Grade 11 & 12 IBDP Chemistry (SL & HL) 2023-2025

Teacher: Ms. Terri Walsh-Mosher

Room: A308

Course Description

IBDP Chemistry provides an in-depth study of the foundations of chemistry. Each unit has an overarching essential idea, a nature of
science focus, a consideration of international mindedness and theory of knowledge links. Content is taught as concepts,
applications and skills and utilizations. The course begins by examining matter and leads into bonding and the periodic table.
Mathematical and physical concepts are explored through the mole concept, chemical calculations, energy and kinetics. Issues of
global importance are discussed in all topics, and industry is investigated in equilibria. An introduction to organic chemistry and
acids and bases round off the first year. The second year follows on from the topics taught in grade 11 with higher level study of
organic chemistry and acids and bases. The individual investigation provides an opportunity for students to inquire and experiment
on a topic of their choice, this takes in the first year, and this is the ideal time to study data processing techniques, analysis and
spectroscopy. After the investigation standard level energetics is revisited bringing in the new idea of entropy, and redox processes
are explored through fuel cells and metal extraction. The course finishes with the materials option. Students will learn through
inquiry and develop critical thinking skills that build an awareness of the benefits and limitations of science through real-life contexts
and practical activities.

Sciences Aims and Objectives

Aims:
Through studying Chemistry, students should 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
characterizes science.

The aims enable students, through the overarching theme of the Nature of Science, 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 analyze, 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.
Objectives:

The assessment objectives for Chemistry reflect those parts of the aims that will be formally assessed either internally or externally.
These assessments will center upon the nature of science. It is the intention of these courses that students are able to fulfill the
following assessment objectives:

1. Demonstrate knowledge of: 2. Understand and apply knowledge of:

a. Terminology, facts and concepts a. Terminology and concepts
b. Skills, techniques and methodologies. b. Skills, techniques and methodologies.

3. Analyze, evaluate and synthesize: 4. Demonstrate the application of skills

a. experimental procedures necessary to carry out insightful and
b. primary and secondary data ethical investigations.
c. trends, patterns and predictions

Planned order of Units of Study Year 2023-2024 (Grade 11)

Unit Titles Unit Topics Guiding Question
S1.1 Introduction to the particulate nature of
Structure 1: matter How can we model the particulate nature of matter?
Models of the
Particulate S1.2 The nuclear atom
How do the nuclei of atoms differ?
Nature of Matter
Assessment: S1.3 Electron configurations
How can we model the energy states of electrons in atoms?
End-of-unit test
S1.5 Ideal Gases How does the model of ideal gas behaviour help us to
predict the behaviour of real gases?
S3.1 The periodic table: Classification of
Structure 3: How does the periodic table help us to predict patterns and
elements
Classification of trends in the properties of elements?
Matter How does the classification of organic molecules help us to
Assessment: S3.2 Functional Groups
predict their properties?
End-of-unit test
S1.4 Counting Particles By Mass: The Mole How do we quantify matter of the atomic scale?

S2.1 The ionic model What determines the ionic nature and properties of a
compound?
Structure 2: What determines the covalent nature and properties of a
Models of S2.2 The covalent model
substance?
Bonding and
Structre S2.3 The metallic model What determines the metallic nature and properties of an
Assessment: element?
End-of-unit test
What role do bonding and structure have in the design of
S2.4 From models to materials
materials?
Tool 1: Experimental Techniques Addressing safety of self, others and the environment.
Tools for Measuring variables. Applying techniques.
Chemistry: Tool 2: Technology
Applying technology to collect data.
Assessment:
Practice IA Tool 3: Mathematics Applying general mathematics. Using units, symbols and
numerical values. Processing uncertainties, Graphing,
Reactivity 1: R1.1 Measuring Enthalpy Changes What can be deduced from the temperature change that
What Drives accompanies chemical or physical change?
 Chemical R1.2 Energy Cycles in Reactions How does application of the law of conservation of energy
Reactions? help us to predict energy changes during reactions?
Assessment: R1.3 Energy from Fuels What are the challenges of using chemical change to
End-of-unit test address our energy needs?
R1.4 Entropy and Spontaneity What determines the direction of chemical change?
Inquiry 1: Exploring and designing
Exploring, designing, controlling variables
The Inquiry
Process Inquiry 2: Collecting and Processing Data Collecting data, processing data, interpreting results
Assessment:
Practise IA
Inquiry 3: Concluding and Evaluating Concluding and evaluating

Unit 10 Internal Assessment (individual investigation) enables students to demonstrate the application of their skills
IA and knowledge, and to pursue their personal interests, without the time limitations and other constraints that
Assessment: are associated with written examinations. The individual investigation is a 10 hour project on a topic chosen by
External IA the student.

Planned order of Units of Study Year 2024-2025 (Grade 12)

Unit Titles Unit Topics Essential Ideas
R2.1 How much? The amount of
chemical change How are chemical equations used to calculate reacting masses?
Reactivity 2: How
much, How fast
R2.2 How fast? The rate of
and How far?
chemical change How can the rate of a reaction be controlled?
Assessment:
End-of-unit test
R2.3 How far? The extent of
How can the extent of a reversible reaction be influenced?
chemical change
R3.1 Proton Transfer Reactions
Reactivity 3: What happens when protons are exchanged?
What are the R3.2 Electron Transfer Reactions
mechanisms of What happens when electrons are transferred?
chemical change?
R3.3 Electron Sharing Reactions What happens when a species possesses an unpaired electron?
Assessment:
End-of-unit test R3.4 Electron-pair Sharing
What happens when reactants share their electron pairs with others?
Reactions
Mock Exams TBA
External Assessments

Paper 1 (SL) Paper 1 (HL)

Duration: 1.5 hour Duration: 2 hours

Weighting: 36% Weighting: 36%
Marks: 55 Marks: 75

• SL:
o Paper 1A – 30 multiple choice questions on SL material only.
o Paper 1B – 25 marks for data-based questions and questions on experimental work.
• HL:
o Paper 1A – 40 multiple choice questions on SL and HL material.
o Paper 1B – 35 marks for data-based questions and questions on experimental work.
• The questions on paper 1 test assessment objectives 1, 2 and 3.
• The use of calculators is permitted.
• Students will be provided with a data book.
• No marks are deducted for incorrect answers.

Paper 2 (SL) Paper 2 (HL)

Duration: 1.5 hours Duration: 2.5 hours

Weighting: 44% Weighting: 44%
Marks: 50 Marks: 90

• SL: Short-answer and extended-response questions on core material.

• HL: Short-answer and extended-response questions on core and AHL material.
• The questions on paper 2 test assessment objectives 1, 2 and 3.
• The use of calculators is permitted.
• A chemistry data booklet is to be provided by the school.

Internal Assessment
Duration: 10 hours
Weighting: 20%

• Open-ended task in while the student gathers and analyses data in order to answer their own formulated research question.
• Report maximum length is 3,000 words (not including charts, diagrams, data tables, equation, calculations, citations, etc.)
• This investigation covers assessment objectives 1, 2, and 3.

Practicals
SL: There is a requirement to complete 40 hours of laboratory work over the 2-year course, this includes 10 hours devoted to the
Collaborative Sciences Project and 10 hours devoted to Internal Assessment.
HL: There is a requirement to complete 60 hours of laboratory work over the 2-year course, this includes 10 hours devoted to the
Collaborative Sciences Project and 10 hours devoted to Internal Assessment.
Textbook and Resources
• Standard Level Chemistry for the IB Diploma Programme 3rd edition (Pearson)
• Higher Level Chemistry for the IB Diploma Programme 3rd edition (Pearson)
• Think IB online activation: Use the code below to add yourself to the class for access to IBDP Chemistry
resources
o https://www.student.thinkib.net/group/GJMRTY6

For more information about this course please see this document, where more complete Aims, Objectives and Grade Descriptors
can be found:
• IB Chemistry Subject Guide

Expectations
• Students will attend class on time with a laptop, calculator, pen and notebook.
• Students will treat each other with respect and participate actively in class.
• In class conversations will be restricted to science.
• Relevant files and homework will be posted on ManageBac, this will be updated throughout the week
• Students are responsible for taking notes, the teacher will not direct what should be noted.
• Coursework is completed in a timely manner (deadlines are kept, unless ample prior notice is given)
• Missed work is caught up on

Examples of DP implementation
Links to TOK
Topic Link with TOK
Structure 1: Antoine Lavoisier (1743-1794) is often referred to as the father of modern chemistry. His
Models of the contribution to science is well documented. In 1772 Lavoisier discovered through experimentation
Particulate Nature that when sulfur and phosphorus were combusted they gained mass. These results contradicted the
of Matter belief that mass would be lost during combustion as phlogiston was released. Could phlogiston have
a negative mass? Empirical data derived from Lavoisier’s experiments was eventually accepted by
the scientific community. His work contained some of the first examples of quantitative chemistry
and the law of conservation of mass. His experiments may appear simple by present-day standards
but they were ground-breaking in their day.
Approaches to learning skills

Topic Which skills and through what activities

Structure 1: Communication:
Models of the Students will give and receive meaningful feedback from peer reviews of formative assessments,
Particulate Nature such as evaluating each other’s Atomic Project.
of Matter Reading, writing and using language to gather and communicate information as part of their
conclusions and evaluation of the prescribed labs.

International Mindedness
Topic Contribution to international mindedness
Structure 1: Throughout history societies have developed different forms of measurement. These may vary from
Models of the one country and culture to another, so an internationally agreed set of units allows us to understand
Particulate Nature measurements regardless of the language of our culture. Units of measurement are essential in all
of Matter walks of life. The financial world speaks in US dollars, the resources industries use
million tonnes (MT), precious metals are measured in ounces, agricultural manufacturing uses a
range of measures including yield per hectare, and environmental protection agencies, amongst
others, talk about parts per million (ppm) of particulate matter. Which units do chemists use?
 The desire for a standard international set of units led to the development of a system that
transcends all languages and cultures - the Systeme International d.Unit’s (SI).

Development of the IB learner profile

Topic Which attributes and through what activities
Structure 1: Inquirers
Models of the Students will be inquirers when investigating using the prescribed labs
Particulate Nature
of Matter Communicators
Students will communicate effectively with each other while doing peer reviews and explanations

CAS opportunities
Topic Link to stimulation of CAS experiences/Project
Structure 1: Students will have school experiences that include creating and developing a resource for others to
Models of the use about atomic structure called the ‘Atom Project’ which will give them opportunities for
Particulate Nature creativity.
of Matter