Diploma Programme subject outline—Group 4: experimental sciences

School name Amity Global School School code 3517

Name of the DP subject Chemistry

Level
Higher X Standard completed in two years X Standard completed in one year *
(indicate with X)

Name of the teacher who Dr. PuneetaSarin Date of IB training 30 January 2013
completed this outline

Date when outline was Name of workshop Chemistry Category 1

completed 11 March 2013 (indicate name of subject and workshop
category)

* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects,excluding languages ab initio and pilot
subjects, can be completed in one year, according to conditions established in the Handbook of procedures for the DiplomaProgramme.

1. Course outline

– Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for
example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.

– This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that
students are prepared to comply with the requirements of the subject.

– This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should
not just be a “copy and paste” from the subject guide.

– If you will teach both higher and standard level, make sure that this is clearly identified in your outline.
 Topic/unit Contents Allocated time Assessment Resources
instruments to be
(as identified in the IB List the main resources
used
subject guide) 45 to be used, including
One class is minutes.
information technology if
State the topics/units in the
applicable.
order you are planning to
In one week there are 6 classes.
teach them.

Year 1 Topic 11 11.1 Uncertainties 18 Hours Seminar-style courses Chemistry - IB

Measurement and data and errors in Concept Test per topic
measurement and "John, Green" and Sadru
processing
results Worksheets Damji
Topic 1:
Home assignment
Stoichiometric 11.2 Graphical Chemistry for the IB
relationships techniques Surprise test Diploma
Multiple-choice and
1.1 Introduction to Neuss, Geoff
short-answer questions
the particulate per unit
Chemistry course
nature of matter Quiz tests companion
and chemical
change Oral presentations per
topic Neuss, Geoffrey.

1.2 The mole Semester Examination Pearson Baccalaureate:

concept Higher Level Chemistry
Term end Examination
1.3 Reacting Brown, Catrin and Ford,
masses and Mike
volumes

Topic 2 2.1 The nuclear 6 Hours http://www.myibsource.c

om/
Atomic Structure atom
http://www.inthinking.co.
2.2 Electron uk/
configuration http://www.wired.com/
 Topic/unit Contents Allocated time Assessment Resources
instruments to be
(as identified in the IB List the main resources
used
subject guide) One class is 45 minutes. to be used, including
information technology if
State the topics/units in the
applicable.
order you are planning to 6
In one week there are classes.
teach them.

Topic 3 3.1 Periodic table 6 Hours http://news.discovery.co

3.2 Periodic trends m/
Periodicity
http://www.scientificameri
Topic 4: Chemical 4.1 Ionic bonding and 13.5 Hours can.com/
bonding and structure structure http://www.ted.com/
4.2 Covalent https://www.khanacadem
bonding y.org/
4.3 Covalent http://www.creative-
structures chemistry.org.uk/

4.4 Intermolecular http://www.nuffieldfounda

forces tion.org/practical-
chemistry
4.5 Metallic
bonding http://www.mattliden.fi/gy
m/im...mistry_practicals.p
df

And this link will help you

to organise your class.

Complete video of all 240

hrs of HL Chem

http://www.youtube.com/r
ichthornley
 Topic/unit Contents Allocated time Assessment Resources
instruments to be
(as identified in the IB List the main resources
used
subject guide) One class is 45 minutes. to be used, including
information technology if
State the topics/units in the
applicable.
order you are planning to 6
In one week there are classes.
teach them.

Topic 5 5.1 Measuring 9 Hours

Energetics and energy changes
Thermochemistry
5.2 Hess’s Law

5.3 Bond’s
Enthalpies

Topic 6 and 16 6.1 Rates of reaction 6/10 Hours of SL/HL and 3/4 Hours of
6.2 Collision theory Lab Work for SL/HL
Kinetics
16.1 Rate expression
16.2 Reaction
mechanism
16.3 Activation
energy

Topic 7 and 17 7.1 Dynamic 6/10 Hours of SL/HL and 2/3 Hours of
equilibrium Lab Work
Equilibrium
7.2 The position of
equilibrium
17.1 Liquid–vapour
equilibrium
17.2 The equilibrium
law
 Topic/unit Contents Allocated time Assessment Resources
instruments to be
(as identified in the IB List the main resources
used
subject guide) One class is 45 minutes. to be used, including
information technology if
State the topics/units in the
applicable.
order you are planning to 6
In one week there are classes.
teach them.

Topic 8 and 18 8.1 Theories of acids 8/18 Hours of SL/HL and 3/6 Hours of
and bases Lab Work for SL/HL
Acids and Bases
8.2 Properties of
acids and bases
8.3 Strong and weak
acids and bases
8.4 The pH scale
18.1 Calculations
involving acids and
bases
18.2 Buffer solutions

18.3 Salt hydrolysis

18.4 Acid–base
titrations
18.5 Indicators

Topic 9 and 19
Oxidation and Reduction
9.1 Introduction to 8/15 Hours of SL/HL and 3/6 Hours of
oxidation and Lab Work for SL/HL
reduction
9.2 Redox equations
9.3 Reactivity
9.4 Voltaic cells
9.5 Electrolytic cells

19.1 Standard
electrode potentials
19.2 Electrolysis
 Topic/unit Contents Allocated time Assessment Resources
instruments to be
(as identified in the IB List the main resources
used
subject guide) One class is 45 minutes. to be used, including
information technology if
State the topics/units in the
applicable.
order you are planning to 6
In one week there are classes.
teach them.

Group 4 Project Interdisciplinary 10 Hrs Oral Presentation Internet,

(Chemistry, Physics
Wilkipaedia
and Biology)
 Topic/unit Contents Allocated time Assessment Resources
instruments to be
(as identified in the IB List the main resources
used
subject guide) One class is 45 minutes. to be used, including
information technology if
State the topics/units in the
applicable.
order you are planning to 6
In one week there are classes.
teach them.

Year 2 Topic 10 and 20 10.1 Introduction 14/25 Hours of SL/HL and 3/5 Hours Seminar-style courses Chemistry – for the IB
10.2 Alkanes of Lab Work for SL/HL Diloma "John, Green"
Organic Chemistry Concept Test per topic
10.3 Alkenes and Sadru Damji
Worksheets
10.4 Chemistry for the IB
Home assignment
Halogenoalkanes Diploma Neuss, Geoff
Surprise test
10.5 Alcohols Chemistry course
Multiple-choice and
10.6 Reaction companion Neuss,
short-answer questions
pathways Geoffrey.
per unit
20.1 Introduction
20.2 Nucleophilic Quiz tests Pearson Baccalaureate:
substitution reactions Higher Level Chemistry
20.3 Elimination Oral presentations per
by Brown, Catrin and
reactions topic
Ford, Mike
20.4 Condensation Semester Examination
reactions http://www.myibsource.c
20.5 Reaction Term end Examination
om/
pathways Similar to the pattern of
20.6 http://www.wired.com/
IB
Stereoisomerism http://www.nuffieldfounda
tion.org/practical-
 Topic/unit Contents Allocated time Assessment Resources
instruments to be
(as identified in the IB List the main resources
used
subject guide) One class is 45 minutes. to be used, including
information technology if
State the topics/units in the
applicable.
order you are planning to 6
In one week there are classes.
teach them.

Option B: B1 Energy 0.5 15/25 Hours of SL/HL and 4/7 Hours chemistry
of Lab Work for SL/HL
Human biochemistry B2 Proteins 3
http://www.mattliden.fi/gy
B3 Carbohydrates 3 m/im...mistry_practicals.p
B4 Lipids df
B5 Micronutrients
http://www.yale.edu/mac
and
macronutrients 2 millanreport/index.html

B6 Hormones http://www.guokr.com/
B7 Enzymes 3 http://www.wolframalpha.
B8 Nucleic acids 3 com

B9 Respiration
 Topic/unit Contents Allocated time Assessment Resources
instruments to be
(as identified in the IB List the main resources
used
subject guide) One class is 45 minutes. to be used, including
information technology if
State the topics/units in the
applicable.
order you are planning to 6
In one week there are classes.
teach them.

Option C: Chemistry in
industry and technology
C1 Iron, steel and 15/25 Hours of SL/HL and 4/7 Hours
aluminium of Lab Work for SL/HL
C2 The oil industry
C3 Addition polymers
C4 Catalysts
C5 Fuel cells and
rechargeable
batteries
C6 Liquid crystals
C7 Nanotechnology
C8 Condensation
polymers
C9 Mechanisms in
the organic
chemicals industry
C10 Silicon and
photovoltaic cells
C11 Liquid crystals
C12 The chlor-alkali
industry
2. The group 4 project

As the IB guides say, “The group 4 project is a collaborative activity where students from different group 4 subjects work together on a scientific or technological
topic, allowing for concepts and perceptions from across the disciplines to be shared in line with aim 10—that is, to ‘encourage an understanding of the
relationships betweenscientific disciplines and the overarching nature of the scientific method.’” Describe how you will organize this activity. Indicate the timeline
and subjects involved, if applicable.

 The group 4 project is an interdisciplinary project and our plan is to link Chemistry with Biology and Physics and come up with project in which
students from these subjects contributed equally.
 Introduction, Planning and discussion of group 4 project will be done in third week of March of year 1
 Experiment and data collection of group 4 project will be done in first week ofApril of year 1
 Final presentation and submission of group 4 project will be done in third week ofApril of year 1

3. IB practical work and the internal assessment requirementto be completed during the course

As you know, students should undergo 40 hours (at standard level) or 60 hours (at higher level) of practical work related to the syllabus. Use the table below to
indicate the name of the experiment you would propose for the different topics in the syllabus. Indicate which experiments you would use for assessing each of
the internal assessment criteria—design (D), data collection and processing (DCP) and conclusion and evaluation (CE).

An example is given. Add as many rows as necessary.

Name of the topic Experiment Indicate the experiments you would Any ICT used?
use for assessing design (D),
Remember you must use all
data collection and processing
five within your programme.
(DCP) and conclusion and
evaluation (CE)
(use D, DCP or CE)

Introductory lab: Basic skills like Qualitative and Quantitative Observations n/a n/a
measurement of volumes of liquids, (1.5 Hr)
weight measurement etc., Lab Safety, and
Measurement and Data Processing
 Name of the topic Experiment Indicate the experiments you would Any ICT used?
use for assessing design (D),
Remember you must use all
data collection and processing
five within your programme.
(DCP) and conclusion and
evaluation (CE)
(use D, DCP or CE)

ntroductory lab: Basic skills like Preparation of a Oxalic acid (COOH)2. 2 n/a n/a
measurement of volumes of liquids, H2O solution and its dilutions.
weight measurement etc., Lab Safety, and
Measurement and Data Processing

Introductory lab: Basic skills and Distinguishing Elements, Compounds, Practice D No

Measurement and Data Processing and Mixtures
Quantitative chemistry Formula of a hydrate DCP Yes

Quantitative chemistry Quantities in chemical reactions D Yes

Quantitative Chemistry Moles in the Reaction of Iron in a Cu2+ n/a No

Solution 2

Atoms Investigating atomic emission spectra D, CE Yes

Periodicity [3] The Periodic Table (Dry Lab) 1.25hrs n/a No

Periodicity Periodic Activity of Metals D, DCP, CE Yes

Periodicity Periodic Activity of Metals D, DCP, CE Yes

Bonding Polarity n/a No

Bonding Ionic vs Covalent Bonding n/a No

Bonding Molecular Modelling DCP Yes

 Name of the topic Experiment Indicate the experiments you would Any ICT used?
use for assessing design (D),
Remember you must use all
data collection and processing
five within your programme.
(DCP) and conclusion and
evaluation (CE)
(use D, DCP or CE)

Energetics Determine the enthalpy change of solution D No

Energetics Determine the enthalpy change of a DCP Yes

reaction between Zn and Cu2+

Energetics Molar Heats of Reaction and Hess’s Law n/a Yes

Energetics Measuring enthalpy of combustion. DCP Yes

Kinetics Design a suitable method to study the D Yes

effect of surface area, concentration and
temperature on the rate of reaction
between Mg and HCl

Equilibrium Equilibrium simulation lab DCP Yes

Equilibrium Ksp of a salt DCP Yes

Equilibrium and Solubility Determining Solubility of an Unknown Salt D No

Acids and Bases Preparation and Standardization of D and/or CE No

Acids/Bases, Determination of Unknowns

Acids and bases Determination of the Keq DCP Yes

Acids and Bases Acid/Base Titration DCP Yes

 Name of the topic Experiment Indicate the experiments you would Any ICT used?
use for assessing design (D),
Remember you must use all
data collection and processing
five within your programme.
(DCP) and conclusion and
evaluation (CE)
(use D, DCP or CE)

Oxidation and Reduction Redox Titration DCP No

Oxidation and reduction To construct and measure of several DCP, CE Yes

electrochemical cells, and investigate the
effect of concentration of the e.m.f

Oxidation and Reduction Electrochemical Cells D Yes

Organic chemistry Reaction of hydroxyl group DCP, CE Yes

Organic chemistry Reaction of aldehydesand ketones DCP, CE No

Organic chemistry Design the characteristic Tests for D No

Organic Compounds

Organic chemistry Investigate a property of a homologous D Yes

series

4. Laboratory facilities

Describe the laboratory and indicate whether it is presently equipped to facilitate the practical work that you have indicated in the chart above. If it is not, indicate
the timeline to achieve this objective and describe the safety measures that are applicable.

Our lab facilities comprise of 12 work stations. There are 12 washbasins. There is a still in the lab to make its own distilled water. We have a lot of inorganic
and organic chemical compounds for the various investigations to be carried out. The lab is equipped with chemicals, eye protection and aprons, eye wash
station, fire blanket, fire extinguisher and fire alarm, gas shut-off, shower and breaker. We have a fuming hood in the laboratory. We have exhaust fans in the
lab. We have a range of glass apparatus to carry out various experiments. We have a centrifuge machine, spectrophotometer, melting point apparatus, pH
 meter, conductivity meter etc. in the laboratory to carry out various experiments.
We are in the expansion stage and we want our laboratory to contain all the facilities. The laboratory facilities should fully meet the IB standards as set out in
“Science Laboratories – recommended minimum standards.” The new laboratory will have all the necessary features for space, safety and experimentation.
There will be ample equipments and lab stocks and new supplies will be easily obtained. There will be separate and adjacent prep room and chemical storage
facilities, inaccessible to students. Further, the different science courses are taught in different classrooms.

5. Other resources

Indicate what other resources the school has to support the implementation of the subject and what plans there are to improve them, if needed.

Access to an online database of past paper questions, Using CD included in a text book, revision guides. We have a lot of chemistry books in the library.
IB-Specific Resources:

Neuss, Geoff Chemistry for the IB Diploma: Standard and Higher Level (Oxford: Oxford University Press), 2001.
"Matthews, P" by Advanced chemistry

John Ratcliff, Brian, Eccles, Helen and Raffan, AS level and A level Chemistry

Owen, Steve : Chemistry for the IB Diploma (with CD)

Talbot, Christopher.Chemistry for the IB Diploma (with CD)

Brown,Catrin. Pearson Baccalaureate:Standard Level Chemistry

Harwood, R Chemistry (New Edition)

"Matthews, P" Advanced chemistry

Ratcliff , Brian and Eccles , Helen, Chemistry 2

Hill, Graham. Chemistry in context

Hill and Holman, Practical Chemistry Chemistry in context Lab manual and study guide
E N Ramsden, A Level Chemistry

"Lainchbury, A ,Stephens, Thompson, J A" ILPAC advanced Practical Chemistry

Clark, Jim. Calculations in AS/A level Chemistry

(Specialised Texts)
Sanyal , Organic chemistry reaction mechanisms and reagents
Puri, Sharma and Pathania Physical Chemistry
Singh and Mukherjee Organic Chemistry reaction mechanism

The library contains an exceptional selection of chemistry-related books and reference materials.

Periodical Resources:

ICT Resources:
(Teacher)
OCC
May 2010 IB Exams and Markschemes
Full access to web-based resources
All commonly used computer resources
(Student)
IB question bank
May 2010 IB Exams and Markschemes
Excel and other such programs, including word-processing, etc.
Web and email access through a variety of computer labs and a portable set of netbooks.
6. Links to TOK

You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course
outline that would allow your students to make links with TOK. Describe how you would plan the lesson.

Topic Link with TOK (including description of lesson plan)

2.1 The atom Starter:

Atoms according to Leukippos and Demokritos as indivisible spheres.
Introduction:
Students have prior knowledge of atomic structure, existence of sub atomic particles and their properties from the IGCSE
lessons. They will recall on what they already know about atoms.
Main:
Students will evaluate and discuss experiments by Thompson, Rutherford and Chadwick.
In each of these experiments they evaluate the importance of new discoveries such as cathode rays, anode rays led to the
discovery of sub-atomic particles protons and electrons and thus how ideas about atoms changed. How chadwick come to
know about neutrons?
Plenary:
Questions:
 How do we know that atoms contain sub-atomic particles?
 Can sub-atomic particles be observed directly?
 How the use of technology gave the indirect evidence of sub-atomic particles?


 What confidence do we have in their existence?

7. International mindedness

Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from
your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you
will use to achieve this goal.

Topic Contribution to the development of international mindedness (including resources you will use)

Science itself is an international endeavor—the exchange of information and ideas across national boundaries has been
essential to the progress of science. This exchange is not a new phenomenon but it has accelerated in recent times with the
development of information and communication technologies.
Indeed, the idea that science is a Western invention is a myth—many of the foundations of modern-day science were laid
many centuries before by Arabic, Indian and Chinese civilizations, among others. The scientific method in its widest sense,
with its emphasis on peer review, open-mindedness and freedom of thought, transcends politics, religion and
nationality.There is a recognition that many scientific problems, from climate change to AIDS, are international in nature and
this has led to a global approach to research in many areas. The reports of the intergovernmental panel on climate change
are a prime example of this. Some topics in the group 4 guides are specifically written to bring out this global research. The
power of scientific knowledge to transform societies is unparalleled. It has the potential to produce great universal benefits or
to reinforce inequalities and cause harm to people and the environment. In line with the IBO mission statement, group 4
students need to be aware of the moral responsibility of scientists to ensure that scientific knowledge and data are available
to all countries on an equitable basis and that they have the scientific capacity to use this for developing sustainable
societies.
The atom
Pupils understand that development of the atomic theory was largely through repeatable experiments of many scientists and
that collaboration and communication between scientists leads to peer review.

8. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one
topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you
will identify.

Topic Contribution to the development of the attribute(s) of the IB learner profile

The Atom Pupils develop knowledge (scientific facts, difference between a method and a technique and have to use subject specific
vocabulary), pupils develop communication skills and critical thinking.