality of the Systeme Internationale (SI) as a
language and a means of communication
 raise awareness of the moral, ethical, social, economic
 the ethical, moral, and social issues that arise when
and environmental implications of using science and
working with chemistry
technology

Example Topic 7 – Equilibrium

Theory of Knowledge International Mindedness link:
The Haber process has been described as the most important
Throughout the two years of study, you will be
chemical reaction on Earth as it has revolutionized global
encouraged to relate what you are learning to your Theory of food production. However, it also had a large impact on
Knowledge course. Through examples and specific weaponry in both world wars.
discussions, we will work on challenging you to ask the
ultimate question “what do we know and how do we know
this to be true?” This is especially important in science and
chemistry, where many of the “scientific truths” are really the
best theories which have not been otherwise proved. The
idea of the scientific method, which gives a model for the
thought process that a scientist uses to come to a conclusion,
is an important discussion point and a great place to
incorporate ToK into the chemistry classroom.

Example Topic 9 – Redox Processes

Objective ToK link:
Deduce the oxidation number Are oxidation
of an element in a compound. numbers “real”?

IB Chemistry SL Booklet 2
 CURRICULUM MODEL OVERVIEW
Syllabus Content
* Internal assessment time per topic
TOPICS
PSOW Approx weeks
1 - Stoichiometric Relationships
1.1 Introduction to the particulate nature of matter
(hours)
and chemical change Practical Activities 20
1.2 The mole concept (Experiments)
1.3 Reacting masses and volumes Individual Investigation 10
Group 4 Project 10
2 - Atomic Structure
2.1 The nuclear atom Total 40
2.2 Electron configuration
3 - Periodicity * Recommended teaching hours for whole programme
3.1 Periodic table
3.2 Periodic trends Approx weeks (hours)
4 - Chemical Bonding and Structure Theory 110 (Core = 80; Options = 30)
4.1 Ionic bonding and structure
4.2 Covalent bonding Practical works 40
4.3 Covalent structures Total 150
4.4 Intermolecular forces
4.5 Metallic bonding
* Sequence of topics
5 - Energetics/Thermochemistry
5.1 Measuring energy changes Year 1 (11th Grade)
5.2 Hess’s Law Topic
5.3 Bond enthalpies
Semester - 1

11.1,2 - Measurement and Data Processing

6 - Chemical Kinetics 1 - Stoichiometric Relationships
6.1 Collision theory and rates of reaction 2 - Atomic Structure
7 - Equilibrium 3 - Periodicity
7.1 Equilibrium 4 - Chemical Bonding and Structure
Semester – 2

8 - Acids and Bases 4- Chemical Bonding and Structure

8.1 Theories of acids and bases 5- Energetics / Thermochemistry
8.2 Properties of acids and bases 6- Chemical Kinetics
8.3 The pH scale 7- Equilibrium
8.4 Strong and weak acids and bases
8.5 Acid deposition
9 - Redox Processes Year 2 (12th Grade)
9.1 Oxidation and reduction Topic
9.2 Electrochemical cells
Semester - 1

8- Acids and Bases

10 - Organic Chemistry
9- Redox Processes
10.1 Fundamentals of organic chemistry
10- Organic Chemistry
10.2 Functional group chemistry
11 - Measurement and Data Processing
11.1 Uncertainties and errors in measurement and
Semester – 2

results 11.3 - Measurement and Data Processing

11.2 Graphical techniques Option C - Energy
11.3 Spectroscopic identification of organic compounds
Option C - Energy
C.1 Energy sources
C.2 Fossil fuels
C.3 Nuclear fusion and fission
C.4 Solar energy
C.5 Environmental impact - global warming

IB Chemistry SL Booklet 3
 ASSESSMENT MODEL
The assessment objectives for chemistry reflect those 1) External Assessment
parts of the aims that will be formally assessed either Paper 1
internally or externally. These assessments will center upon • 30 multiple-choice questions on core, about 15 of which are
the nature of science. It is the intention of these courses common with HL.
that students are able to fulfill the following assessment • The questions on paper 1 test assessment objectives 1, 2 and 3.
objectives: • The use of calculators is NOT permitted.
• Students will be provided with a periodic table.
1. Demonstrate knowledge and understanding of: • No marks are deducted for incorrect answers.
a. facts, concepts, and terminology
b. methodologies and techniques Paper 2
c. communicating scientific information. • Short-answer and extended-response questions on core
material.
2. Apply: • The questions on paper 2 test assessment objectives 1, 2 and 3.
a. facts, concepts, and terminology • The use of calculators is permitted.
b. methodologies and techniques • A chemistry data booklet is to be provided by the school.
c. methods of communicating scientific information.
Paper 3
3. Formulate, analyses and evaluate: • This paper will have questions on core and SL option material.
a. hypotheses, research questions and predictions • Section A: one data-based question and several short-answer
b. methodologies and techniques questions on experimental work.
c. primary and secondary data • Section B: short-answer and extended-response questions from
d. scientific explanations. one option.
• The questions on paper 3 test assessment objectives 1, 2 and 3.
4. Demonstrate the appropriate research, experimental, and • The use of calculators is permitted.
personal skills necessary to carry out insightful and ethical • A chemistry data booklet is to be provided by the school.
investigations.

IB Assessment External Assessment Samples

Paper 1 – Example
Approximate
Overall weighting of Duration
Component weighting objectives (hours)
(%) (%)
1+2 3
Paper
20 10 10 ¾
1
1-External Paper
40 20 20 1¼
Assessment 2
Paper
20 10 10 1
3 Paper 2 - Example
Covers
2-Internal
20 objectives 1, 10
assessment
2, 3 and 4

* May 2018 Chemistry SL Grade Boundaries for TZ 2

Assessment Objectives

IB Chemistry SL Booklet 4
* Approximate breakdown of questions on each topic: Although the investigation can follow a traditional hands-
on approach there is much more scope that can be used and,
in fact, it is permissible that all the data employed can be
Paper 1
obtained from secondary sources. This is perhaps to
Topic Number of accommodate the fact that in the near future students will be
Questions able to do an online IB Diploma chemistry course where
1-Stoichiometric Relationships 4 traditional supervised practical work will no longer be
2-Atomic Structure 2 possible. The IB lists some of the possible tasks that could be
3-Periodicity 2
used. These include:
4-Chemical Bonding 4
5-Energetics/ Thermochemistry 3 • a laboratory investigation using a hands-on approach.
6- Chemical Kinetics 2 • analysis and/or modelling using spreadsheets.
7-Equilibrium 1 • using a database to extract information leading to
8-Acids and Bases 2 graphical analysis.
9-Redox Processes 2 • a hybrid of the above three, i.e. using a spreadsheet or
10-Organic Chemistry 4 database together with a more traditional hands-on
11-Measurement and Data 4 investigation
Processing • the use of an interactive and open-ended simulation.
Paper 2
Topic Marks per topic Criteria Marks (%)
/ 50 Personal engagement 2 (8%)
1-Stoichiometric Relationships 7 Exploration 6 (25%)
2-Atomic Structure 3 Analysis 6 (25%)
3-Periodicity 3 Evaluation 6 (25%)
4-Chemical Bonding 7 Communication 4 (17%)
5-Energetics/ Thermochemistry 5 Total 24 (100%)
6- Chemical Kinetics 4
7-Equilibrium 2 School Assessment (Oral Grades Criteria)
8-Acids and Bases 4
9-Redox Processes 4 1st Oral Grades (Performance Works)
10-Organic Chemistry 6 Year 1 Year 2
11-Measurement and Data 5 1st Term 2nd Term 1st Term 2nd Term
Processing Practical Group 4 Individual Mock Exam
Works Project Investigation

2) Internal Assessment 2nd Oral Grades

Individual Investigation Year 1 (11th Grade)
Component 1st Term 2nd Term
The point of internal assessment is that it allows students to Practicals %20 %20
demonstrate they can apply their skills and knowledge, and at Quizzes %30 %20
the same time can pursue their personal interests, without Homeworks %30 %20
the exact time limitations and other constraints associated Participation %20 %20
with the written examinations. The internal assessment task Revision Exams - %20
consists of just one scientific investigation which should take Total %100 %100
about ten hours and be presented for assessment in a 6-12
page write-up. The investigation should be complex and Year 2 (12th Grade)
commensurate with the level of the course although Standard Component 1st Term 2nd Term
Level and Higher Level students will be marked according to Practicals %20 -
the same set of criteria. It should have a purposeful research Quizzes %20 -
question together with the underlying scientific rationale for
Homeworks %20 -
it.
Participation %20 %40
Mock Exams %20 %60
Total %100 %100

IB Chemistry SL Booklet 5
Group 4 Project Glossary of Command Terms

The group 4 project is a collaborative activity where Students should be familiar with the following key terms
students from different group 4 subjects, within or between and phrases used in examination questions, which are to be
schools, work together. It allows for concepts and understood as described below. These command terms
perceptions from across disciplines to be shared while indicate the depth of treatment required.
appreciating the environmental, social and ethical
implications of science and technology. It can be practically Command term Definition
or theoretically based and aims to develop an Classify Arrange or order by class or category.
understanding of the relationships between scientific Define Give the precise meaning of a word, phrase, concept or
disciplines and their influence on other areas of knowledge. physical quantity.
Draw Represent by means of a labelled, accurate diagram or
The emphasis is on interdisciplinary cooperation and the graph, using a pencil. A ruler (straight edge) should be used for
scientific processes. straight lines. Diagrams should be drawn to scale. Graphs should
have points correctly plotted (if appropriate) and joined in a
Group 4 Project Examples straight line or smooth curve.
Label Add labels to a diagram.
List Give a sequence of brief answers with no explanation.
Measure Obtain a value for a quantity.
State Give a specific name, value or other brief answer without
explanation or calculation.
Annotate Add brief notes to a diagram or graph.
Apply Use an idea, equation, principle, theory or law in relation
to a given problem or issue.
Calculate Obtain a numerical answer showing the relevant stages
Data Booklet in the working.
Describe Give a detailed account.
The data booklet must be viewed as an integral part of the Distinguish Make clear the differences between two or more
concepts or items.
chemistry programme. It should be used throughout the
Estimate Obtain an approximate value.
delivery of the course and not just reserved for use during Formulate Express precisely and systematically the relevant
the external assessments. The data booklet contains useful concept(s) or argument(s).
equations, constants, data, structural formulas and tables of Identify Provide an answer from a number of possibilities.
Outline Give a brief account or summary.
information. In the “Syllabus content” section of the subject
Analyse Break down in order to bring out the essential elements
guide, explicit links provide direct references to information or structure.
in the data booklet which will allow students to become Comment Give a judgment based on a given statement or result
familiar with its use and contents. It is suggested that the of a calculation.
Compare Give an account of the similarities between two (or
data booklet be used for all in-class study and school-based more) items or situations, referring to both (all) of them
assessments. For HL external assessments, the data booklet throughout.
cannot be used for paper 1, but candidates are provided Compare and contrast
Give an account of similarities and differences between two (or
with a copy of the periodic table given in section 6 of that
more) items or situations, referring to both (all) of them
booklet. Clean copies of the data booklet must be made throughout.
available to HL candidates for papers 2 and 3. Construct Display information in a diagrammatic or logical form.
Deduce Reach a conclusion from the information given.
Demonstrate Make clear by reasoning or evidence, illustrating
with examples or practical application.
Design Produce a plan, simulation or model.
Determine Obtain the only possible answer.
Discuss Offer a considered and balanced review that includes a
range of arguments, factors or hypotheses. Opinions or
conclusions should be presented clearly and supported by
appropriate evidence.
Evaluate Make an appraisal by weighing up the strengths and
limitations.
Examine Consider an argument or concept in a way that uncovers
the assumptions and interrelationships of the issue.
Explain Give a detailed account including reasons or causes.
Explore Undertake a systematic process of discovery.
Interpret Use knowledge and understanding to recognize trends
and draw conclusions from given information

IB Chemistry SL Booklet 6
 COURSE REQUIREMENTS WEB SUPPLY

Course Materials Title URL

 Primary Coursebook: Royal Society of Chemistry http://www.rsc.org
Chemistry for the IB Diploma Course Book American Chemical Society http://www.acs.org
Publisher: Cambridge University Press Ideas for individual http://seniorchem.com/
Author: Steve Owen, Peter Hoeben, Mark Headlee investigations
ISBN: 9781107622708 General chemistry topics https://chem.libretexts.org/
Link:https://www.cambridge.org/ck/education/subject/s General chemistry topics http://chemcollective.org/
cience/chemistry/chemistry-ib-diploma-2nd- General chemistry topics https://www.thoughtco.com/chemis
edition/chemistry-ib-diploma-2nd-edition- try-basics-4133593
coursebook?isbn=9781107622708 The Centre for Atmospheric http://www.atm.ch.cam.ac.uk/
 Revision Textbook: Science Links to their
Oxford IB Study Guides: Chemistry for the IB Diploma award winning interactive
2014 Edition site about the ozone hole.
Publisher: Oxford University Press Top 50 Chemistry https://blog.feedspot.com/chemistr
Author: Geoffrey Neuss Websites, Blogs And y_websites
ISBN: 9780198393535 Newsletters To Follow in
Link: https://global.oup.com/education/product/978019 2019
8393535/?region=international Last Updated Aug 10, 2019
 Notebook 3D Structures of molecules http://molview.org/
 Data Booklet (FA 2016), Pen, Pencil Chemguide http://www.chemguide.co.uk
 Texas Instruments (TI-84 PLUS C) Infographics about https://www.compoundchem.com/
 3-ring binder everyday life examples of
chemistry applications
Chemicals safety data sheet https://chemicalsafety.com/sds-
Supplementary Reading search/
Daily science news https://www.sciencedaily.com/news
There are many good texts and online resources for /matter_energy/chemistry/
general and organic chemistry. If you are struggling with a
Climate change resources https://climate.nasa.gov/
particular topic, it may be helpful to read from different
textbooks. You may find that one author explains things in New Scientist magazine - http://newscientist.com
back numbers. background
a way which is particularly clear to you. Both recent and
etc
older editions are just fine.
Chemistry,Physics https://phet.colorado.edu/
simulations
Mathematical Requirements Understanding our Planet http://minerals.cr.usgs.gov/gips/aii-
through Chemistry home.htrn
All IB Chemistry students should be able to: Watch Chemistry Video. http://www.shsu.edu/~chm_tgc/sou
 perform the basic arithmetic functions: addition, Movie and animations nds/sound.html
subtraction, multiplication and division. Virtual library Chemistry http://www.chem.ucla.edu/chempoi
 carry out calculations involving means, decimals, nters.html
fractions, percentages, ratios, approximations and IB Chemistry teacher https://ibpublishing.ibo.org/server2/
reciprocals. support material rest/app/tsm.xql?doc=d_4_chemi_ts
 use standard notation (e.g. 3.6 x 106). m_1408_1_e&part=1&chapter=1
 use direct and indirect proportion. Revision videos https://www.youtube.com/user/rich
 solve simple algebraic equations. thornley
 plot graphs (with suitable scales and axes) and sketch IB Student Forum https://www.ibsurvival.com
graphs.
 interpret graphs, including the significance of gradients Contact Address of Teacher
(slope), changes in gradients, intercepts and areas.
 interpret data in various forms (e.g. bar graphs, Mustafa Özen AKIN
histograms, pie charts). mustafa.akin@fmvisik.k12.tr

IB Chemistry SL Booklet 7