Course Outline – Grades 11 and 12
IB [chemistry]
Prepared by Tony Haitao PENG & Alice Ting WANG
Philosophy Statement of Teaching and Learning in chemistry at
Chengdu Shude High School
At Chengdu Shude High School, we believe that teaching and learning in Diploma Program Chemistry is most
effective when teachers, students and parents work together in the following ways:
Chemistry is an experimental science that combines academic study with acquisition of practical and
investigational skills.
Observation remains essential at the very core of chemistry. In Chengdu Shude High School, we developed
sophisticated laboratory, which can provide our students opportunities to take practical lessons
efficiently.
As teachers, we are flexible to tailor the course to meet the needs of our students according to the
principle of The Diploma Programme Chemistry Course that includes all the essential principles of the subject
but also, through the selection of an option out of four. We allow both standard level and higher level
choice of chemistry course.
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Aims
Appreciate scientific study and creativity within a global context through stimulating and challenging
opportunities.
Acquire a body of chemical knowledge, methods and techniques that characterize science and
technology.
Develop an ability to analyze, evaluate and synthesize scientific information.
Develop a critical awareness of the need for and the value of, effective collaboration and
communication during scientific activities.
Develop an appreciation of the possibilities and limitations of science and technology.
Develop an understanding of the relationships between scientific disciplines and their influence on
other areas of knowledge.
Aim to help the students to adopt a skeptical attitude to claims. This does not mean that they
disbelieve everything, but rather that they suspend judgment until they have a good reason to believe
a claim to be true of false. Such reasons are based on evidence and argument. Evidence can be
obtained by observation or experiment. Especially, chemical experimentation in controlled
environment, generally in laboratories, is the effective way of obtaining evidence in the form of data
and there are many conventions and understandings as to how this is to be achieved.
Objectives
Having completed the Chemistry requirement, candidate should be able to demonstrate:
1. An ability to demonstrate knowledge an understanding of facts, concepts and terminology;
methodologies and techniques; communicating scientific information
2. An ability to apply facts concepts and terminology, methodologies and techniques; communicating
scientific information
3. An ability to formulate, analyze and evaluate hypotheses, research questions and predictions;
methodologies and techniques; primary and secondary data; scientific explanations
4. An ability to demonstrate the appropriate research, experimental and personal skills necessary to
carry out insightful and ethical investigations scientific explanations
Course Pre-requisites
Past experience shows that students will be able to study chemistry at SL successfully with no background
in, or previous knowledge of, science. Their approach to learning, characterized by the IB learner profile
attributes, will be significant here.
However, for most students considering the study of chemistry at HL, some previous exposure to formal
science education would be necessary. Specific topic details are not specified but students who have
undertaken the IB Middle Years Programme (MYP) or studied an equivalent national science qualification
or a school-based science course would be well prepared for an HL subject.
Content and Skills
Example:
Grade 11
Topic 1: Stoichiometric relationships
Topic 2: Atomic structure
Topic 3: Periodicity
Topic 5: Energetics/ thermochemistry
Topic 4: Chemical bonding and structure
Group 4 Project
Topic 6: Chemical kinetics
Topic 7: Equilibrium
Grade 12
SL + HL
Topic 8: Acids and bases
Topic 9: Redox processes
Option
Internal assessment/individual
investigations
Topic 10: Organic chemistry
HL only
Topic 12: Atomic structure
Topic 18: Acids and bases
Topic 13: The periodic table—the transition metals
Topic 19: Redox processes
Topic 15: Energetics/ thermochemistry
Option extension
Topic 14: Chemical bonding and structure
Topic 20: Organic chemistry
Topic 16: Chemical kinetics
Topic 21: Measurement and analysis
Topic 17: Equilibrium
SKILLS:
1 Self-motivation and Perseverance: Approaches the project with self-motivation and follows it through
to completion.
2 Working within a team：Collaborates and communicates in a group situation and integrates the views
of others.
3 Self-reflection：Shows a thorough awareness of their own strengths and weaknesses and gives
thoughtful consideration to their learning experience.
Course Credits / Certificates awarded
Students who opt to take the IB external examinations, either as part of the full IB Diploma or the
Advanced High School Diploma, will gain an IB Certificate in chemistry, if successful.
Expectations
Students are expected to:
1. Come to class prepared; read the assigned unit before the class.
2. Bring their writing textbook and notebooks every day.
3. Finish all the homework on time.
4. Always focus on the class and try to analyze independently for every problem.
5. Participate in classes, be happy to share personal ideas to the others.
6. Try to understand the others’ ideas and be happy to discuss them
Textbooks and Materials used
1. Pearson Baccalaureate Higher Level Chemistry 2nd Edition
2. Pearson Baccalaureate Standard Level Chemistry 2nd Edition
3. Oxford Chemistry Course Companion 2nd Edition
4. Chemistry Guide, First Assessment 2016
Assessment Overview
Internal Assessment 20%
The internal assessment task will be one scientific investigation taking about 10 hours and the writeup
should be about 6 to 12 pages long.
External Assessment 80%
 Paper 1: 40 multiple-choice questions (±15 common to SL plus about five more on the core and
about 20 more on the AHL)
 Paper 2: Short-answer and extended-response questions on the core and AHL material
 Paper 3:
Section A: one data-based question and several short-answer questions on experimental work
Section B: short-answer and extended-response questions from one option. (from a choice of four)
Internal Assessment (IA) description
General information
The internal assessment requirements are the same for biology, chemistry and physics. The internal
assessment, worth 20% of the final assessment, consists of one scientific investigation. The individual
investigation should cover a topic that is commensurate with the level of the course of study.
Student work is internally assessed by the teacher and externally moderated by the IB. The performance in
internal assessment at both SL and HL is marked against common assessment criteria, with a total mark
out of 24.
The internal assessment task will be one scientific investigation taking about 10 hours and the writeup
should be about 6 to 12 pages long. Investigations exceeding this length will be penalized in the
communication criterion as lacking in conciseness.
The task produced should be complex and commensurate with the level of the course. It should require a
purposeful research question and the scientific rationale for it. The marked exemplar material in the
teacher support materials will demonstrate that the assessment will be rigorous and of the same standard
as the assessment in the previous courses.
Some of the possible tasks include:
• a hands-on laboratory investigation
• using a spreadsheet for analysis and modelling
• extracting data from a database and analysing it graphically
• producing a hybrid of spreadsheet/database work with a traditional hands-on investigation
• using a simulation provided it is interactive and open-ended.
Some tasks may consist of relevant and appropriate qualitative work combined with quantitative work.
Internal Assessment Criteria
Personal engagement
This criterion assesses the extent to which the student engages with the exploration and makes it their
own. Personal engagement may be recognized in different attributes and skills. These could include
addressing personal interests or showing evidence of independent thinking, creativity or initiative in the
designing, implementation or presentation of the investigation.
Exploration
This criterion assesses the extent to which the student establishes the scientific context for the work,
states a clear and focused research question and uses concepts and techniques appropriate to the Diploma
Program level. Where appropriate, this criterion also assesses awareness of safety, environmental, and
ethical considerations.
Analysis
This criterion assesses the extent to which the student’s report provides evidence that the student has
selected, recorded, processed and interpreted the data in ways that are relevant to the research question
and can support a conclusion.
Evaluation
This criterion assesses the extent to which the student’s report provides evidence of evaluation of the
investigation and the results with regard to the research question and the accepted scientific context.
Communication
This criterion assesses whether the investigation is presented and reported in a way that supports effective
communication of the focus, process and outcomes.