Sciences: Chemistry—Standard level First assessments 2016
The IB Diploma Programme (DP) is a rigorous, academically challenging and
balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evalu- ate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP are deliberate strategies, skills and attitudes that permeate the teaching and learning environment. In the DP students develop skills from five ATL categories: thinking, research, social, self-management and communication.
To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional lan- guage(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups 1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements—the extended essay, theory of knowledge and creativity, action, service— are compulsory and central to the philosophy of the programme.
These IB DP subject briefs illustrate four key course components.
I. Course description and aims III. Assessment model II. Curriculum model overview IV. Sample questions
I. Course description and aims 4. develop an ability to analyse, evaluate and synthesize scientific in- Chemistry is an experimental science that combines academic study formation with the acquisition of practical and investigational skills. Chemical 5. develop a critical awareness of the need for, and the value of, effec- principles underpin both the physical environment in which we live tive collaboration and communication during scientific activities and all biological systems. Chemistry is often a prerequisite for many 6. develop experimental and investigative scientific skills including other courses in higher education, such as medicine, biological science the use of current technologies and environmental science. 7. develop and apply 21st century communication skills in the study of science Both theory and practical work should be undertaken by all students 8. become critically aware, as global citizens, of the ethical implica- as they complement one another naturally, both in school and in the tions of using science and technology wider scientific community. The DP chemistry course allows students 9. develop an appreciation of the possibilities and limitations of sci- to develop a wide range of practical skills and to increase facility in the ence and technology use of mathematics. It also allows students to develop interpersonal 10. develop an understanding of the relationships between scientific and information technology skills, which are essential to life in the 21st disciplines and their influence on other areas of knowledge. century. II. Curriculum model overview By studying chemistry students should become aware of how scientists work and communicate with each other. While the scientific method Component Recommended may take on a wide variety of forms, it is the emphasis on a practical teaching hours approach through experimental work that characterizes the subject. Core 95 Teachers provide students with opportunities to develop manipulative 1. Stoichiometric relationships 13.5 skills, design investigations, collect data, analyse results and evaluate 2. Atomic structure 6 and communicate their findings. 3. Periodicity 6 4. Chemical bonding and structure 13.5 Through the overarching theme of the nature of science, the aims of 5. Energetics/thermochemistry 9 the DP chemistry course are to enable students to: 6. Chemical kinetics 7 1. appreciate scientific study and creativity within a global context 7. Equilibrium 4.5 through stimulating and challenging opportunities 8. Acids and bases 6.5 2. acquire a body of knowledge, methods and techniques that char- 9. Redox processes 8 acterize science and technology 10. Organic chemistry 11 3. apply and use a body of knowledge, methods and techniques that 11. Measurement and data processing 10 characterize science and technology
International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional® Option (choice of one out of four) 15 Assessment at a glance A. Materials 15 Type of Format of Time Weighting B. Biochemistry 15 assessment assessment (hours) of final C. Energy 15 grade (%) D. Medicinal chemistry 15 External 3 80 Practical scheme of work 40 Prescribed and other practical activities 20 Paper 1 30 multiple-choice 0.75 20 Individual investigation 10 questions (Core) (internally assessed) Paper 2 Short answer and extended 1.25 40 Group 4 project 10 response questions (Core) Paper 3 Data- and practical-based 1 20 questions, plus short answer The group 4 project and extended response The group 4 project is a collaborative activity where students from questions on the option different group 4 subjects, within or between schools, work togeth- er. It allows for concepts and perceptions from across disciplines to Internal 10 20 be shared while appreciating the environmental, social and ethical Individual Investigation and write-up 10 20 implications of science and technology. It can be practically or theoret- investigation of 6 to 12 pages ically based and aims to develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge. The emphasis is on interdisciplinary cooperation and the IV. Sample questions scientific processes. • What is the total number of atoms in 0.50 mol of 1,4-diaminobenzene, H2NC6H4NH2? A. 16.0 x 1023 III. Assessment model B. 48.0 x 1023 It is the intention of this course that students are able to fulfill the C. 96.0 x 1023 following assessment objectives: D. 192.0 x 1023 1. Demonstrate knowledge and understanding of: (Avogadro’s constant (L or NA) = 6.0 × 1023 mol–1.) (Paper 1) • facts, concepts, and terminology • Many automobile manufacturers are developing vehicles that use • methodologies and techniques hydrogen as a fuel. • communicating scientific information. 1. Suggest why such vehicles are considered to cause less harm to 2. Apply: the environment than those with internal combustion engines. • facts, concepts, and terminology 2. Hydrogen can be produced from the reaction of coke with • methodologies and techniques steam: C(s)+2H2O(g) 2H2(g)+CO2(g) • methods of communicating scientific information. Using information from section 12 of the data booklet, calculate 3. Formulate, analyse and evaluate: • hypotheses, research questions and predictions the change in enthalpy, ΔH, in kJ mol–1, for this reaction. (Paper 2) • methodologies and techniques • primary and secondary data • scientific explanations. 4. Demonstrate the appropriate research, experimental, and person- al skills necessary to carry out insightful and ethical investigations.
About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world.
For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: http://www.ibo.org/diploma/.
Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: http://store.ibo.org.
For more on how the DP prepares students for success at university, visit: www.ibo.org/recognition or email: recognition@ibo.org.
