Course title

IB Chem HL

Pre-requisite

AIM Science I, AIM Science II, IB Chemistry SL

Course description

IB Chemistry is an International Baccalaureate Chemistry program that permits students to receive college credit when qualifying scores are attained on the IB exam.

Distinction between SL and HL
Group 4 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 option studied. They are presented with a syllabus that encourages the development of certain skills; attributes and attitudes; as described in the “Assessment objectives” section of this guide.
While the skills and activities of group 4 science subjects are common to students at both SL and HL; students at HL are required to study some topics in greater depth; in the additional higher level (AHL) material and in the common options. The distinction between SL and HL is one of breadth and depth.

Course Sequence: (in chart form)

Course Outline and Standard Alignment:
The three core elements in an International Baccalaureate course are:
• Theory of knowledge; in which students reflect on the nature of knowledge and on how we know what we claim to know.
• The extended essay; which is an independent; self-directed piece of research; finishing with a 4;000-word paper.
• Creativity; activity; service; in which students complete a project related to those three concepts.

Students will demonstrate the appropriate research; experimental and personal skills necessary to carry out insightful and ethical investigations. The rigor of this class is needed to support their choice of science classes at the college level.
Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is often 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 often a prerequisite for many other courses in higher education; such as medicine; biological science and environmental science.
Through studying a science subject 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; the emphasis on a practical approach. In addition; through the overarching theme of the “Nature of Science” this knowledge and skills will be put into the context of way science and scientists work in the 21st Century and the ethical debates and limitations of creative scientific endeavor.
The sciences are taught practically. Students have opportunities to design investigations; collect data; develop manipulative skills; analyze results; collaborate with peers and evaluate and communicate their findings. The investigations may be laboratory based or they may make use of simulations and data bases. Students develop the skills to work independently on their own design; but also collegiately; including collaboration with schools in different regions; to mirror the way in which scientific research is conducted in the wider community.
IB Chemistry Syllabus Outline:

Core
1. Stoichiometric relationships
2. Atomic structure
3. Periodicity
4. Chemical bonding and structure
5. Energetics/thermochemistry
6. Chemical kinetics
7. Equilibrium
8. Acids and bases
9. Redox processes
10. Organic chemistry
11. Measurement and data processing
Additional higher level (AHL)
1. Atomic structure
2. The periodic table—the transition metals
3. Chemical bonding and structure
4. Energetics/thermochemistry
5. Chemical kinetics
6. Equilibrium
7. Acids and bases
8. Redox processes
9. Organic chemistry
10. Measurement and analysis
Option
A. Materials
B. Biochemistry
C. Energy
D. Medicinal chemistry

Practical scheme of work
Practical activities
Individual investigation (internal assessment—IA)
Group 4 project

Arizona Science Standards
Strand 1: Inquiry Process
Inquiry Process establishes the basis for students’ learning in science. Students use scientific processes: questioning; planning and conducting investigations; using appropriate tools and techniques to gather data; thinking critically and logically about relationships between evidence and explanations; and communicating results.

Concept 1: Observations; Questions; and Hypotheses
Formulate predictions; questions; or hypotheses based on observations. Evaluate appropriate resources.
PO 1. Evaluate scientific information for relevance to a given problem. (See R09-S3C1; R10-S3C1; R11-S3C1; and R12-S3C1)
PO 2. Develop questions from observations that transition into testable hypotheses.
PO 3. Formulate a testable hypothesis.
PO 4. Predict the outcome of an investigation based on prior evidence; probability; and/or modeling (not guessing or inferring).
Concept 2: Scientific Testing (Investigating and Modeling)
Design and conduct controlled investigations.
PO 1. Demonstrate safe and ethical procedures (e.g.; use and care of technology; materials; organisms) and behavior in all science inquiry.
PO 2. Identify the resources needed to conduct an investigation.
PO 3. Design an appropriate protocol (written plan of action) for testing a hypothesis:
• Identify dependent and independent variables in a controlled investigation.
• Determine an appropriate method for data collection (e.g.; using balances; thermometers; microscopes; spectrophotometer; using qualitative changes).
• Determine an appropriate method for recording data (e.g.; notes; sketches; photographs; videos; journals (logs); charts; computers/calculators).
PO 4. Conduct a scientific investigation that is based on a research design.
PO 5. Record observations; notes; sketches; questions; and ideas using tools such as journals; charts; graphs; and computers.
Concept 3: Analysis; Conclusions; and Refinements
Evaluate experimental design; analyze data to explain results and propose further investigations.
Design models.
PO 1. Interpret data that show a variety of possible relationships between variables; including:
• positive relationship
• negative relationship
• no relationship
PO 2. Evaluate whether investigational data support or do not support the proposed hypothesis.
PO 3. Critique reports of scientific studies (e.g.; published papers; student reports).
PO 4. Evaluate the design of an investigation to identify possible sources of procedural error; including:
• sample size
• trials
• controls
• analyses
PO 5. Design models (conceptual or physical) of the following to represent "real world" scenarios:
• carbon cycle
• water cycle
• phase change
• collisions
PO 6. Use descriptive statistics to analyze data; including:
• mean
• frequency
• range
(See MHS-S2C1-10)
PO 7. Propose further investigations based on the findings of a conducted investigation.
Concept 4: Communication
Communicate results of investigations.
PO 1. For a specific investigation; choose an appropriate method for communicating the results.
(See W09-S3C2-01 and W10-S3C3-01)
PO 2. Produce graphs that communicate data. (See MHS-S2C1-02)
PO 3. Communicate results clearly and logically.
PO 4. Support conclusions with logical scientific arguments.

Strand 2: History and Nature of Science
Scientific investigation grows from the contributions of many people. History and Nature of Science emphasizes the importance of the inclusion of historical perspectives and the advances that each new development brings to technology and human knowledge. This strand focuses on the human aspects of science and the role that scientists play in the development of various cultures.
Concept 2: Nature of Scientific Knowledge
Understand how science is a process for generating knowledge.
PO 1. Specify the requirements of a valid; scientific explanation (theory); including that it be:
• logical
• subject to peer review
• public
• respectful of rules of evidence
PO 2. Explain the process by which accepted ideas are challenged or extended by scientific innovation.
PO 3. Distinguish between pure and applied science.
PO 4. Describe how scientists continue to investigate and critically analyze aspects of theories.
Strand 4: Life Science
Life Science expands students’ biological understanding of life by focusing on the characteristics of living things; the diversity of life; and how organisms and populations change over time in terms of biological adaptation and genetics. This understanding includes the relationship of structures to their functions and life cycles; interrelationships of matter and energy in living organisms; and the interactions of living organisms with their environment.
Concept 5: Matter; Energy; and Organization in Living Systems (Including Human Systems)
Understand the organization of living systems; and the role of energy within those systems.
PO 1. Compare the processes of photosynthesis and cellular respiration in terms of energy flow; reactants; and products.
PO 2. Describe the role of organic and inorganic chemicals (e.g.; carbohydrates; proteins; lipids; nucleic acids; water; ATP) important to living things.
PO 3. Diagram the following biogeochemical cycles in an ecosystem:
• water
• carbon
• nitrogen
PO 4. Diagram the energy flow in an ecosystem through a food chain.
PO 5. Describe the levels of organization of living things from cells; through tissues; organs; organ systems; organisms; populations; and communities to ecosystems.
Strand 5: Physical Science
Physical Science affords students the opportunity to increase their understanding of the characteristics of objects and materials they encounter daily. Students gain an understanding of the nature of matter and energy; including their forms; the changes they undergo; and their interactions. By studying objects and the forces that act upon them; students develop an understanding of the fundamental laws of motion; knowledge of the various ways energy is stored in a system; and the processes by which energy is transferred between systems and surroundings.
Concept 1: Structure and Properties of Matter
Understand physical; chemical; and atomic properties of matter.
PO 1. Describe substances based on their physical properties.
PO 2. Describe substances based on their chemical properties.
PO 3. Predict properties of elements and compounds using trends of the periodic table (e.g.; metals; non-metals; bonding – ionic/covalent).
PO 4. Separate mixtures of substances based on their physical properties.
PO 5. Describe the properties of electric charge and the conservation of electric charge.
PO 6. Describe the following features and components of the atom:
• protons
• neutrons
• electrons
• mass
• number and type of particles
• structure
• organization
PO 7. Describe the historical development of models of the atom.
PO 8. Explain the details of atomic structure (e.g.; electron configuration; energy levels; isotopes).
Concept 4: Chemical Reactions
Investigate relationships between reactants and products in chemical reactions.
PO 1. Apply the law of conservation of matter to changes in a system.
PO 2. Identify the indicators of chemical change; including formation of a precipitate; evolution of a gas; color change; absorption or release of heat energy.
PO 3. Represent a chemical reaction by using a balanced equation.
PO 4. Distinguish among the types of bonds (i.e.; ionic; covalent; metallic; hydrogen bonding).
PO 5. Describe the mole concept and its relationship to Avogadro’s number.
PO 6. Solve problems involving such quantities as moles; mass; molecules; volume of a gas; and molarity using the mole concept and Avogadro’s number.
PO 7. Predict the properties (e.g.; melting point; boiling point; conductivity) of substances based upon bond type.
PO 8. Quantify the relationships between reactants and products in chemical reactions (e.g.; stoichiometry; equilibrium; energy transfers).
PO 9. Predict the products of a chemical reaction using types of reactions (e.g.; synthesis; decomposition; replacement; combustion).
PO 10. Explain the energy transfers within chemical reactions using the law of conservation of energy.

PO 11. Predict the effect of various factors (e.g.; temperature; concentration; pressure; catalyst) on the equilibrium state and on the rates of chemical reaction.
PO 12. Compare the nature; behavior; concentration; and strengths of acids and bases.
PO 13. Determine the transfer of electrons in oxidation/reduction reactions.
Higher level (240 hours)
• Internal assessment (individual investigation): 20%
• External assessment: 80%
Key features of the curriculum and assessment models
• The minimum prescribed number of hours 240 for HL
• Students are assessed both externally and internally
• Chemistry students at SL and HL undertake a common core syllabus and a common internal assessment (IA) scheme.
• While there are core skills and activities common to both SL and HL; students at HL are required to study some topics in greater depth; to study additional topics and to study extension material of a more demanding nature in the options. The distinction between SL and HL is one of breadth and depth.
• A practical approach to the course delivery is emphasized through the interdisciplinary group 4 project and a mixture of both short-term and long-term experiments and investigations.
• Internal assessment accounts for 20% of the final assessment and this is assessed through a single individual investigation. This investigation may involve a hands-on approach; use of data-bases; modelling; simulation or a hybrid. Student work is internally assessed by the teacher and externally moderated by the IB.
The external assessment of chemistry consists of three written papers. In paper 1 there are 30 (at SL) or 40 (at HL) multiple-choice questions. Paper 2 contains short-answer and extended-response questions on the core (and Additional Higher Level (AHL) material at HL). Paper 3 has two sections; Section A contains one data-based question and several short-answer questions on experimental work on the core (and AHL material at HL). Section B contains short-answer and extended-response questions from each of the four options

School country

United States

School state

Arizona

School city

Glendale

School / district Address

6330 W. Thunderbird Road

School zip code

85306

Requested competency code

Lab Science

Date submitted

04/8/2016

Approved

Yes

Approved competency code

• LCHM
• Chemistry

Approved date

06/11/2016

Online / Virtual

No