Diploma Programme subject outline—Group 4: experimental sciences
School name
Westlake High School
Name of the DP subject
Chemistry
Level
(indicate with X)
Name of the teacher who
completed this outline
Date when outline was
completed
School code
Higher
X
Standard completed in two years
923373
Standard completed in one year *
Cordeiro, Rebekah
Date of IB training
Summer 2014
January 2015
Name of workshop
Chemistry (Category I)
(indicate name of subject and workshop category)
* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be
completed in one year, according to conditions established in the Handbook of procedures for the Diploma Programme.
1.
Course outline
–
Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for example, national
syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.
–
This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that students are
prepared to comply with the requirements of the subject.
–
This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should not just be a “copy
and paste” from the subject guide.
–
If you will teach both higher and standard level, make sure that this is clearly identified in your outline.
Topic/unit
(as identified in the IB subject guide)
State the topics/units in the order you are
planning to teach them.
Year 1
Allocated time
Contents
One class is
90
In one week there
2-3
are
Topic 11: Measurement and data processing
(this topic will be practiced throughout the
course, but will be taught at the beginning of
the course with a real-world project using
spectroscopy as a review of pre-IB chemistry)
11.1 Uncertainties and errors in
10 hours
measurement and results
11.2 Graphical techniques
11.3 Spectroscopic identification of organic
compounds
Topic 1: Stoichiometric relationships
Topic 9: Redox processes
1.1 Introduction to the particulate nature of 13.5 hours
matter and chemical change.
1.2 The mole concept
8 hours
1.3 Reacting masses and volume
9.1 Oxidation and reduction
9.2 Electrochemical cells
Topic 2: Atomic structure
Topic 12: Atomic structure
2.1 The nuclear atom
2.2 Electron configuration
12.1 Electrons in atoms
6 hours
Topic 3: Periodicity
Topic 13: The periodic table- the transition
metals
3.1 Periodic table
3.2 Periodic trends
13.1 First-row d-block elements
13.2 Colored complexes
6 hours
Topic 4 Chemical bonding and structure
Topic 14: Chemical bonding and structure
4.1 Ionic bonding and structure
13.5 hours
4.2 Covalent bonding
4.3 Covalent structures
7 hours
4.4 Intermolecular forces
4.5 Metallic bondng
14.1 Covalent bonding and electron domain
and molecular geometries
14.2 Hybridization
2 hours
4 hours
minutes.
classes.
Assessment instruments
to be used
Resources
List the main resources to be
used, including information
technology if applicable.
Formative and summative The textbook resource used in the
assessments will be used course will be Tro’s Chemistry:
throughout the course to A Molecular Approach, 3rd
allow students to reflect on Edition. This textbook is very
the content they are
visually appealing and the
learning and to prepare for microscale to macroscale
the IB internal and external application of content seems to
assessments.
engage students in a way that
other textbooks do not. This text
All summative tests given also offers an online aspect with
in the course will mirror full etext and study area, as well
the time restraints of the IB as a way to assign work or
external assessment, so
quizzes through the site,
that students practice
masteringchemistry.com.
performing in the testing
environment.
At this time, a formal lab manual
has not been decided. Inquiry
Formative assessments will labs will be the focus, so a
be given in the class with manual that goes along with that
feedback to prepare
will be chosen. Students will be
students for internal
asked to have and keep their own
assessments. For
lab notebooks.
laboratory projects that are
not to be formally
A class set of iPads will be
internally assessed,
available for this course, so
students will practice
virtual labs and simulations will
writing, researching,
be used to reinforce ideas
designing, and
alongside the in-class labs and
communicating analysis of activities. Students will have
laboratory work.
access to iPads in class for
research, data collection, and
writing reports.
Topic/unit
(as identified in the IB subject guide)
State the topics/units in the order you are
planning to teach them.
Year 2
Topic 5: Energetics/thermochemistry
Topic 15: Energetics/thermochemistry
Contents
One class is
9 hours
Topic 7: Equilibrium
Topic 17: Equilibrium
7.1 Equilbrium
17.1 The equilibrium law
4.5 hours
4 hours
Topic 8: Acids and bases
Topic 18: Acids and bases
8.1 Theories of acids and bases
8.2 Properties of acids and bases
8.3 The pH scale
8.4 Strong and weak acids and bases
8.5 Acid deposition
18.1 Lewis acids and bases
18.2 Calculations involving acids and bases
18.3 pH curves
6.1 Collision theory and rates of reaction
16.1 Rate expression and reaction
mechanism
16.2 Activation energy
6.5 hours
19.1 Electrochemical cells
10.1 Fundamentals of organic chemistry
10.2 Functional group chemistry
20.1 Types of organic reactions
20.2 Synthetic routes
20.3 Stereoisomerism
D.1 Pharmaceutical products and drug
action
D.2 Aspirin and penicillin
D.3 Opiates
D.4 pH regulation of the stomach
D.5 Anti-viral medications
D.6 Environmental impact of some
medications
D.7 Taxol- a chiral auxiliary case study
D.8 Nuclear medicine
D.9 Drug detection and analysis
6 hours
11 hours
Topic 19: Redox processes
Topic 10: Organic chemistry
Topic 20: Organic chemistry
Topic 21: Measurement and analysis
Option D: Medicinal Chemistry
The group 4 project
90
In one week there
2-3
are
5.1 Measuring energy changes
5.2 Hess’s law
5.3 Bond enthalpies
15.1 Energy cycles
15.2 Entropy and spontaneity
Topic 6: Chemical kinetics
Topic 16: Chemical kinetics
2.
Allocated time
7 hours
10 hours
7 hours
6 hours
12 hours
2 hours
25 hours
minutes.
classes.
Assessment instruments
to be used
Resources
List the main resources to be
used, including information
technology if applicable.
The same assessments as The science department recently
those in year 1 will be used acquired a classroom set of TIin year 2, however more Inspire devices that will soon be
frequent emphasis will be accompanied by probes for
placed on preparation for chemistry and physical science
the upcoming external
classes.
assessment, as well.
As the IB guides say, “The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for
concepts and perceptions from across the disciplines to be shared in line with aim 10—that is, to ‘encourage an understanding of the relationships between scientific
disciplines and the overarching nature of the scientific method.’” Describe how you will organize this activity. Indicate the timeline and subjects involved, if applicable.
The Westlake High School group 4 project will be a collaboration between the IB Biology, IB Physics, and IB Chemistry courses. Our school has
acquired solar panels that have not been used. We would like to use them to construct a solar-powered greenhouse with built-in water filtration and
collection system. While all group 4 students will participate in different aspects of the project, IB chemistry students will research and teach other
students about the solar panels and the chemistry behind the panels. The IB chemistry students will also lead the water filtration/purification process
using what they know about separation of mixtures and possible contaminants in the ground/rain water. Students in the chemistry course will be
responsible for consulting in the decision of fertilizers, waste materials, and water testing. All students will engage in the engineering of the project
(possibly with mathematics students). The project will eventually produce herbs, flowers, and possible vegetables that can be marketed in the
community or donated to local food banks. The initiation/designing process should be completed by May of 2017, while the building and
implementation on school grounds should be completed by May of 2018, when students should maintain, but another group 4 project or extension of
this project should begin. Approval will be secured through the Fulton County Facilities office and Funding will be applied for from the Atlantabased Captain Planet Foundation, which offers grants for garden/greenhouse-type projects in the K-12 Atlanta area. More information can be found
at http://captainplanetfoundation.org/apply-for-grants/. Students will also have access to local universities that Westlake currently has working
relationships, like Georgia Tech and Georgia State University. The Atlanta Science Festival is also an option to help connect the students with local
professional scientists in a field that would help them with the project. More information can be found at http://atlantasciencefestival.org/.
Aim 7 will be addressed while students research solar panels and reach out to the local universities for help, if needed. Students also may be asked to
communicate the project to the community. Aim 8 will be addressed when the students test rain and groundwater for contaminants and discuss where
these contaminants came from, whether it be the school or local industrial plants. Also, students will have to understand the importance of renewable
energy and food sources throughout the globe. The project could eventually extend into projects that could help impoverished areas with food
production or water purification using renewable energy sources. Aim 10 will be addressed when the students work with other science disciplines
and other aspects of the IB program. They will see how the project cannot be completed without multiple subjects and expertise working together for
a common goal.
In total, at least 10 hours of teaching time will be devoted to this project for each cohort of students. Outside work and other practical activities may
be aligned with the project, to allow more time exploring the project. For example, if testing the water samples can be used as a practical activity, the
data could be utilized in the group 4 project.
3.
IB practical work and the internal assessment requirement to be completed during the course
As you know, students should undergo 40 hours (at standard level) or 60 hours (at higher level) of practical work related to the syllabus. Use the table below to indicate the name of
the experiment you would propose for the different topics in the syllabus. Indicate which experiments you would use for assessing each of the internal assessment criteria—design (D),
data collection and processing (DCP) and conclusion and evaluation (CE).
An example is given. Add as many rows as necessary.
Name of the topic
Experiment
Indicate the experiments you would use for
assessing design (D), data collection and
processing (DCP), and conclusion and
evaluation (CE)
(use D, DCP or CE)
Acids and bases
Titration
Topic 11: Measurement and data processing
Percent by mass: amount of sugar in chewing gum D
Yes
Topic 11: Measurement and data processing
Visible spectroscopy (Beer’s law)
DCP
Yes
Topic 11: Measurement and data processing
Greenhouse gases database/spectroscopic analysis
DCP
Yes
Topic 1: Stoichiometric relationships
Formula of a hydrate
CE
No
Topic 1: Stoichiometric relationships
Formation of magnesium oxide
n/a
No
Topic 1: Stoichiometric relationships
Determination of the gas constant, R
D
No
Topic 9: Redox processes
Gravimetric determination of copper product from
CE
reaction between copper (II) nitrate and aluminum
Yes
Topic 9: Redox processes
Redox titration virtual lab
n/a
Yes
Topic 9: Redox processes
Activity series wet lab with virtual lab pre-lab
assignment
CE
Yes
Topic 9: Redox processes
Engineering challenge: creation of simple battery
using household materials
D, DCP, CE
Yes
Black box challenge with gold foil simulation
D, DCP, CE
Yes
Cloud chambers with alpha-emitting particles
n/a
Yes
Topic 2: Atomic structure
Topic 2: Atomic structure
DCP
Any ICT used?
Remember you must use all five
within your programme.
Yes
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Application for authorization: Diploma Programme
Name of the topic
Experiment
Indicate the experiments you would use for
assessing design (D), data collection and
processing (DCP), and conclusion and
evaluation (CE)
(use D, DCP or CE)
Any ICT used?
Remember you must use all five
within your programme.
Topic 2: Atomic structure
Flame test
DCP
No
Topic 12: Atomic structure
Photoelectron spectroscopy data investigation
CE
Yes
Topic 12: Atomic structure
Ionization energy data investigation
CE
Yes
Topic 3: Periodicity
Qualitative analysis of elements and trends (wet
lab)
DCP, CE
No
Topic 3: Periodicity
Periodic trends data investigation
CE
Yes
Topic 13: The periodic table- the transition metals Magnetic salts, a study of transition metals
D, DCP, CE
No
Topic 13: The periodic table- the transition metals Complex ions spectroscopy investigation
DCP
Yes
Topic 4: Chemical bonding and structure
Separation of a mixture based on chemical and
physical properties
D
No
Topic 4: Chemical bonding and structure
Paper chromatography
CE
No
Topic 4: Chemical bonding and structure
Simulation: crystal lattices, VSEPR structures, and
n/a
metallic bonding
Yes
Topic 14: Chemical bonding and structure
Oxygen- paramagnetic or diamagnetic?
CE
Yes
Topic 14: Chemical bonding and structure
Simulation and data collection: hybridization
DCP
Yes
Topic 5: Energetics/thermochemistry
Calorimetry
D, DCP
Yes
Topic 5: Energetics/thermochemistry
Engineering challenge: making the best cold packs D, DCP, CE
Yes
Topic 5: Energetics/thermochemistry
Hess’s Law
n/a
No
Topic 15: Energetics/thermochemistry
Calculating enthalpy of crystallization of water
D, DCP, CE
Yes
Topic 7: Equilibrium
Engineering challenge: equilibrium rainbow
D, DCP, CE
Yes
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Application for authorization: Diploma Programme
Name of the topic
Experiment
Indicate the experiments you would use for
assessing design (D), data collection and
processing (DCP), and conclusion and
evaluation (CE)
(use D, DCP or CE)
Any ICT used?
Remember you must use all five
within your programme.
Topic 17: Equilibrium
Determining the equilibrium constant for an
esterification reaction
D, CE
Yes
Topic 8: Acids and bases
Titration
n/a
No
Topic 8: Acids and bases
Acid rain investigation (includes determination of
strong vs weak acids)
D, DCP, CE
Yes
Topic 8: Acids and bases
Option D: Medicinal chemistry
Effectiveness of antacids
DCP, CE
No
Topic 18: Acids and bases
Development of a pH curve (includes comparing
pH curve to database) and determination of
equivalence point
DCP, CE
Yes
Topic 18: Acids and bases
Household buffers investigation
CE
Yes
Topic 6: Chemical kinetics
Iodine clock challenge
D
No
Topic 6: Chemical kinetics
Effect of a catalyst
CE
No
Topic 16: Chemical kinetics
Determination of the order of a reaction
DCP, CE
Yes
Topic 19: Redox processes
Hydrolysis of water and using sodium polyacrylate
in diapers to show movement of copper ions in
D, DCP, CE
electrolysis
Yes
Topic 19: Redox processes
Electroplating virtual lab
CE
Yes
Topic 10: Organic chemistry
Distillation
D, DCP
Yes
Topic 10: Organic chemistry
Making soap with essential oils
DCP
No
Topic 10: Organic chemistry
Purification of a solid product
CE
No
Topic 20: Organic chemistry
Option D: Medicinal chemistry
Extraction of caffeine from coffee
D, DCP, CE
Yes
Topic 20: Organic chemistry
Synthesis and characterization of an enantiomer
D, DCP, CE
Yes
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Name of the topic
4.
Experiment
Indicate the experiments you would use for
assessing design (D), data collection and
processing (DCP), and conclusion and
evaluation (CE)
(use D, DCP or CE)
Any ICT used?
Remember you must use all five
within your programme.
Option D: Medicinal chemistry
Topic 21: Measurement and analysis
Analysis of a medicine using spectral databases
D, DCP, CE
Yes
Option D: Medicinal chemistry
Topic 20: Organic chemistry
Synthesis of a widely-used drug or medicine
D, DCP, CE
Yes
Laboratory facilities
Describe the laboratory and indicate whether it is presently equipped to facilitate the practical work that you have indicated in the chart above. If it is not, indicate the timeline to
achieve this objective and describe the safety measures that are applicable.
The laboratory is in the classroom, with the classroom desks in the middle of the room. The lab benches (7 total) are surrounding the center of the room. Each lab station
has a cabinet to store materials and glassware and many drawers to differentiate classes or groups. Each lab station has 2 gas lines and a sink in the middle, with 2 faucets.
In the back of the classroom, there are more cabinets and drawers for extra storage, as well as a larger sink. The back of the room also houses the fume hood (currently not
working, but work should be completed by the start of the 2015-16 school year) and the storage room. Before the storage room is a safety shower and eye wash station.
The storage room and shower/eye wash station is shared with the adjacent classroom. The laboratory is equipped with two fire extinguishers, a fire blanket, a gas and
water shut-off valve, and a goggle sanitation cabinet. Most of the equipment needed for the practical work is already present, except burets for titrations, an oven for
drying samples, and a vacuum filtration system. Burets will likely be purchased in the next school year, but an oven and vacuum filtration system will have to be
discussed as part of the IB implementation process.
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Application for authorization: Diploma Programme
5.
Other resources
Indicate what other resources the school has to support the implementation of the subject and what plans there are to improve them, if needed.
Westlake High School has laboratory classrooms with demo tables and lab stations, exceptional access to technology in magnet classrooms, and a
supportive school board and community should more resources be necessary.
6.
Links to TOK
You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline that would allow
your students to make links with TOK. Describe how you would plan the lesson.
Topic
Topic 10/20: Organic Chemistry
20.2 Synthetic Routes
Link with TOK (including description of lesson plan)
When students begin to explore the aspects of the synthesis of organic compounds, I would like to structure one or two lessons into a debate. This
will allow students to research both the benefits and down-sides of laboratory synthesis of compounds. Students would be instructed to stay close to
the content, and content explanation would play a role in the debate itself. However, students would also be asked to develop arguments for and
against the synthesis and manufacture of organic compounds, with links to historical evidence, medicinal evidence, environmental evidence, and
political evidence. Students would have to attempt to see this argument from both sides to make adequate points. At the conclusion of the lesson,
each student will be asked to write an essay weighing the points made in the class debate and relate the ways of thinking to the real world,
discussing how the debate topics translate to real cultural and political issues.
Students would use in-class iPads as a resource for research as well as means to present information in the debate.
7.
International mindedness
Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from your outline that
would allow your students to analyze it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to achieve this goal.
Topic
Topic 2: Atomic structure
2.1 The nuclear atom
Contribution to the development of international mindedness (including resources you will use)
As a part of the study of nuclear chemistry, students will research the Manhattan Project and discuss how that and other past investigations in
science led to the bombing of Hiroshima and Nagasaki at the end of WWII. Students would be asked to format timelines of events and scientific
work that led to the atomic bomb. They would then be asked to research the effects of the bombings on the areas in Japan, and investigate the
scientific discoveries that led to the atomic bomb from different cultures, including the U.S. and Japan. Other perspectives may be pulled in for
further comparison (European countries, Russia, and Middle Eastern countries). Students may be asked to research more current uses of nuclear
chemistry for warfare and take a look at the future of this aspect of science in the world.
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Application for authorization: Diploma Programme
8.
Development of the IB learner profile
Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic from your course
outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify.
Topic
Topic 7: Equilibrium
7.1 Equilibrium
Contribution to the development of the attribute(s) of the IB learner profile
While this course will attempt to develop the IB learner profile with each topic, equilibrium is a topic in which students will have to develop more
their open-mindedness. In general, chemical changes are thought to be one-way streets. Students have to be open to a new or different way of
thinking to accept that most chemical changes are actually two-way streets that can be manipulated with external methods.
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Application for authorization: Diploma Programme
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Application for authorization: Diploma Programme