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IB Chemistry

Student Handbook

Scots College 2014-2015

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Welcome to IB Chemistry. The following information has been compiled to give you an introduction to both the standard and higher level courses and to provide an overview of what you can expect over the coming two years. Please read it carefully and put it in a safe place so that you can refer to it as needed.

Course Description Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment. The IB Chemistry course at Scots College will provide opportunities for students to acquire knowledge, methods and techniques specific to chemistry as they study a range of topics including atomic structure, bonding, chemical reactions, quantitative analysis and organic chemistry. Students in this program will be expected to apply information technology skills as a means of enhancing their knowledge base as well as communicating effectively. The importance of collaborative efforts and well as individual creativity will be stressed. Beyond this, students will be better prepared for the IB exam with the ultimate goal of achieving the diploma. Chemistry, as all sciences, is an international endeavour. The exchange of information and ideas across borders is essential to the progress of any science. The scientific process itself relies on open-mindedness, peer review and freedom of thought. Science has the potential to produce great universal benefits or to reinforce inequalities and cause harm to people and the environment. The scope of this program will challenge students to merge chemical concepts with the societal aspects of the discipline.

Difference between SL and HL Students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the options studied. Students at HL are required to study topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the common options. The distinction between SL and HL is one of breadth and depth. The HL programme is intended to prepare students for further specialised study of chemistry at a post-secondary level.

Course Prerequisites Students who have studied general science in previous years should be successful in SL chemistry. Students intending to study HL chemistry should have successfully earned 16 credits in Level 1 chemistry related standards and at least half of those at merit or higher.

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Resources Students will be issued with:

The text Chemistry by Brown and Ford; this book remains the property of

the College and must be returned after the external exams.

A copy of the IB Chemistry data booklet.

Other books and resources as required.

Syllabus Outline Students enrolled in SL Chemistry will only be assessed on the core (110 hours of theory instruction) and be required to do core practical work (40 hours). Students enrolled in HL Chemistry will be assessed on both core material and AHL (at higher level) material (a total of 180 hours of theory instruction and 60 hours of practical work). Syllabus Content Theory Hours Practical Hours

Core (SL) AHL Core (SL) AHL

Topic 1: Quantitative Chemistry

1.1 The mole concept and Avogadro’s constant 1.2 Formulas 1.3 Chemical equations 1.4 Mass and gaseous volume relationships in chemical reactions 1.5 Solutions

12.5

2 3 1

4.5

2

5

Topic 2: Atomic structure 2.1 The atom

2.2 The mass spectrometer 2.3 Electron arrangement

Topic 12: Atomic structure 12.1 Electron configuration

4 1

1 2

3

1

1

Topic 3: Periodicity 3.1 The periodic table 3.2 Physical properties

3.3 Chemical properties

Topic 13: Periodicity 13.1 Trends across period 3 13.2 First-row d-block elements

6 1 2

3

4 2 2

1.5

2

Topic 4: Bonding 4.1 Ionic bonding 4.2 Covalent bonding 4.3 Intermolecular forces

4.4 Metallic bonding 4.5 Physical properties

Topic 14: Bonding 14.1 Shapes of molecules and ions 14.2 Hybridization 14.3 Delocalization of electrons

12.5 2 6 2

0.5 2

5 1 2 2

3.5

1

Topic 5: Energetics

5.1 Exothermic and endothermic reactions 5.2 Calculation of enthalpy changes 5.3 Hess’s law 5.4 Bond enthalpies

Topic 15: Energetics 15.1 Standard enthalpy changes of reaction 15.2 Born–Haber cycle 15.3 Entropy

15.4 Spontaneity

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1 3 2 2

8 1.5 2.5 1.5

2.5

3

2

Topic 6: Kinetics 6.1 Rates of reaction 6.2 Collision theory

5 2 3

1

4

Topic 16: Kinetics 16.1 Rate expression 16.2 Reaction mechanism 16.3 Activation energy

6 3 1 2

1

Topic 7: Equilibrium 7.1 Dynamic equilibrium 7.2 The position of equilibrium

Topic 17: Equilibrium 17.1 Liquid–vapour equilibrium 17.2 The equilibrium law

5 1 4

4 2 2

1.5

2

Topic 8: Acids and bases

8.1 Theories of acids and bases 8.2 Properties of acids and bases 8.3 Strong and weak acids and bases 8.4 The pH scale

Topic 18: Acids and bases 18.1 Calculations involving acids and bases 18.2 Buffer solutions 18.3 Salt hydrolysis

18.4 Acid–base titrations 18.5 Indicators

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2 1 2 1

10 4 2 1

2 1

1.5

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Topic 9: Oxidation and reduction 9.1 Introduction to oxidation and reduction 9.2 Redox equations 9.3 Reactivity 9.4 Voltaic cells 9.5 Electrolytic cells

Topic 19: Oxidation and reduction 19.1 Standard electrode potentials 19.2 Electrolysis

7 2 1 1 1 2

5 3 2

2

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Topic 10: Organic chemistry 10.1 Introduction 10.2 Alkanes 10.3 Alkenes

10.4 Alcohols 10.5 Halogenoalkanes 10.6 Reaction pathways

Topic 20: Organic chemistry 20.1 Introduction 20.2 Nucleophilic substitution reactions 20.3 Elimination reactions 20.4 Condensation reactions

20.5 Reaction pathways 20.6 Stereoisomerism

12 4 2 2

1 2 1

10 1 2 1 2

1 3

3

3

Topic 11: Measurement and data processing 11.1 Uncertainty and error in measurement 11.2 Uncertainties in calculated results 11.3 Graphical techniques

2 1

0.5 0.5

1

Options:

tbc 30 15 6 2

Group 4 Project 10

Total Hours 110 70 40 20

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Assessment Standard Level Assessment Component Weighting

External Assessment: Paper 1 (45 minutes) 30 multiple choice questions on the core Paper 2 (1 hour 15 minutes) Section A: one data-based question and several short-answer questions on the core (all compulsory) Section B: one extended-response question on the core (from a choice of three) Paper 3 (1hour) Several short-answer questions in each of the two options studied (all compulsory)

76% (20%) (32%) (24%)

Internal Assessment:

Evidence of 40 hours of practical work across all topics and assessment criteria

24%

Higher Level Assessment Component Weighting

External Assessment: Paper 1 (1 hour) 40 multiple choice questions (approx. 15 questions common to SL plus about 5 more questions on the core plus about 20 more questions at AHL) Paper 2 (2 hours 15 minutes) Section A: One data-based question and several short-answer questions on the core and the HL (all compulsory) Section 2: Two extended-response questions on the core and AHL (from a choice of four) Paper 3 (1 hour 15 minutes) Several short-answer questions and one extended response question in each of the two options studied (all compulsory)

76% (20%) (36%) (20%)

Internal Assessment: Evidence of 60 hours of practical work across all topics (including HL content) and assessment criteria

24%

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Internal Assessment Criteria Design Levels/marks Aspect 1 Aspect 2 Aspect 3

Defining the problem and selecting variables

Controlling variables Developing a method for collection of data

Complete/2 Formulates a focused problem/research question and identifies the relevant variables.

Designs a method for the effective control of the variables.

Develops a method that allows for the collection of sufficient relevant data.

Partial/1 Formulates a problem/ research question that is incomplete or identifies only some relevant variables.

Designs a method that makes some attempt to control the variables.

Develops a method that allows for the collection of insufficient relevant data.

Not at all/0 Does not identify a problem/research question and does not identify any relevant variables.

Designs a method that does not control the variables.

Develops a method that does not allow for any relevant data to be collected.

Data Collection and Processing Levels/marks Aspect 1 Aspect 2 Aspect 3

Recording raw data Processing raw data Presenting processed data

Complete/2 Records appropriate quantitative and associated qualitative raw data, including units and uncertainties where relevant.

Processes the quantitative raw data correctly.

Presents processed data appropriately and, where relevant, includes errors and uncertainties.

Partial/1 Records appropriate quantitative and associated qualitative raw data, but with some mistakes or omissions.

Processes quantitative raw data, but with some mistakes and/or omissions.

Presents processed data appropriately, but with some mistakes and/or omissions.

Not at all/0 Does not record any appropriate quantitative raw data or raw data is incomprehensible.

No processing of quantitative raw data is carried out or major mistakes are made in processing.

Presents processed data inappropriately or incomprehensibly.

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Conclusion and Evaluation Levels/marks Aspect 1 Aspect 2 Aspect 3

Concluding Evaluating procedure(s)

Improving the investigation

Complete/2 States a conclusion, with justification, based on a reasonable interpretation of the data.

Evaluates weaknesses and limitations.

Suggests realistic improvements in respect of identified weaknesses and limitations.

Partial/1 States a conclusion based on a reasonable interpretation of the data.

Identifies some weaknesses and limitations, but the evaluation is weak or missing.

Suggests only superficial improvements.

Not at all/0 States no conclusion or the conclusion is based on an unreasonable interpretation of the data.

Identifies irrelevant weaknesses and limitations.

Suggests unrealistic improvements.

Manipulative Skills (assessed summatively) Levels/marks Aspect 1 Aspect 2 Aspect 3

Following instructions*

Carrying out techniques

Working safely

Complete/2 Follows instructions accurately, adapting to new circumstances (seeking assistance when required).

Competent and methodical in the use of a range of techniques and equipment.

Pays attention to safety issues.

Partial/1 Follows instructions but requires assistance.

Usually competent and methodical in the use of a range of techniques and equipment.

Usually pays attention to safety issues.

Not at all/0 Rarely follows instructions or requires constant supervision.

Rarely competent and methodical in the use of a range of techniques and equipment.

Rarely pays attention to safety issues.

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Personal Skills (for group 4 project assessment) Levels/marks Aspect 1 Aspect 2 Aspect 3

Self-motivation and perseverance

Working within a team

Self-reflection

Complete/2 Approaches the project with self-motivation and follows it through to completion.

Collaborates and communicates in a group situation and integrates the views of others.

Shows a thorough awareness of their own strengths and weaknesses and gives thoughtful consideration to their learning experience.

Partial/1 Completes the project but sometimes lacks self-motivation.

Exchanges some views but requires guidance to collaborate with others.

Shows limited awareness of their own strengths and weaknesses and gives some consideration to their learning experience.

Not at all/0 Lacks perseverance and motivation.

Makes little or no attempt to collaborate in a group situation.

Shows no awareness of their own strengths and weaknesses and gives no consideration to their learning experience.

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Tips for Students Be Organised. A few minutes every day keeping yourself organised will

save you time and frustration in the long run. As this is a two year course it is especially important that you keep all of your notes, handouts and practical work tidy and organised.

Revise Regularly. Studies have proven that long term retention is

significantly improved when new material is revised within the first 24 hours of learning it. This can be achieved by keeping a learning log, re-reading and summarising notes at the end of each day or discussing what you learned with a friend, teacher or parent. The particular advantage of a learning log or summary notes is that you can use these when if comes time to revise for exams.

Read Widely. Research each topic using the materials provided as well

as internet resources. Create a mind map or fact file for each topic as a valuable aid to long term memory.

Take Responsibility for Your Learning. Figure out what works for

you and do it. Take an active role in class. Keep a positive attitude and an open mind. Ask plenty of questions and seek out assistance when you need it. Your teacher is here to help you but in the end it is up to you to do your best. This is an interesting and exciting course but you will only get out of it what you put into it…and all those other clichés that you keep hearing (mainly because they have an element of truth to them).

And Finally… Have Fun

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IB Diploma Programme CHEMISTRY Proposed Schedule of Work YEAR ONE 2014

(AHL content in italics and assessed practicals are in bold)

Term/Week Topic/Subtopics Practical Investigations Assessment

Term 1 Week1-8

Introduction to IB Chemistry Measurement and Data Processing Topic 11

Uncertainties and error in measurement Quantitative Chemistry Topic 1 The mole concept and Avogadro’s number Formulas Chemical equations Mass and gaseous volume relationships Solutions

1. The separation of mixtures 2. Finding the relationship: graphical

analysis 3. The mole 4. Water of crystallisation 5. Preparation of a soluble salt 6. Determining the mole ratio of a

displacement reaction 7. The preparation and properties of

common gases 8. Boyle’s Law 9. Relationships in gases 10. Determining nitric acid

concentration 11. Aspirin analysis

Test 1 Term 1 Week 8 Quantitative Chemistry

Term 1 Week 9 and 11-12 and Term 2 Week 1-8

Atomic Structure, Bonding and Periodicity Topics 2, 3, 4, 12.1, 13.1, 14.1 The atom The mass spectrometer Electron Arrangement/Configuration Ionic bonding Covalent bonding Shapes of molecules and ions Intermolecular forces Metallic bonding Physical and chemical properties The periodic table Trends across period 3

1. Modelling mass spectrometry 2. Analysis of periodic trends 3. Reactions of halogens and their

salts 4. Elements and compounds of the

third period 5. Shapes of molecules and ions 6. Investigating forces 7. Boiling point of liquid mixtures

Test 2 Term 1 Week 12 Atomic Structure Test 3 Term 2 Week 3 Bonding Test 4 Term 2 Week 8 Periodicity

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Term 2 Week 9 and Term 3 Week 1-2

Energetics I Topics 5, 15.1

Exothermic and endothermic reactions Calculation of enthalpy changes Hess’s law Bond enthalpies Standard enthalpy changes of reaction

1. Exothermic and endothermic reactions

2. Measuring enthalpy changes 3. Hess’s law 4. Enthalpy investigation

Test 5 Term 3 Week 3 Energetics I

Term 3 Weeks 4-5

Kinetics 1 Topic 6 Rates of reaction Collision Theory

1. Techniques for measuring rates of reaction

Test 6 Term 3 Week 5 Kinetics 1

Term 3 Weeks 6-9

Equilibrium Topic 7, 17

Dynamic equilibrium The position of equilibrium Liquid-vapour equilibrium The equilibrium law

1. Modelling equilibrium systems 2. Vapour pressure 3. Determination of Kc 4. Equilibrium investigation

Test 7 Term 3 Week 9 Equilibrium

Term 4 Week 1-4

Acids and Bases 1 Topic 8, 18.1

Theories of acids and bases Properties of acids and bases Strong and weak acids and bases The pH scale Calculations involving acids and bases

1. Household acids and bases 2. A comparison of strong and weak

acids and bases 3. Determining Ka

Test 8 Term 4 Week 4 Acids and Bases 1

Term 4 Week 5 (tbc) School Exams

Term 4 Week 6 (tbc) Group 4 Project

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IB Diploma Programme CHEMISTRY Proposed Schedule of Work YEAR TWO 2015

Term/Week Topic/Subtopics Practical Investigations Assessment

Term 1

Redox Topic 9

Introduction to oxidation and reduction Redox equations Reactivity Voltaic cells Electrolytic cells

1. Common oxidants and reductants 2. Redox titration with KMnO4

3. Group VII 4. Metal ions as oxidants 5. Voltaic cells 6. An introductory investigation in

electrochemistry 7. Understanding electrode potentials 8. Investigating electrode potentials

Test 9 Redox

Transition metals Topic 13.2 First-row d-block elements

1. Chemical reactions of transition metal ions

Bonding II Topic 14.2-14.3

Revision of atomic structure and bonding Hybridization Delocalization of electrons

Test 10 Structure, Bonding and Periodicity

Term 2

Organic Chemistry Topic 10, 20 Introduction Alkanes and alkenes Alcohols and halogenoalkanes Reaction pathways Nucleophilic substitution reactions Elimination reactions Condensation reactions Reaction pathways Stereoisomerism

1. Trend in melting points 2. Models of organic molecules 3. Reactions of hydrocarbons 4. Making slime 5. Reactions of alcohols and

halogenoalkanes 6. Hydrolysis of halogenoalkanes 7. Reactions of carboxylic acids, amines

and related compounds 8. Organic chemistry investigation

Test 11 Organic Chemistry

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Kinetics II

Topic 16 Revision of kinetics Rate expression Reaction mechanism Activation energy

1. Determining the rate expression for a reaction

2. Measuring activation energy for a reaction

Term 3 Energetics II Topic 15.2-15.3 Revision of energetics Born-Haber cycle Entropy Spontaneity

1. Determining entropy changes 2. Energetics Investigation

Test 12 Kinetics and Energetics

Acids and Bases II Topics 18.2-18.5 Buffer solutions Salt hydrolysis Acid-base titrations Indicators

1. The buffer in lemonade 2. The nature of species in aqueous

solution 3. Titration curves of strong and weak

acids and bases

Test 13 Acids and Bases

Options 1 and 2 t.b.c. Tests 14 and 15 Options 1 and 2

Term 4 IB Exams