Work Program
Chemistry SL
2009 Syllabus
This work program is applicable to all
students, including International Students at
the Queensland Academy for Science,
Mathematics and Technology.
Table of Contents
TABLE OF CONTENTS.................................................................................................................................... 2
COURSE ORGANISATION AND ASSESSMENT PLAN – SL CHEMISTRY 2014 ........................................ 3
UNIT OVERVIEWS ........................................................................................................................................... 9
SAMPLE OVERVIEW #1 BONDING SL ............................................................................................................. 11
SAMPLE OVERVIEW #2 .................................................................................................................................. 15
SAMPLE STUDENT PROFILE ....................................................................................................................... 18
ASSESSMENT OVERVIEW ........................................................................................................................... 19
TERM 4, YEAR 10 .......................................................................................................................................... 19
TERM 1, YEAR 11 .......................................................................................................................................... 19
TERM 2, YEAR 11 .......................................................................................................................................... 19
TERM 3, YEAR 11 .......................................................................................................................................... 19
TERM 4, YEAR 11 .......................................................................................................................................... 19
TERM 1, YEAR 12 .......................................................................................................................................... 19
TERM 2, YEAR 12 .......................................................................................................................................... 19
TERM 3, YEAR 12 .......................................................................................................................................... 19
PREDICTED DATA FOR IBIS ........................................................................................................................... 19
Course Organisation and Assessment Plan – SL Chemistry 2014
Year 10
Sem /
Item #
Unit Title
Time
(hrs)
Key concepts & Key ideas
(This is the syllabus objectives that will be
covered)
(Summative, unless otherwise stated)
Pre-term assessment / diagnostic tests /
pre and post unit quizzes
Formative
portfolio
Homework activities / E-learn on-line
Activities (quizzes, simulations, Ed-studio,
blogs)
IA: DCP/CE
DCP&CE: IA Boyles law measurement and
11.2
11.3
Uncertainty and error in
measurement
Uncertainties in calculated results
Graphical techniques
Term Exam: SA
End of Term Test topics 1,2,3
1.2
1.3
1.4
11.1
Measurement
and data
processing
2
Atomic
Structure
(SL + HL)
4
3
2.1
2.2
2.3
The atom
The mass spectrometer
Electron arrangement
6
3.1
3.2
3.3
The periodic table
Physical properties
Chemical properties
Periodicity (SL)
Technique, Description& Conditions
Formative
quizzes
1.5
DP Term 1
Year 10 (Term 4)
12
Category
(Assignment, IA, Exam,
Portfolio)
The mole concept and Avogadro’s
constant
Formulas
Chemical equations
Mass and gaseous volume
relationships in chemical reactions
Solutions
1.1
QC: Moles and
Formulas
Assessment
data processing taught via IA – NOT FOR IB
SUBMISSION
Year 11
DP Term 2 (End Semester 1)
Year 11 (Term 1)
Bonding
Energetics
DP Term 3 (mid
Semester 2)
Year 11 Term 2
Kinetics
Equilibrium
12.5
4.1
4.2
4.3
4.4
4.5
Ionic bonding
Covalent bonding
Intermolecular forces
Metallic bonding
Physical properties
5.1
5.2
5.3
5.4
Exothermic and endothermic
reactions
Calculations of enthalpy changes
Hess’s law
8
5
5
6.1
6.2
Rates of reaction
Collision theory
7.1
7.2
Dynamic equilibrium
The position of equilibrium
Formative
quizzes
Formative
portfolio
IA: Design
Pre-term assessment/ diagnostic tests/
pre and post unit quizzes.
To determine student readiness to
progress beyond core knowledge of topics
1, 2, 3, 11.
Homework activities / E-learn on-line
Activities (quizzes, simulations, Ed-studio,
blogs)
Design IA: Energetics. Investigate a factor
that affects enthalpy. (learning experience
– students’ first IA design so teacher to
model / scaffold with students – and
provide written feedback)
IA: DCP/CE (1)
DCP/CE IA: Hess’s Law
End Semester
Exam: DP1
Semester exam Topics 1, 2, 3, 4, 5
Introduce students to IB exam structure.
Paper 1 MC (30 min), Paper 2 SA (70 min).
Formative quiz
Formative
portfolio
Pre-term assessment/ diagnostic tests/
pre and post unit quizzes.
To determine student readiness to
progress beyond core knowledge of topics
1 – 5.
Homework activities / E-learn on-line
Activities (quizzes, simulations, Ed-studio,
blogs)
Acids & Bases
DP Term 4 (end Semester II)
Year 11 (Term 3)
Oxidation &
Reduction
Organic
Chemistry
6
7
5
12
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
IA: D (1)
Part a
IA: DCP/CE (2)
Part b
Term Exam
D/DCP/CE IA: Kinetics – factors that
affect rates of reaction
9.1
9.2
9.3
9.4
9.5
Introduction to oxidation &
reduction
Redox equations
Reactivity
Voltaic cells
Formative quiz
Pre-term assessment/ diagnostic tests/
pre and post unit quizzes.
To determine student readiness to
progress beyond core knowledge of topics
1, - 8.
10.1
Introduction (10.1.3 – 10.1.10
already introduced)
Alkanes
Alkenes
Alcohols
Halogenoalkanes
Reaction pathways
Formative
portfolio
10.2
10.3
10.4
10.5
10.6
End of Term Test topics 6, 7, 8,
Homework activities / E-learn on-line
Activities (quizzes, simulations, Ed-studio,
blogs)
IA: Design (2)
Part a
Design IA: investigate one factor
that affects a voltaic cell
(issued week 1, due week 2)
IA: DCP/CE (3)
Part b
DCP&CE IA: Topic Oxidation &
Reduction (Due Week 5)
Semester Exam
End semester Exam: All topics to
date IB exam structure. Paper 1 MC (40
min), Paper 2 SA (90 min).
DP Term 5
Year 11 (Term 4)
Option D:
Medicines and
Drugs
15
D1
D2
D3
D4
D5
D6
D7
Pharmaceutical products
Antacids
Analgesics
Depressants
Stimulants
Antibacterials
Antivirals
Formative quiz
Pre-term assessment/ diagnostic tests/
pre and post unit quizzes.
Homework activities / E-learn on-line
Activities (quizzes, simulations, Ed-studio,
blogs)
Formative
portfolio
Term exam: topic 1, 10, Option D: M & D
Term Exam
Year 12
DP Term 6 (End Semester 3)
Year 12 (Term 1)
Periodicity
review
Energetics
review
6
3.1
3.2
3.3
The periodic table
Physical properties
Chemical properties
6
5.1
5.2
5.3
5.4
Exothermic and endothermic
reactions
Calculations of enthalpy changes
Hess’s law
6.1
6.2
Rates of reaction
Collision theory
7.1
7.2
Dynamic equilibrium
The position of equilibrium
Kinetics
Review
6
Equilibrium
review
6
Formative quiz
Formative
portfolio
End Semester
Exam
Pre-term assessment/ diagnostic tests/
pre and post unit quizzes.
Homework activities / E-learn on-line
Activities (quizzes, simulations, Ed-studio,
blogs)
End Semester exams: All topics to
date Paper 1 MC (40 min), Paper 2 SA (90
min) paper 3 (30 min) Topics: all to date
DP Term 7 (mid Semester 4)
DP Term 8 (End Semester 4)
Year 12 (Term 2)
Year 12 (Term 3)
Acids & bases
Review
Organic
Chemistry
Review
13
12
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
10.1
10.2
10.3
10.4
10.5
10.6
Introduction
Alkanes
Alkenes
Alcohols
Halogenoalkanes
Reaction pathways
Formative quiz
Pre-term assessment/ diagnostic tests/
pre and post unit quizzes.
Homework activities / E-learn on-line
Activities (quizzes, simulations, Ed-studio,
blogs)
Formative
portfolio
DCP&CE IA: Topic Acid and Bases –
(Design Due week 5 – DCP/CE)
IA: D (3)
IA: DCP/CE (4)
Term exam: topic 1, 8, 10
Term Exam: MC,
SA
Option B:
Human
Biochemistry
17
B1
B2
B3
B4
B5
B6
Energy
Proteins
Carbohydrates
Lipids
Micronutrients and macronutrients
Hormones
Formative quiz
Formative
portfolio
IA: D (4)
Part a
IA: DCP/CE (5)
Part b (optional)
Mock Exams
Revision Exam
Prep
6
Pre-term assessment/ diagnostic tests/
pre and post unit quizzes.
Homework activities / E-learn on-line
Activities (quizzes, simulations, Ed-studio,
blogs)
Design IA: Energy content of food
(Optional)
DCP&CE IA: energy content of food
(Optional)
End of term exams: MOCKS. Full IB
exams
Paper 1 MC (60 min HL). Paper 2
Data, SA, full Q (2 ¼ hr HL). Paper 3
Options (75 min HL)
ALL TOPICS AND OPTIONS
Year 12 (Term 4)
Revision and
alternative
program
Student revision determined from
results of pre-term assessments
and term outcomes.
Formative quiz
Formative pre-term assessment. To
determine student readiness to
progress beyond SL component of
option A or option B).
Exam: IB x 3
papers
IB final exams – external
examination.
Unit Overviews
Standard Level 80 hours
Topic 1: Quantitative chemistry 12.5
1.1
1.2
1.3
1.4
1.5
The mole concept and Avogadro’s constant 2
Formulas 3
Chemical equations 1
Mass and gaseous volume relationships in chemical reactions 4.5
Solutions 2
Topic 2: Atomic structure 4
2.1 The atom 1
2.2 The mass spectrometer 1
2.3 Electron arrangement 2
Topic 3: Periodicity 6
3.1 The periodic table 1
3.2 Physical properties 2
3.3 Chemical properties 3
Topic 4: Bonding 12.5
4.1
4.2
4.3
4.4
4.5
Ionic bonding 2
Covalent bonding 6
Intermolecular forces 2
Metallic bonding 0.5
Physical properties 2
Topic 5: Energetics 8
5.1
5.2
5.3
5.4
Exothermic and endothermic reactions 1
Calculation of enthalpy changes 3
Hess’s law 2
Bond enthalpies 2
Topic 6: Kinetics 5
6.1 Rates of reaction 2
6.2 Collision theory 3
Topic 7: Equilibrium 5
7.1 Dynamic equilibrium 1
7.2 The position of equilibrium 4
llabus outline
Topic 8: Acids and bases 6
8.1
8.2
8.3
8.4
Theories of acids and bases 2
Properties of acids and bases 1
Strong and weak acids and bases 2
The pH scale 1
Topic 9: Oxidation and reduction 7
9.1
9.2
9.3
9.4
9.5
Introduction to oxidation and reduction 2
Redox equations 1
Reactivity 1
Voltaic cells 1
Electrolytic cells 2
Topic 10: Organic chemistry 12
10.1
10.2
10.3
10.4
10.5
10.6
Introduction 4
Alkanes 2
Alkenes 2
Alcohols 1
Halogenoalkanes 2
Reaction pathways 1
Topic 11: Measurement and data processing 2
11.1 Uncertainty and error in measurement 1
11.2 Uncertainties in calculated results 0.5
11.3 Graphical techniques 0.5
Sample Overview #1 Bonding SL
CHEMISTRY AHL UNIT PLAN
Group 4
Year Level: 11
Topic 14: BONDING (SL)
Duration: 5 hours
Unit Overview:
In this unit, students will study the main types of chemical bonds – ionic, covalent and metallic, and also consider other forces that help to hold substances together. They
will appreciate that electrons and their arrangements around the nucleus are the key to formation of all these bonds. Since chemical reactions take place through the
breaking and reforming of bonds, an understanding of and an ability to predict the nature of bonds is central to explaining chemical activity. In this AHL unit, students will
apply an understanding of quantum chemistry to the phenomenon of chemical bonding.
Theory of Knowledge:
1. Is the quantum model of the atom a real process or a mathematical device?
2. Are the models used to represent bonding accurate or are they limited? If so how?
3. How much should we accept and what should we questions regarding the models used in bonding?
IB Learner Profile:
Select aspects of the IB Learner Profile that will be implicit and explicit in the delivery of this unit. Indicate how these aspects of the profile will be addressed.
Inquirers
Open-minded
Significant aspects of this unit, both in acquiring the theoretical
Students will need to listen without judgement to the opinions of
background and solving set problems will be the responsibility of
others and be open to new knowledge and ideas
individual students under the guidance of the teacher.
Knowledgeable
Caring
At the end of this unit, the student will have gained an in depth
As students explore and discuss complex ideas of bonding
understanding of the bonding and hybridisation
emphasis will be given to the acceptance of the ideas of others
and the critique of arguments advanced, not personalities.
Thinkers
Risk-takers
Students will have undertaken the solution of problems in this
Students will be encouraged to explore Chemistry ideas and
topic ranging from simple to quite complex and multi-stepped.
concepts freely and imaginatively without worrying about being
They will have formed mental images and engaged in abstract
wrong or making mistaken assumptions and statements.
thinking.
Communicators
Balanced
Students will work cooperatively in a small group to support each
Students will be encouraged to look beyond the subject of
other and share resources, data and ideas. They will contribute
Chemistry to the opinions of experts and the general public to
to online Wikis and discussion boards to share knowledge and
understand the issues surrounding the topic.They will also be
debate ideas and opinions
encouraged to understand that any academic discipline is
embedded in a cultural and personal context and that breadth of
experience is important to the success of any undertaking.
Principled
Students will undertake disucussion and debate to assess
information and data dervied from experimental work and other
secondary sources to reach conclusions. There will be an
emphasis on employing the data actually gained as well as
derived data.
Reflective
Students will work independently and consider how they are
learning and how they are progressing through the set material
and problems. They will consult with other students and their
teacher as difficulties arise.
Learning Objectives (Overview):






4.1.5 State that transitional elements can form more than 1 ion.
4.2.7 Predict the shape and bond angles for species with four, three and two negative charge centres using the VSEPR theory..
4.3.2 Describe and explain how intermolecular forces affect the boiling points of substances
4.4.2 Explain the electrical conductivity and malleability of metals.
4.5.1 Compare and explain the properties of substances resulting from different types of bonding.
4.3.1 Describe the delocalization of π electrons and explain how this can account for the structures of some species.
Student Assessment (Overview):
 Students will be assessed by completing homework tasks and class contribution
 Students will complete a DCP and CE IA on “Investigate the Heat of Combustion of alcohols”.
 Students will complete a Mastery Test in class to diagnose strengths and weaknesses
Accommodations for Differentiated Learning
Gifted Student:
Individual student activities with self-paced and extension tasks are paced on Blackboard to cater for different ability levels sequential learning
Tutorials will be provided for students seeking additional assistance to ensure understanding and compliance with learning tasks
IB questions will be provided to extend and challenge the more capable students
English as a Second Language (ESL) Student:
Individual student activities with self-paced and extension tasks are paced on Blackboard to cater for different ability levels sequential learning
Tutorials will be provided for students seeking additional assistance to ensure understanding and compliance with learning tasks
IB questions will be provided to extend and challenge the more capable students
Students with Special Needs:
Students with special needs are identified through the school process and have has been catered for in provision of self paced individual learning and group activities.
Materials and Resources
Technology – Hardware
Laptops
Data Projectors
Digital Camera
Television
VCR / DVD
MP3 Player
Technology – Software
Database / Spreadsheet
Desktop Publishing
Email Software
Editing Software
Internet / Web Browser
Multi-media
Printed Materials
Text book
Work book
Note book
Task sheet and criteria
Reference materials
Other
Other
Blackboard (course materials posted)
Respondus / Quizzes (online)
Studymate
Wikis & Blogs
Other
Mobile technology
PDA
Video Camera
Other
Animation Software
Web page development
Word Processing
Other
Professional Learning


Teachers will need to ensure they have extensive knowledge of bonding and hybridisation and access to resources on G:/ drive and the text book.
Teachers will need to be trained in the IB to ensure they are familiar with the command terms and the IB questions and answer schemes
Command Terms:
Glossary Terms:
define, draw, label, list, measure, state,
annotate, apply, calculate, describe, distinguish estimate, identify, outline,
analyse, comment, compare, construct, deduce, derive, design, determine, discuss,
evaluate, explain, predict, show, sketch, solve, suggest
delocalized electrons, hybridization, hybrid orbitals, localized electrons, negative
charge centres, octahedral (square bipryamidal), octahedron, octet rule, orbital
diagram, pi (π) bond, resonance, resonance hybrid, resonance structures, sigma (σ)
bonds, square bipyramidal, square planar, trigonal bipyramidal,
Scope and Sequence
Week
(hrs)
2½
(8)
Focus Topic
Shapes of
molecules
Key Concepts
/ Key Ideas
(From
syllabus)
4.1.1
4.2.1 – 4.2.10
1½
(5)
Intermolecula
r properties
4.3.1 – 4.3.2
Metallic and
physical
properties
4.4.1 – 4.5.1
Learning Experiences
d Sequence
Students use plasticine and stick models to visualise shapes of
molecular orbitals.
Access and become familiar with of visual aids to conceptualise
shapes of hybrid orbitals (Derry text good for this).
(Excellent ppt with animated bond shapes on G drive in bonding
folder).
Develop strategies for determining number of charge centres around a
central atom and therefore how to determine molecule shape.
Build summary tables that include base shapes for 4, 3 and 2 charge
centres, and resultant shapes for increasing numbers of lone pairs of
electrons.
Practice using rules for predicting molecule shape
Students use simulation to visualize intermolecular bonding and the
effect on boiling and melting points
Practical work to investigate chemical and physical properties
Resources
Texts:
Neuss, G. Chemistry:
Course Companion, Ch4:
Bonding and Structure, pp
84-91
IB Study Guides:
Chemistry, pp24-26, 27
Text:
Derry et. Al, Chemistry for
use with the IB Diploma
Programme SL, Ch2:
Bonding, pp27-59
(preferred resource with
good diagrams and
summary tables)
Practicals:
Plasticine modelling prac
Powerpoints and
worksheets:
G:\Coredata\Curriculum\G
roup
Assessment
4\Chemistry\Resources\2
011 updated resources to
match unit plans\Topic 4
Blackboard chemistry
course
Reflections:
Students struggle with the concept of hybrid orbitals. Practice is required that combines revision of VESPR theory alongside simulation to aide with visualization of models
and bonding
Sample Overview #2
Group 4
Year Level: 11
hours
CHEMISTRY SL UNIT PLAN
Topic 8: ACIDS AND BASES (SL)
Duration: 6
Unit Overview:
In this unit, student will appreciate that the concept of an acid and a base has changed over time commensurate with a developing understanding of atomic structure. This
has resulted in a powerful method for interpreting, measuring and using the properties of these very significant substances. Acids and bases are important in many aspects
of the modern world including industry, pollution, global warming and drug action.
Theory of Knowledge:
1.
2.
3.
4.
Acids, bases and language: a problem of knowledge
Arrhenius theory and the Bronsted-Lowry theory
Superacids
pH scale
IB Learner Profile:
Select aspects of the IB Learner Profile that will be implicit and explicit in the delivery of this unit. Indicate how these aspects of the profile will be addressed.
Inquirers
Open-minded
Significant aspects of this unit, both in acquiring the theoretical
The historical development of ideas in Chemistry will be
background and solving set problems will be the responsibility of
explored embedded in the cultural, historical and personal
individual students under the guidance of the teacher.
characteristics of the Chemist being discussed.
Knowledgeable
Caring
At the end of this unit, the student will have gained an in depth
As students explore and discuss complex ideas emphasis will
understanding and mastery of acids and bases and pH.
be given to the acceptance of the ideas of others and the
critique of arguments advanced, not personalities. In the
potentially hazardous environment of a Chemistry laboratory,
emphasis will also be placed on one's resopnsibility for the
safety of oneself and others within the laboratory.
Thinkers
Risk-takers
Students will have undertaken the solution of problems in this
Students will be encouraged to explore Chemistry ideas and
topic ranging from simple to quite complex and multi-stepped.
concepts freely and imaginatively without worrying about being
wrong or making mistaken assumptions and statements.
Communicators
Balanced
Students will explain solutions to chemistry problems in both
Students will be encouraged to look beyond the subject of
verbal and written (often mathematical) form. They will also work
Chemistry to the personalities and foibles of people who have
on practicals which will require communication and co-operation,
undertaken Chemistry. They will also be encouraged to
the sharing of resources, data and ideas, between small groups
understand that any academic discipline is embedded in a
of students
cultural and personal context and that breadth of experience is
imporgtant to the success of any academic undertaking.
Principled
Students will undertake Chemistry practicals in which the sharing
of original data dervied from experimental work will form the
basis on their reporting. There will be an emphasis on employing
the data actually gained as opposed to the expected data.
Reflective
Students will need to reflect on their prior learning and ensure
they are familiar with the previous units relating to stoichiometric
calculations and logarithms.
Syllabus Objectives (Overview):
Topic 8: Acids and bases, 6 hours
8.1 Theories of acids and bases 2
8.2 Properties of acids and bases 1
8.3 Strong and weak acids and bases 2
8.4 The pH scale
Student Assessment (Overview):
 students will complete a multiple choice Mastery test
 end of term test
Accommodations for Differentiated Learning
Gifted Student:
Individual student activities with self-paced and extension tasks are paced on Blackboard to cater for different ability levels sequential learning
Tutorials will be provided for students seeking additional assistance to ensure understanding and compliance with learning tasks
IB questions will be provided to extend and challenge the more capable students
English as a Second Language (ESL) Student:
Individual student activities with self-paced and extension tasks are paced on Blackboard to cater for different ability levels sequential learning
Tutorials will be provided for students seeking additional assistance to ensure understanding and compliance with learning tasks
IB questions will be provided to extend and challenge the more capable students
Students with Special Needs:
Students with special needs are identified through the school process and have has been catered for in provision of self paced individual learning and group activities.
See separate Differentiated Learning document
Materials and Resources
Technology – Hardware
Laptops
Data Projectors
Digital Camera
Television
VCR / DVD
MP3 Player
Mobile technology
PDA
Technology – Software
Database / Spreadsheet
Desktop Publishing
Email Software
Editing Software
Internet / Web Browser
Multi-media
Animation Software
Web page development
Printed Materials
Text book
Work book
Note book
Task sheet and criteria
Reference materials
Other
Other
Blackboard (course materials posted)
Respondus / Quizzes (online)
Studymate
Wikis & Blogs
Other
Video Camera
Other
Word Processing
Other
Professional Learning


Teachers will need to have a good understanding of acids and bases and pH and be able to model calculations and IB questions responses.
Teachers will also need a good working knowledge of the GLX meters for conductivity experiments
Command Terms:
Glossary Terms:
define, draw, label, list, measure, state,
annotate, apply, calculate, describe, distinguish estimate, identify, outline,
analyse, comment, compare, construct, deduce, derive, design, determine, discuss,
evaluate, explain, predict, show, sketch, solve, suggest
Acid rain, acidic solution, alkali, alkaline solution, amphiphoteric, Bronsted-Lowry
acid, Bronsted-Lowry base, conjugate acid, conjugate base, dative (coordinate)
bond, diprotic, dissociation (ionization), Lewis acid, Lewis base, monoprotic, neutral
solution, self-ionization, spectator ions, strong acid, strong base, triprotic acid, weak
acid, weak base.
Scope and Sequence
Time
(hrs)
3
3
Focus Topic
8.1.1 Define acids and bases according
to the Brønsted–Lowry and Lewis
theories.
8.1.2. Deduce whether or not a species
could act as a Brønsted–Lowry and/or a
Lewis acid or base.
8.1.3.Deduce the formula of the
conjugate acid (or base) of any
Brønsted–Lowry base (or acid).
8.1.4 Outline the characteristic
properties of acids and bases in
aqueous solution.
8.2.1 Properties of acids and bases
8.3.1 Distinguish between strong and
weak acids and bases in terms of the
extent of dissociation, reaction with
water and electrical conductivity.
8.3.2 State whether a given acid or
base is strong or weak.
8.3.3 Distinguish between strong and
weak acids and bases, and determine
the relative strengths of acids and
bases, using experimental data
8.4.1 Distinguish between aqueous
solutions that are acidic, neutral or
Learning Experiences
Resources

Students will engage with the teacher in reviewing the
declarative knowledge in PPt. 1: introduction to Acids and
Bases
Texts:
Neuss, G. Chemistry: Course Companion, Ch8:
Acids and Bases, pp 142-150

Students will complete the Practical: SL Pearson
Teacher resource CD- Acids, bases and amphiprotic
substances
IB Study Guides: Chemistry, pp45-47, 53

Students will complete the Worksheet SL Pearson Teacher
resource CD- 9.2 reactions of acids and bases for
homework

The relevant section of the text book students should refer
to is Chapter 8 HL Text Book: pp. 271-281
Brown, C and Ford, M: Higher Level Chemistry
for the IB Diploma

Students should complete DoL summary of topic 8 and
make notes under the syllabus assessment points
For extra practicals, see:
Derry et. Al, Chemistry for use with the IB
Diploma Programme SL: Teachers resource.

Students should review the Ppt. 2 : weak and strong acids
to ensure they understand the pH scale and they can
distinguish between strong and weak acids
Students should complete the joint practical (SL Pearson
Teacher resource CD) of 9.2 reactions of acids and 9.3
conductivity of solutions (using data loggers)


Students will complete the Worksheets SL Pearson
Teacher resource CD- 9.3. Ions in solution and 9.4
Strengths of acids and bases

The relevant section of the text book students should refer
to is Chapter 8 HL text book: pp. 282-286

Students to complete a DoL activity to compare Bronsted-
Derry et. Al, Chemistry for use with the IB
Diploma Programme SL, Ch9: Acids and Bases,
pp274-299
Neuss, G, Atlantic College Practical
Programme.
Other Resources, see:
Resources available to students
QASMT CHEMISTRY (Q5684QEA005-001) > IB
Resources available to teachers only
G:\Coredata\Curriculum\Group 4\Chemistry
alkaline using the pH scale.
8.4.2 Identify which of two or more
aqueous solutions is more acidic or
alkaline using pH values.
8.4.3 State that each change of one pH
unit represents a 10-fold change in the
hydrogen ion concentration [H+(aq)].
+
8.4.4 Deduce changes in [H (aq)] when
the pH of a solution changes by more
than one pH unit.
Lowry and Lewis theories of acids and bases
Reflections:
Students find the concept of the common ions in solution difficult to master and will need to review stoichiometric calculations to understand this unit. They will also need to
understand logarithms and review their mathematical knowledge of this.
Sample Student Profile
Year 12 workbook: G:\Coredata\Curriculum\Group 4\Chemistry\Student Work Archive\2012-2013\Workbooks
Year 11 workbook: G:\Coredata\Curriculum\Group 4\Chemistry\Student Work Archive\2013-2014\Workbooks
Assessment Overview
Term 4, Year 10
E-learn Activities and IA Ed-Studio FORMATIVE
Analytical Chemistry IA (D/DCP/CE) SUMMATIVE
End of Term Test SUMMATIVE
Term 1, Year 11
Pre-term Quiz FORMATIVE
E-learn on-line Activities (quizzes, simulations, Ed-studio, blogs) FORMATIVE
Bonding IA (D/DCP/CE) SUMMATIVE
End of Semester Exam SUMMATIVE
Term 2, Year 11
Pre-term Quiz FORMATIVE
E-learn and Activities (quizzes, simulations, Ed-studio, blogs) FORMATIVE
Energetics IA (D/DCP/CE) SUMMATIVE
End of Term Test SUMMATIVE
Term 3, Year 11
Pre-term Quiz FORMATIVE
E-learn on-line Activities (quizzes, simulations, Ed-studio, blogs) FORMATIVE
Redox IA (D/DCP/CE) SUMMATIVE
End of Semester Exam SUMMATIVE
Term 4, Year 11
Pre-term Quiz FORMATIVE
E-learn on-line Activities (quizzes, simulations, Ed-studio, blogs) FORMATIVE
End of Term Test SUMMATIVE
Term 1, Year 12
Pre-term Quiz FORMATIVE
E-learn on-line Activities (quizzes, simulations, Ed-studio, blogs) FORMATIVE
Periodicity / Kinetics IA (D/DCP/CE) SUMMATIVE
End of Semester Exam FORMATIVE
Term 2, Year 12
Pre-term Quiz FORMATIVE
E-learn on-line Activities (quizzes, simulations, Ed-studio, blogs) FORMATIVE
Week 1-5 Acid and Bases IA (D/DCP/CE) SUMMATIVE
Week 8/9 End of Term Test SUMMATIVE
Term 3, Year 12
Mock examinations (76%) Paper 1, Paper 2 and Paper 3 SUMMATIVE
IA mark (Design, DCP and CE) 24% [two best marks for each type to be used]
Predicted Data for IBIS
Based on Mocks and other collected data tracking students across year 11 and 12 using
IB cut offs from most recent IB data.