Name:
IB chemistry handbook Shanghai
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Contents
IB Chemistry in Shanghai .................................................................................................... 3
Topic List ........................................................................................................................ 3
Teaching Time ................................................................................................................ 4
External Assessment ...................................................................................................... 5
IB assessment criteria ......................................................................................................... 6
Criteria ............................................................................................................................ 6
Aspects ........................................................................................................................... 6
Design................................................................................................................ 7
Data processing and presentation ..................................................................... 7
Conclusion and evaluation ................................................................................ 7
Manipulative skills .............................................................................................. 8
Feedback ........................................................................................................................ 8
Writing lab reports ............................................................................................................... 9
Design ............................................................................................................................. 9
Data collection and processing..................................................................................... 10
Suggestions for tabulating data ....................................................................... 10
Conclusions and evaluation .......................................................................................... 12
Using ICT……………………………………………………………………………………...14
Academic honesty……………………………………………………………………………14
Assessing manipulative and personal skills ...................................................................... 15
Manipulative skills ......................................................................................................... 15
Personal skills ............................................................................................................... 15
Group 4 project ………………………………………………………………………….………16
Appendices
Physical and Chemical Units ........................................................................................ 17
Mathematical Requirements ......................................................................................... 17
The mole – a review ..................................................................................................... 18
Calculating experimental uncertainty ........................................................................... 18
Action Verbs ................................................................................................................. 19
Chemistry websites ...................................................................................................... 23
Acknowledgements ........................................................................................................... 25
IB chemistry handbook Shanghai
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IB Chemistry in Shanghai
Topic list
CORE
Quantitative
chemistry
ADDITIONAL HIGHER LEVEL
1.1 Mole concept and Avogadro's constant
1.2 Formulas
1.3 Chemical equations
Mass and gaseous volume
1.4 relationships in chemical reactions
1.5 Solutions
Atomic
structure
2.1 The atom
2.2 The mass spectrometer
2.3 Electron arrangement
12.1
Electronic configuration
Periodicity
3.1 The periodic table
3.2 Physical properties
3.3 Chemical properties
13.1
13.2
Trends across period 3
First-row d-block elements
Bonding
4.1
4.2
4.3
4.4
4.5
Ionic bonding
Covalent bonding
Intermolecular forces
Metallic bonding
Physical properties
14.1
14.2
14.3
Shapes of molecules and ions
Hybridization
Delocalization of electrons
5.1
5.2
5.3
5.4
6.1
6.2
Exothermic and endothermic reactions
15.1
15.2
15.3
15.4
16.1
16.2
16.3
Standard enthalpy changes of
reaction
Born-Haber cycle
Entropy
Spontaneity
Rate expression
Reaction mechanism
Activation energy
7.1 Dynamic equilibrium
7.2 The position of equilibrium
17.1
17.2
Liquid-vapour equilibrium
The equilibrium law
8.1
8.2
8.3
8.4
Theories of acids and bases
Properties of acids and bases
Strong and weak acids and bases
The pH scale
Calculations involving acids and
18.1 bases
18.2 Buffer solutions
18.3 Salt hydrolysis
18.4 Acid-base titrations
18.6 Indicators
9.1
9.2
9.3
9.4
9.5
Introduction to oxidation and reduction 19.1
Redox equations
Reactivity
19.2
Voltaic cells
Electrolytic cells
Standard electrode potentials
Electrolysis of solutions
Introduction
Alkanes
Alkenes
Alcohols
Halogenoalkanes
Reaction pathways
Uncertainty and error in measurement
Uncertainties in calculated results
Graphical techniques
Introduction
Nucleophilic substitution reactions
Elimination reactions
Condensation reactions
Reaction pathways
Stereoisomerism
Energetics
Kinetics
Equilibrium
Acids and
Bases
Oxidation and
Reduction
Organic
Chemistry
Measurement
and data
processing
10.1
10.2
10.3
10.4
10.5
10.6
11.1
11.2
11.3
Calculations of enthalpy changes
Hess's law
Bond enthalpies
Rates of reaction
Collision theory
IB chemistry handbook Shanghai
20.1
20.2
20.3
20.4
20.5
20.6
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OPTIONS
CORE
ADDITIONAL HIGHER LEVEL
Option D:
Medicines and
drugs
D.1
D.2
D.3
D.4
D.5
D.6
D.7
Pharmaceutical products
Antacids
Analgesics
Depressants
Stimulants
Antibacterials
Antivirals
D.8
D.9
D.10
Drug action
Drug design
Mind-altering drugs
Option E:
Environmental
Chemistry
E.1
E.2
E.3
E.4
E.5
E.6
E.7
E.8
Air pollution
Acid deposition
Greenhouse effect
Ozone depletion
Dissolved oxygen in water
Water treatment
Soil
Waste
E.9
E.10
E.11
E.12
Ozone depletion
Smog
Acid deposition
Water and soil
Teaching Time
The teaching of the programme over the two years is divided approximately as follows:
Standard level
Higher level
Theory
110 hours
(Core = 80; Options = 30)
180 hours
(Core = 80; AHL = 55; Options = 45)
Internal assessment
40 hours
60 hours
Total teaching time
150 hours
240 hours
Theory teaching time per topic and sequence of topics
Year 12
topic
Topic 2: Atomic structure (both HL/SL)
approx weeks (hours)
1 week (4 hours)
Topic 12: Atomic structure
Topic 3: Periodicity (Both HL/SL)
Topic 13: Periodicity
Topic 11: Measurement and data processing (Both HL/SL)
Topic 1: Quantitative Chemistry (both HL/SL)
Topic 4: Bonding (Both HL/SL)
Topic 14: Bonding
Topic 5: Energetics (Both HL/SL)
Topic 15: Energetics
Topic 6: Kinetics (Both HL/SL)
Topic 16: Kinetics
Topic 7: Equilibrium (Both HL/SL)
Topic 17: Equilibrium
Topic 8: Acids and bases (Both HL/SL)
1 week (4 hours)
1 ½ weeks (6 hours)
1 week (4 hours)
2 hours
3 ½ weeks (12.5 hours)
3 ½ weeks (12.5 hours)
1 ½ weeks (5 hours)
2 weeks (8 hours)
2 weeks (8 hours)
1 ½ weeks (5 hours)
1 ½ weeks (6 hours)
1 ½ weeks (6 hours)
1 week (5 hours)
2 weeks (6 hours)
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Year 13
Topic 18: Acids and bases
Topic 9: Oxidation and reduction (Both HL/SL)
Topic 19: Oxidation and reduction
Topic 10: Organic chemistry (Both HL/SL)
Topic 20: Organic chemistry
Option D: Medicines and drugs
3 weeks (10 hours)
2 weeks (7 hours)
2 weeks (5 hours)
3 weeks (12 hours)
2 ½ week (10 hours)
 SL: 4 weeks (15 hours)
 HL: 6 weeks (22 hours)
 SL: 4 weeks (15 hours)
 HL: 6 weeks (22 hours)
Option E: Environmental chemistry
Internal assessment time per topic
topic
Topics 3 and 13: Periodicity (Both HL/SL)
Topic 1: Quantitative Chemistry (both HL/SL)
approx weeks (hours)
1 week (4 hours)
1 ½ weeks (6 hours)
Topics 4 and 14: Bonding (Both HL/SL)
Topics 5 and 15: Energetics (Both HL/SL)
Topic 6 and 16: Kinetics (Both HL/SL)
Topic 7 and 17: Equilibrium (Both HL/SL)
Topic 8 and 18: Acids and bases (Both HL/SL)
Topic 9 and 19: Oxidation and reduction (Both HL/SL)
Topic 10 and 20: Organic chemistry (Both HL/SL)
Option B: Human biochemistry
Option E: Environmental chemistry (Both HL/SL)
Group 4 project
total
1 week (3 hours)
2 weeks (8 hours)
2 weeks (8 hours)
1 hour
2 weeks (8 hours)
1 ½ weeks (6 hours)
1 week (4 hours)
1 week (4 hours)
2 hours
10
60
External Assessment
The final grade awarded by the IB on completion of the course is determined as follows:
Standard level
Higher level
Paper 1
20%
¾ hour
30 multiple-choice questions on
the core
20%
1 hour
40 multiple-choice questions on the
core and AHL material
Paper 2
32%
1¼ hours
Section A – structured questions
on the core (all compulsory)
Section B – one extended
response question (from a choice
of three)
36%
2¼ hours
Section A – structured questions on
the core and AHL (all compulsory)
Section B – two extended response
questions (from a choice of four)
Paper 3
24%
1 hour
Several short-answer questions in
each of the two options studied (all
compulsory)
20%
1¼ hours
Several short-answer questions and
one extended response questions in
each of the two options studied (all
questions compulsory)
Internal
assessment
24%
24%
Internal assessment
The Internal assessment component is achieved during the two years through teacher assessment of laboratory
skills. More on that in the next section “IB assessment criteria May 2009”.
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Internal Assessment
Criteria
The method of assessment used is criterion-referenced. This means that your work is judged against assessment
criteria and not by comparing it with work from other students.
The same sets of descriptors are used for higher level and standard level students. The standards are exactly the
same for both.
There are five assessment criteria which are used to assess your practical work.
Design
D
Data collection and
processing
DCP Collecting and recording raw data; organizing and presenting raw data;
processing raw data; presenting processed data.
Conclusion and
evaluation
CE
Drawing conclusions; evaluating procedure(s) and results; improving the
investigation.
Manipulative skills
MS
Carrying out techniques safely; following a variety of instructions.
Personal skills
PS
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.Working within a team; recognizing
the contributions of others; exchanging and integrating ideas; approaching
scientific investigations with self-motivation and perseverance; working in an
ethical manner; paying attention to environmental impact.
Defines the problem or research question; selecting variables; designing a
method for the control of variables; designing a method for the collection of
sufficient relevant data
The first three criteria—design (D), data collection and processing (DCP) and conclusion and evaluation
(CE)—are each assessed twice.
Manipulative skills (MS) is assessed summatively over the whole course and the assessment should be based on a
wide range of manipulative skills.
Personal skills (PS) is assessed once only and this should be during the group 4 project.
Aspects
Each assessment criteria can be separated into two or three aspects as shown on the following pages. The
descriptions provided show you what is expected in order to meet the requirements of each aspect completely (c)
and partially (p). A description is also provided for circumstances where the requirement is not satisfied, not at all
(n).
A “complete” is awarded 2 marks, a “partial” 1 mark and a “not at all” 0 marks.
The maximum mark for each criterion is 6 (representing three “completes”).
D
× 2 = 12
DCP × 2 = 12
CE
× 2 = 12
MS
×1=6
PS
×1=6
This makes a total mark out of 48.
The marks for each of the criteria are added together to determine the final mark out of 48 for the IA
component. This is then scaled by IB to give a total out of 24%.
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Design
Level/marks
Complete
2
Partial
1
Not at all
0
Aspect 1
Aspect 2
Aspect 3
Defining the problem and
selecting variables
Controlling variables
Developing a method for
collection of data
Formulates a focused
problem/research question and
identifies the relevant variables
Formulates a problem/research
question that is incomplete or
identifies only some relevant
variables
Does not identify a
problem/research question and
does not identify any relevant
variables.
Designs a method for the
effective control of the
variables.
Develops a method that allows
for the collection of sufficient
relevant data.
Designs a method that makes
some attempt to control the
variables.
Develops a method that allows
for the collection of insufficient
relevant data.
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
Aspect 1
Aspect 2
Aspect 3
Recording raw data
Processing raw data
Presenting processed data
Level/marks
Complete
2
Partial
1
Not at all
0
Records appropriate
quantitative and
associated qualitative raw data,
including units and uncertainties
where relevant
Records appropriate
quantitative and
associated qualitative
raw data, but with some
mistakes or omissions.
Does not record any
appropriate quantitative
raw data or raw data is
incomprehensible.
Processes the
quantitative raw data
correctly.
Presents processed
data appropriately and,
where relevant, includes
errors and uncertainties.
Processes quantitative
raw data, but with
some mistakes and/or
omissions.
Presents processed data
appropriately, but with
some mistakes and/or
omissions.
No processing of
quantitative raw data
is carried out or major
mistakes are made in
processing.
Presents processed
data inappropriately or
incomprehensibly.
Conclusion and evaluation
Aspect 1
Aspect 2
Aspect 3
Concluding
Evaluating procedure(s)
Improving investigation
Level/marks
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.
Complete
2
IB chemistry handbook Shanghai
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Manipulative skills
Aspect 1
Aspect 2
Aspect 3
Following instructions*
Carrying out techniques
Working safely
Level/marks
Complete
2
Partial
1
Not at all
0
Follows instructions
accurately, adapting
to new circumstances
(seeking assistance
when required).
Follows instructions but
requires assistance.
Rarely follows
instructions or requires
constant supervision.
Competent and
methodical in the use of
a range of techniques
and equipment.
Usually competent and
methodical in the use of
a range of techniques
and equipment.
Rarely competent and
methodical in the use of
a range of techniques
and equipment.
Pays attention to safety
issues.
Usually pays attention
to safety issues.
Rarely pays attention to
safety issues.
* Instructions may be given in a variety of forms: oral, written worksheets, diagrams, videos, flowcharts, models,
computer programs, etc.
See “The group 4 project” section for the personal skills criterion.
Feedback
Throughout the Chemistry course, you will receive feedback to help you try to identify your strengths and
weaknesses in laboratory investigations. The intention is to provide you with the information that will allow you to
improve and focus your scientific investigative skills.
If you have any questions about an investigation or your lab report, discuss these with your peers or with your
teacher before you submit the report because as soon as your teacher marks and annotates your lab report it
becomes the final draft.
When you receive your work back, review the level for each aspect of the criteria that have been assessed. If you
are not sure about the reason for the mark you have been awarded, ask me to explain it further. Use this feedback
and the descriptors above to decide where your strengths and weaknesses are in the criteria that have been
assessed, and make a note in the space on the cover sheet of what you need to do differently (if at all) in future.
IB chemistry handbook Shanghai
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Writing lab reports
It is your responsibility to keep all your lab reports safely so you can use them for your own reflection and progress
and because you will need to return them to your teacher at the end of the course. This is because your lab reports
could be selected by IBO to be sent to a moderator who checks the marking of your teacher. Even if your lab reports
at first have not been selected, IBO could still request other lab reports at a later stage. Not being able to return all
your lab reports at the end of the 2 year course could affect your final mark for internal assessment as no marks will
be awarded if there is no written evidence. It is advisable to write lab reports electronically and save them until the
end of the course.
How to maximise assessment marks
The next section describes what you should be looking to include in your lab reports to gain the highest possible
mark. Only the three criteria for which written evidence is needed are described here.
Design
Assessment of this skill is based on your ability to address these aspects:
1.

Define a problem or the research question and selecting variables

Controlling variables (manipulation of independent variable/maintain controlled variables)

Developing a method for collection of data
Research question
What you must do:

Write the heading ‘Research question’

State clearly your research question that should include your selected dependent and independent variable.
Describe the variables as clearly as possible, name chemicals if you can and even conditions.
2.
Variables
Variables are all the factors that can be measured and will affect the outcome of your investigation. Consideration of
the variables will lead to a description of what you will change, what you should keep the same and what you will
measure.
independent variable:
the variable that you will change or manipulate
dependent variable:
the variable that you will measure.
control variables:
the variable(s) that will be kept constant as they could obscure the effect of the
independent variable on the dependent variable.
What you must do:

Using the table below, state all variables explicitly.


State how you will manipulate the independent variable i.e. state what values you are going to change it into and
how.

Indicate clearly how your procedure will keep the control variables constant, i.e. state, if you can, a value for the
variables and how you will control (or attempt to) that value during the investigation.
independent variable I will change
(include the values you will change it into)
dependent variable I will measure
control variables
variable
Its value and how it will be controlled



IB chemistry handbook Shanghai
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
IB chemistry handbook Shanghai
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3.
Method / procedure
What you must do:

A list of materials and equipment – give as much detail i.e. size, precision, concentration, ….

Method should be a numbered list of steps.

Provide enough detail so that another person could repeat your work without your presence. This means
including actual amounts, quantities of substances and how you will measure out these amounts; concentrations,
sizes and accuracy of measuring tools,

Ensure that your method states clearly the values of the independent variable, how and when your dependent
variable will be measured (when, with what piece of apparatus, frequency, …) and how the control variables will
be kept at a constant value, i.e. state these values. If you cannot control the variable you should at least
monitor it i.e. measure it frequently during the experiment.

In the case of temperature if it needs to be controlled it is best measured frequently. In investigations in which
temperature needs to be controlled, often investigations involving rates, it is the temperature of the reacting
system that matters no the temperature of the room. Temperature of reacting system could be controlled by
making an exothermic reaction take place in water bath so temperature does not affect the rate. If temperature
cannot controlled it should be monitored e.g. measured after each reaction.

You are allowed to modify a method from another source but you must reference this source.

Your method should also deal with any limiting reagent issues.

The procedure should be appropriate for the level of accuracy needed.
For example, don't use a measuring cylinder if an accurate volume in a titration is needed, or use a 25 cm3
pipette where only an approximate volume is needed.

The procedure should allow collection of sufficient relevant data.
Include sufficient repeated measurements/trials until consistent results are obtained (e.g. in the case of
titrations within 0.1 cm3) from which a meaningful means can be calculated where appropriate. If the data is to
be presented graphically, 5 data points will be needed to be confident about establishing a trend from a graph.
You should also consider the data range

Also a lot of procedures, especially titrations, would benefit from a trial run.
Data collection and processing
Assessment of this skill is based on your ability to address these aspects:

Recording raw data;

Processing raw data

Presenting processed data.
Data collection involves all quantitative and any relevant qualitative raw data. Use the headings “Quantitative data”
and “Qualitative data”.
Qualitative data is defined as those observed with more or less unaided senses (colour, change of state, etc.) or
rather crude estimates (hotter, colder, brighter, etc.). For most investigations you should be able to add qualitative
data. Also indicate if a reactant has been used up or not.
Quantitative data refers to the measurement of variables.
1.
Recording raw data (DCP1)
What you must do:

Design your own results table that allows for easy interpretation of the raw data collected (see for more hints
below in ‘suggestions for tabulating raw data’).

Record all raw data:

Under the heading “Quantitative data”, all measured raw data necessary to achieve the aim of the
investigation or answer the research question.
IB chemistry handbook Shanghai
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
Under the heading “Qualitative raw data” any qualitative data that you think will improve the interpretation of
the measured data (in the case of titrations this means recording the colour change of the indicator).

Columns should have a heading, unit and the uncertainty of the measuring device used; if no uncertainty is given
by the manufacturer on the device an attempt should be made to quantify it.

There should be consistency in precision for each variable i.e. number of decimal places in the raw data should
be the same and should correspond to the precision of the measuring instrument.
Suggestions for tabulating quantitative raw data
a)
Give your table a clear title
Example: Table 1: Number of drops of various liquids in 1 cm 3
b)
Organize raw data into rows and columns for greater efficiency and clarity

two continuous variables
Variables such as time, temperature, concentration, and absorbance of light, which can be read on a scale
and which may vary continuously during an investigation, are best arranged in columns. Values can be
compared and trends noted more easily than when they are in rows. See example below.
Table: Change of temperature as naphthalene is cooled

Time/s
(uncertainty ±2s)
Temperature/ºC
(uncertainty ±0.3ºC)
0
92.1
30
87.3
60
83.6
90
81.0
one continuous variables (e.g. mass)
At least one set of entries may be descriptions or quantities (e.g. mass of beaker), rather than numbers. It is
often convenient to place the longer description opposite a row. Calculations from entries in a table usually are
clearer if arranged in columns than in rows as shown below.
Table: Determination of the mass of 50 drops of water delivered from a dropping pipette
c)
Trial 1
Trial 2
Trial 3
Mass of beaker with water/g (±0.01g)
58.33
58.45
58.42
Mass of empty beaker/g (±0.01g)
56.31
56.40
56.38
Mass of water/g (±0.01)
2.02
2.05
2.04
Include all relevant data in the table
Table: Data to determine the volume of a drop of water delivered from a pipette
Trial 1
Trial 2
Trial 3
Liquid delivered/drops (±1 drop)
50
50
50
Diameter of pipette opening/mm (±0.5mm)
1.5
1.5
1.5
Mass of beaker with water/g (±0.01g)
58.33
58.45
58.42
Mass of empty beaker/g (±0.01g)
56.31
56.40
56.38
Temperature of water/ºC (±0.5ºC)
24.0
24.5
24.0
Volume of water/cm3 (±0.01 cm3)
2.03
2.06
2.05
IB chemistry handbook Shanghai
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2.
Processing raw data (DCP2)
 Involves adding, subtracting, squaring, dividing, producing a percentage or mean, taking an average of several
readings.
 In case of titrations, it is better to use the selected volumes to calculate for instance unknown concentrations and
then average the concentrations as opposed to average the volume and then calculate the unknown
concentration.
 Could also involve converting tabulated data into a graphical form; however, this will only be considered
processing if a line of best fit is drawn and a gradient is calculated – just drawing a graph is not considered
processing of raw data; a graph line needs to be drawn or, even better, a gradient calculated. It is also better to
draw the graph manually as opposed to using software.
3.
Presenting processing data (DCP3)
What you must do:

Write a heading ‘Calculations’.

Set out your calculation in a logical manner showing all stages.

Use subheadings e.g. ‘calculation of concentration of unknown acid”.

Units are only expected in your final result.

Final result should have correct number of significant figures or decimal places. You can carry as many
significant figures in your calculations, it is the final result which matters.

To decide on the number of significant figures you need to consider the number of significant figures of the raw
data you have collected and used in the processing of your final result.

Propagate uncertainty (see more on this in topic 11 and ‘calculating experimental uncertainty’ in this handbook).
Do this under the heading “Propagation of uncertainty”.

Your propagation should produce an absolute uncertainty and this should also be expressed in the correct
number of significant figures, e.g. 130 kJ  15 kJ.

If the same calculation has to be repeated many times, it is appropriate to show one sample calculation and then
show the results of all others in a table. For instance when processing raw data from a titration you should work
with each final volume added but only show the full working of one and show the final result of processing the
other two.

Calculate percentage error and record it under a heading “percentage error’.

When drawing a graph:


on graph paper
clearly label the axes and include units


give it a title
have a line of best fit
Conclusions and Evaluation
Assessment of this skill is based on your ability to address these aspects:

Concluding

Evaluating procedures

Improving the investigation.
Once the data has been processed and presented in a suitable form, you should then interpret the results, draw a
conclusion and evaluate the method used.
You are expected to evaluate the procedure, specifically by looking at:




The method/procedure.
Use of equipment e.g. insulates well enough?
The materials used? e.g. pure? already hydrated?
Management of time.
IB chemistry handbook Shanghai
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Also the quality of the data must be commented e.g. consider precision and accuracy, any assumptions you have
made, any extrapolation, …
Modifications to improve the investigation should always be suggested.
1. Conclusions (CE1)
What you must do:

Write a conclusion based on your results i.e. reply to the aim of the investigation or answer the research
question; don’t just restate the results.

Your conclusion must refer to your processed data or numerical results i.e. indicate how your data and
processed results have helped you to arrive at your conclusion.

To justify your conclusion you should compare your experimental result with a literature value or an accepted
value or a reasonable value where possible and calculate a percentage error (experimental error) (you might
already have calculated this in DCP);

In addition to the experimental error, you should also make a statement about how closely your findings relate
to accepted theory.

Compare the experimental error with the random error (i.e. the final propagated uncertainty) and comment on it
e.g. if experimental error is greater than the random error then random error (which is always present) alone
cannot be used to explain the difference between your value and the literature value and this indicates the
presence of systematic errors – these are then discussed further in the second aspect.

However, even if experimental error is smaller than the random error (suggesting it is the precision of the
measuring devices which caused a discrepancy) you should still complete aspects 2 and 3 as two or more
systematic errors might have cancelled each other out.

If a literature value is used it should be referenced.
2. Evaluating procedures (CE2)
Identification of systematic errors which are errors due to the quality of the equipment and materials, poor
experimental design and ‘incorrect’ use of the equipment. Your evaluation must explain the magnitude of the
error and its direction between your final result and the literature value e.g. why is your final result less than the
literature value. This does not mean you should ignore any errors that have an opposite impact e.g. result in a
higher value.
Evaluation should focus on:

Evaluation of materials/equipment: Measuring tools improperly calibrated? Accurate enough? Incorrect
concentration of reagents? Impure reagents? Amounts of reagents used large enough?

Evaluation of method: Are there any weaknesses in the method that could have caused an error greater
than the % uncertainty? Did you make any errors when carrying out the experiment e.g. did you not do a
step that you should have done or did you do it incorrectly? Were some variables not controlled? Were
readings duplicated?

Evaluation of result: describe any limitations to the way you have interpreted your results e.g. have you
ignored any variables that you could have measured? Have you used all the raw data?
For each identified limitation, weakness or error indicate the extent and in particular the direction of its
effect on the experimental result i.e. would it have caused your experimental result to be more or less.
The table below could be used for this purpose.
Limitation/weakness
How much did it affect my result?
Materials/equipment
1.
2.
Design/method
IB chemistry handbook Shanghai
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1.
2.
Evaluation of quality of the result:
3. Improving the investigation (CE3)
What you must do:



For each suggested weakness, limitation or error identified in CE2 suggest improvements
Improvements should be detailed.
Improvements should deal with reducing systematic errors, random errors, how to obtain greater control of the
variables.
The table below could be used for this purpose.
Limitation or
weakness
improvement
1.
2.
Using ICT
As stated earlier you are advised to word process your lab reports. However, in the case of graphs you can still draw
it yourself and then attach it to your report; this also applies to calculations.
You are also allowed to use graphing software provided you are responsible for most of the decisions such as:

what to graph

selection of quantities for axes

appropriate units

graph title

appropriate scale

how to graph, for example, linear graph and not scatter
A computer calculated gradient is acceptable. If all of the above are already set by the software than your graph will
not be assessed.
Academic honesty
You need to ensure that any lab report that you submit for your internal assessment is your own work. At the end of
the course you will need to sign a declaration to that effect. Throughout the course (and not just in internal
assessment), your teacher is required to ensure that any submitted work is your own.
When in doubt, your teacher will check the authenticity of any of your work by:
 Discussing it with you
 Asking you to explain the method and to summarize results
 Asking you to repeat an investigation
 Use software to check for plagiarism
You also need to ensure that if you use any experimental method word for word from another source than you need
to acknowledge this also applies if you use diagrams, tables, graphs, literature values from the internet or reference
books. Each lab report should have a bibliography acknowledging the sources used.
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Assessing manipulative and personal skills
There are two assessment criteria that are not assessed by written report. These are manipulative skills and
personal skills. Manipulative skills will be assessed by observing your work in the laboratory. Personal skills can
only be assessed during the group 4 project but more in a later section of this handbook.
No written evidence of performance is required; unlike the previous three described on the last few pages.
Below is a list of things your teacher will be looking for. You should make them all a part of your regular laboratory
practice as soon as possible.
Manipulative skills
Assessment of this skill is based on your ability to address these aspects:

Following instructions

Carrying out techniques

Working safely
What your teacher will be looking for:

The amount of assistance you need in assembling equipment;

How orderly you are when carrying out procedure(s);

Your ability to follow instructions accurately;

Your adherence to safe working practises both in the laboratory or in the field
Personal skills
Assessment of this skill is based on your ability to address these aspects:

Self-motivation and perseverance;

Working within a team;

Self reflection.
What your teacher will be looking for:

You approach the project with self-motivation and follow it through to completion

Whether you make contributions to the discussions

Whether you expect every other member of your team to contribute;

Whether you recognize the contribution of others;

Whether you actively seek the contributions from reluctant or less confident members of your team.

You show an awareness of your own strengths and weaknesses

You reflect thoughtfully on your own learning experience
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Group 4 project
The group 4 project is an activity during which students from the different group 4 subjects work together
on a scientific or technological topic, ideally of their choice. Such an activity will allow ideas and skills from the
different group 4 subjects to be shared encouraging a greater understanding of the relationships between
the different scientific disciplines and the overarching nature of the scientific method.
The project can be practically or theoretically based.
The group 4 project also aims for students to appreciate the environmental, social and ethical implications of science
and technology. It may also allow them to understand the limitations of scientific study, for example, the shortage of
appropriate data and/or the lack of resources. The emphasis is on collaboration between the different sciences, the
processes involved in scientific investigation, rather than the products of such investigation.
Project stages
The 10 hours allocated to the group 4 project, which are part of the teaching time set aside for IA, can be
divided into three stages: planning, action and evaluation.
Planning
This stage is crucial to the whole exercise and should last about two hours.
•
The planning stage could consist of a single session, or two or three shorter ones.
•
This stage must involve all group 4 students meeting to “brainstorm” and discuss the central topic,
sharing ideas and information.
•
The topic can be chosen by the students themselves or selected by the teachers.
•
Where large numbers of students are involved, it may be advisable to have more than one mixed
subject group.
Action
This stage should last around six hours and may be carried out over one or two weeks in normal scheduled
class time. Alternatively, a whole day could be set aside if, for example, the project involves fieldwork.
•
Students should investigate the topic in mixed subject groups or single subject groups.
•
There should be collaboration during the action stage; findings of investigations should be shared
with other students within the mixed/single subject group. During this stage, in any practically based
activity, it is important to pay attention to safety, ethical and environmental considerations.
Students studying two group 4 subjects are not required to do two separate action phases.
Evaluation
The emphasis during this stage, for which two hours is probably necessary, is on students sharing their
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findings, both successes and failures, with other students. How this is achieved can be decided by the
teachers, the students or jointly
APPENDICES
Physical & chemical Units
In IB Chemistry we will use the Système International d’Unites (International System of Units – SI units) throughout
the course. No other system of units will be used. Doing so avoids the use of unnecessary conversion factors
between dimensionally different quantities and is in keeping with the international basis of the course.
Physical quantities
A physical quantity is a product of a numerical value (pure number) and a unit.
The seven dimensionally independent physical quantities and their units are:
Physical quantity
Unit
Symbol
l
m
t
I
T
n
Iv
length
mass
time
electric current
temperature
amount of substance
light intensity
Symbol for unit
metre
kilogram
second
ampere
kelvin
mole
candela
m
kg
s
A
K
mol
cd
Prefixes for SI units
Prefixes are used to indicate multiples and submultiples of SI units.
Multiple
Prefix
Submultiple
Prefix
Symbol
10-1
10-2
10-3
10-6
10-9
10-12
10-15
10-18
deci
centi
milli
micro
nano
pico
femto
atto
d
c
m
μ
n
p
f
a
Symbol
10
102
103
106
109
1012
1015
1018
deca
hecto
kilo
mega
giga
tera
peta
exa
da
h
k
M
G
T
P
E
Mathematical requirements
All IB Chemistry students should be able to:

perform the basic arithmetic functions: addition, subtraction, multiplication and division.

carry out calculations involving means, decimals, fractions, percentages, ratios, approximations and
reciprocals.

use standard notation (e.g. 3.6 x 106).

use direct and indirect proportion.

solve simple algebraic equations.
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
plot graphs (with suitable scales and axes) and sketch graphs.

interpret graphs, including the significance of gradients (slope), changes in gradients, intercepts and areas.

interpret data in various forms (e.g. bar graphs, histograms, pie charts).
The mole - a review
1.
Chemists measure the amount of a substance in moles.
2.
The relative atomic mass or Ar of an element is the average mass of an atom of the element compared to
1/12th of the mass of a C-12 atom which itself has been given a mass of 12.
3.
One mole of atoms of an element contains the relative atomic mass in grams and is called the molar mass.
4.
One mole of any substance always contains the same number of particles. This is called Avogadro number
and is 6.023 x 1023. This number is in your IB Chemistry data booklet. Learn it for Paper 1.
5.
The relative molecular mass or Mr is the average mass of a molecule of a compound compared to 1/12th of
the mass of a C-12 atom which itself has been given a mass of 12.
6.
The formula of a compound can be found by experiment. The relative number of moles of each element in the
compound is measured, and the simplest mole ratio is determined as the empirical formula.
7.
The molecular formula of a compound is the exact whole number mole ratio for the elements contained in
one molecule or formula unit, and is an exact multiple of the empirical formula.
8.
One mole of any gas occupies a volume of 22.4 dm3 at s.t.p. (standard temperature and pressure i.e. 273K
and 1.01 x 105 Pa).
9.
Corrections to gas volumes at different temperatures and pressures can be made using the equation of state
for gases (see your data booklet):
P1 V1
P2 V2
=
T1
T2
10.
A one molar solution (1.0 mol dm-3) is made by dissolving one mole of a solute in sufficient water to make
one litre of solution.
11.
Calculations involving moles use one of the following three equations:
 When mass of a solid, liquid or gas is given or required:
number of moles
=
mass of an element (g)
Ar (g mol-1)
or
mass of a compound (g)
Mr (g mol-1)
 When gas volume is given or required:
number of moles at s.t.p.
=
volume (dm3)
22.4 dm3
 When a solution is involved:
number of moles
13.
volume (dm3)
x
concentration
A chemical equation shows which chemicals are present and how many moles of each substance are
reacting. It will normally also show state symbols for the reactants and products.
s = solid
16.
=
l = liquid
g = gas
aq = aqueous solution
The law of conservation of mass states that matter cannot be created or destroyed in a chemical reaction.
The total mass of all reactants must always be equal to the total mass of all products.
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17.
In getting an equation to balance, the number of moles of each substance is changed, until there are the
same number of atoms on each side of the equation:
Unbalanced equation:
C3H8 + O2 ---> CO2 + H2O
Balanced equation:
C3H8 + 5O2 ---> 3CO2 + 4H2O
Calculating experimental uncertainty
Expressing uncertainty
Uncertainty expressed in original units is known as absolute uncertainty.
Uncertainty expressed in percentage form is known as relative (percentage) uncertainty.
Calculating uncertainty in a density calculation
1. Addition and subtraction
RULE:
Add absolute uncertainties.
EXAMPLE:
(4.35 g ± 0.02g) + (2.62 g ± 0.01g)
= 6.97 g ± 0.03g
2. Multiplication and division
RULE:
1. Convert absolute uncertainties into relative uncertainties.
2. Add the relative uncertainties.
3. Convert the total relative uncertainty back into an absolute uncertainty.
EXAMPLE:
1. Calculating density: (44.05 g ± 0.1g) ÷ (2.1 cm 3 ± 0.2 cm3)
= (44.05 g ± 0.23%) ÷ (2.1 cm 3 ± 9.6%)
obtained from:
2.
3.
0.23% = (0.10 ÷ 44.05)/ 100
9.6% = (0.2 ÷ 2.1) / 100
= 20.98 g cm-3 ± 9.83%
obtained from:
9.83% = 9.6% + 0.23%
= 20.98 g cm-3 ± 2.1 g cm-3
obtained from:
2.1 = (20.98 + 9.83%)
3. Multiplying or dividing by a pure number
[A pure number is one that has no uncertainty]
RULE:
Multiply (or divide) the absolute uncertainty by the pure number.
EXAMPLE:
(12.3 oC ± 0.01ºC) x 3.00
IB chemistry handbook Shanghai
=
36.9 oC ± 0.03ºC
20
Evaluation using uncertainty
When you evaluate the results of an investigation, the emphasis must be on your systematic error. You must
compare it with your observed error. There will only be two outcomes from this evaluation method:

Experimental error is greater than the random error calculated. This means that additional sources of error have
been introduced into the investigation by the method used.
Suggestions for improving the method should concentrate on the largest sources of this error.

Experimental error is less than the random error.
This means that the calculated answer is in close agreement with the literature value you have compared it with.
No reasonable suggestions for improvement can be made.
The following example involves several measured values used to determine a value for the ideal gas constant, R,
using the equation R = pV/nT (in your data booklet).
P = 9.77 x 104 Pa ± 222 Pa
V = 3.63 x 10-4 m3 ± 2.0 x 10-6 m3
n = 0.0147 ± 0.00015
T = 298.8 K ± 0.2 K
Converting these absolute uncertainties to relative uncertainties, we have
P = 9.77 x 104 Pa ± 0.23%
[222 ÷ 9.77 x 104 / 100 = 0.23%]
V = 3.63 x 10-4 cm3 ± 0.55%
[2.0 x 10-6 ÷ 3.63 x 104 / 100 = 0.55%]
n = 0.0147 ± 1.02%
[0.00015 ÷ 0.0147 / 100 = 1.02%]
T = 298.8 K ± 0.07%
[0.2 ÷ 298.8 / 100 = 0.07%]
The total uncertainty is therefore = 0.23% + 0.55 % + 1.02% + 0.07 % = 1.87%.
i.e. the random error = 1.87%
Calculating R,
= pV/nT = (9.77 x 104 Pa x 3.63 x 10-4 m3) ÷ (0.0147 mol x 298.8 K) = 8.07 J mol-1 K-1
The data book value is given as 8.31 J mol-1 K-1.
The percentage difference between the experimentally determined value and the data book value
= (8.31 – 8.07
/ 100
= 2.89%
i.e. the experimental error = 2.89%
Since the experimental error is greater than the random error, then there must be additional systematic errors in the
investigation. These will have been introduced by the method or materials used in the experiment. Since you have
carried this investigation, you should be able to identify those systematic errors that would be responsible for the
value of R being lower than expected.
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Action Verbs
Action verbs are used in IB Science examinations to tell you how much detail you should write in your answer. They
are common to all IB Experimental Sciences and are based around the three objectives of the Science programmes.
Objective 1
Demonstrate an understanding of:
a) Scientific facts and concepts;
b) Scientific methods and techniques;
c) Scientific terminology;
d) Methods of presenting scientific information.
Define
Give the precise meaning of a word or phrase as concisely as possible.
Draw
Represent by means of pencil lines (add labels unless told not to do so).
List
Give a sequence of names or other brief answers with no elaboration, each one clearly
separated from the others.
Measure
Find a value for a quantity.
State
Give a specific name, value or other brief answer (no supporting argument or calculation
is necessary).
Objective 2
Apply and use:
a) Scientific facts and concepts;
b) Scientific methods and techniques;
c) Scientific terminology to communicate effectively;
d) Appropriate methods to present scientific information.
Annotate
Add brief notes to a diagram, drawing or graph.
Apply
Use an idea, equation, principle, theory or law in a new situation.
Calculate
Find an answer using mathematical methods (show the working unless instructed not to
do so).
Compare
Give an account of similarities and differences between two (or more) items, referring to
both (all) of them throughout (comparisons can be given using a table).
Describe
Give a detailed account, including all the relevant information.
Distinguish
Give the differences between two or more different items.
Estimate
Find an approximate value for an unknown quantity, based on the information provided
and scientific knowledge.
Identify
Find an answer from a number of possibilities.
Outline
Give a brief account or summary (include essential information only).
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Objective 3
Construct, analyse and evaluate:
a) Hypotheses, research questions and predictions;
b) Scientific methods and techniques;
c) Scientific explanations.
Analyse
Interpret data to reach conclusions.
Construct
Represent or develop in graphical format.
Deduce
Reach a conclusion from the information given.
Derive
Manipulate a mathematical equation to give a new equation or result.
Design
Produce a plan, object, simulation or model.
Determine
Find the only possible answer.
Discuss
Give an account including, where possible, a range of arguments, assessments of the
relative importance of various factors or comparisons of alternative hypotheses.
Evaluate
Assess the implications and limitations.
Explain
Give a clear account including causes, reasons or mechanisms.
Predict
Give an expected result.
Solve
Obtains an answer using algebraic and/or numerical methods.
Suggest
Propose a hypothesis or other possible answer.
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Chemistry on the Internet
Here are a few; there are many more for you to explore in particular if you go onto the Amazing grades website.
Title
A level revision site
American Chemical Society
Amazing grades – links to many useful
chemistry websites
Ask Jeeves! Search engine that accepts
search questions in plain English.
Avogadro chemistry site
Biochemical Society Dull site, but it is
biochemical!
Britannica.com Encyclopaedia Britannica.
The Centre for Atmospheric Science Links to
their award winning interactive site about the
ozone hole.
Chem101
Chemdex Sheffield University's directory of
Chemistry on the Internet
Chemical Laboratory Techniques Site
describing many lab techniques, ranging from
the basic (Bunsen Burner) to the detailed and
technical (spectroscopy).
Chemguide
Chemsoc. Royal Society of Chemistry site.
General and library Information, plus visual
Periodic Table.
Chemistry topic links
ChemWeb Worldwide club for the Chemical
community
The Comic Book Periodic Table Images from
comic books that are associated with the
elements
Database of molecules
Deja News Search Usenet groups and post
questions.
Environmental Chemistry
The FAQ site Lists all the FAQs for Usenet
groups.
Free Chemistry Software e.g. chemistry
writing software, clip art etc.
General Chemical Concepts
General chemistry On-line
Great Chemists who aren't dead white guys
Biographies of great chemists, including
African-American.
Imperial College, London Includes Molecule
of the Month and the Virtual Chem. Laboratory.
Kinetics
The Learning Matters of Chemistry.
Interactive tutorials and games.
Mass Spec Mass Spectroscopy demonstration
programme - Massim 2.0
IB chemistry handbook Shanghai
URL
http://www.mp-docker.demo.co.uk/home.html
http://www.acs.org
http://www.study-links.com
http://www.askjeeves.com
http://www.avogadro.co.uk/chemist.htm
http://biochemsoc.org.uk
http://www.britannica.com
http://www.atm.ch.cam.ac.uk/
http://library.thinkquest.org/3310/lographics/textbook/ind
ex.html
http://www.chemdex.org
http://chemscape.santafe.cc.fl.us/chemscape/indexofp.ht
m
http://www.chemguide.co.uk
http://www.chemsoc.org
http://users.erols.com/merosen
http://chemweb.com
http://www.uky.edu/~holler/periodic/periodic.html
http://www.sci.ouc.bc.ca/chem/molecule/molecule.htm
http://www.deja.com
http://www.mp-docker.demon.co.uk/environmentalchemistry/
http://www.faqs.org/
http://www.softshell.com/FREE/IndexX.html
http://www.edie.cprost.sfu.ca/~rhlogan/gen_chml.html
http://antoine.fsu.umd.edu/senese/101/index.shtml
http://oak.cc.conncol.edu/~mzim/dead.html
http://www.ch.ic.ac.uk
http://kobold.demon.co.uk/kinetics/intro.htm
http://www.knowledgebydesign.com/tlmc/tlmc.html
http://members.aol.com/gjlinker
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Molecule of the Month
National Museum of Science and
Technology, Canada
New Scientist magazine - back numbers.
background etc
Nobel Channel Information on Nobel prizes
Nobel Foundation
http://www.bris.ac.uk/Depts/Chemistry/MOTM/motm.htm
http://www.nmstc.ca/nmst/Eintro.htm
The Online Molecular Museum Lots of 3-D
structures - good for Biochemistry
http://www.clunet.edu/BioDev/omm/gallery.htm
Ozone Depletion
http://science.nas.nasa.gov/chemistry/name-ser.htm
The pH Factor Site introducing acids and
bases
Royal Society of Chemistry
sci-chem Usenet group FAQ
http://www.miami.org/ph/default.htrnl
Science Daily Science Information
http://www.sciencedaily.com
Scientific American. Articles and current
material.
S cool
Sewage
“There's antimony, arsenic, aluminum,
selenium” Tom Lehrer's famous song
TI-83 programs
TI-83 programs- FTP site
http://www.sciam.com/index.html
Understanding our Planet through
Chemistry
Warwick Bafley. Excellent IB site
Watch Chemistry Video. Movie and
animations
Water
Web elements Periodic Table
Web Rod's Chem. Pages Material on A level
Chemistry (same as IB)
WWW virtual library Chemistry
WWW virtual library History of science,
technology and medicine.
IB chemistry handbook Shanghai
http://newscientist.com
http://www.nobelchannel.com/
http://www.nobel.se/
http://www.rsc.org
http://www.faqs.org/faqs/by-newsgroup/sci/sci.chem.html
http://www.s-cool.co.uk
http://www.sewage.net
http://chemlab.pc.maricopa.edu/periodic/lyrics.html
http://www.ti.com/
ftp://ftp.ti.com/pub/graph-ti/calcapps/83/science/chemistry
http://minerals.cr.usgs.gov/gips/aii-home.htrn
http://www.bigfoot.com/~warwick-bailey
http://www.shsu.edu/~chm_tgc/sounds/sound.html
http://waternet.com
http://www.shef.ac.uk/chemistry/webelements/B/ionz.html
http://www.rod.beavon.clara.net/chemistry_contents.htm
http://www.chem.ucla.edu/chempointers.html
http://www.asap.unimelb.edu.au/hstm/hstmove.htm
25
Acknowledgements
The format of this handbook is based on the format of a handbook written by Paul and Jane Harrison. Paul and I
worked together as IB chemistry teachers in the British International School, Phuket in Thailand.
In addition, the following have been taken from Paul and Jane’s handbook:

examples of tables used in the section ‘writing lab reports’

the entire content of section ‘physical and chemical quantities’

the notes on ‘The mole – a review’ in the section ‘Maths and the mole’

the entire content in ‘Calculating experimental uncertainty’

a lot of the websites in the section ‘Chemistry websites’
A lot of the factual information in this handbook comes from the IB Diploma Programme Chemistry Guide, First
examinations 2009 (IBO). This includes:

Teaching times and external assessment on pages

Matrixes in section ‘IB assessment criteria 2009’

Mathematical requirements in section ‘Maths and the mole’

Content in ‘Assessing manipulative and personal skills’

Action verbs in section ‘Action verbs’
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