IB Chemistry Syllabus Columbia High School Ms. Gamble

Transcription

1 IB Chemistry Syllabus Columbia High School Ms. Gamble Room: Text/References: Chemistry for the IB Diploma, (2 nd Edition) by Steve Owen, Publisher: Cambridge University Press, ISBN: and Chemistry for the IB Diploma Exam Preparation Guide, (1 st Edition) by Steve Owen and Chris Martin, Publisher: Cambridge University Press, ISBN: Phone: (ext.): 145 Course Description and Aims: Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. Chemical principles underpin both the physical environment in which we live and all biological systems. Chemistry is often a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science. Both theory and practical work should be undertaken by all students as they complement one another naturally, both in school and in the wider scientific community. The DP chemistry course allows students to develop a wide range of practical skills and to increase facility in the use of mathematics. It also allows students to develop interpersonal and information technology skills, which are essential to life in the 21st century. By studying chemistry students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the subject. Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyze results and evaluate and communicate their findings. Through the overarching theme of the nature of science, the aims of the DP chemistry course are to enable students to: I. Appreciate scientific study and creativity within a global context through stimulating and challenging opportunities II. Acquire a body of knowledge, methods and techniques that characterize science and technology III. Apply and use a body of knowledge, methods and techniques that characterize science and technology IV. Develop an ability to analyze, evaluate and synthesize scientific information V. develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities VI. Develop experimental and investigative scientific skills including the use of current technologies VII. Develop and apply 21st century communication skills in the study of science 1

2 VIII. Become critically aware, as global citizens, of the ethical implications of using science and technology IX. Develop an appreciation of the possibilities and limitations of science and technology X. Develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge. IB mission statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. IB Learner Profile The aims of all IB Programmes are to encourage and enable students to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: o Inquirers (Inq): They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. o Knowledgeable (Kno): They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. o Thinkers (Thk): They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. o Communicators (Com): They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. o Principled (Pri): They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. o Open-minded (Opn): They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. 2

3 o Caring (Car): They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. o Risk-takers (Rsk): They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. o Balanced (Bal): They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. o Reflective (Ref): They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. Methods and Grading: The following percentages are used to give the final grade at the end of each 9 weeks: o 60% Summative Assessment which includes performance based assessments, tests (teacher and benchmark) and projects. o 40% Quizzes, labs, major assignments, Class assignments, and homework assignments o Midterm and Final Exams are worth 10% of the final course grade Component First Assessment: External and Internal Overall weighting Approximate (%) weighting of objectives (%) Duration (hours) Paper Paper Paper Internal Assessment 20 Covers Objectives 1, 2, 3, and 4 *Will view in class.* 10 External assessment details SL: Detailed mark-schemes specific to each examination paper are used to assess students below. Paper 1 o Duration: 3/4 hour o Weighting: 20% o Marks: 30 3

4 A. 30 multiple-choice questions on core, about 15 of which are common with HL. B. The questions on paper 1 test assessment objectives 1, 2 and 3. C. The use of calculators is not permitted. D. Students will be provided with a periodic table. E. No marks are deducted for incorrect answers. Paper 2 o Duration: 1¼ hours o Weighting: 40% o Marks: 50 A. Short-answer and extended-response questions on core material. B. The questions on paper 2 test assessment objectives 1, 2 and 3. C. The use of calculators is permitted. (See calculator section on the OCC.) D. A chemistry data booklet is to be provided by the school. Paper 3 o Duration: 1 hour o Weighting: 20% o Marks: 35 A. This paper will have questions on core and SL option material. B. Section A: one data-based question and several short-answer questions on experimental work. C. Section B: short-answer and extended-response questions from one option. D. The questions on paper 3 test assessment objectives 1, 2 and 3. E. The use of calculators is permitted. (See calculator section on the OCC.) F. A chemistry data booklet is to be provided by the school. Internal Assessment - SL: Detailed mark-schemes specific to each examination paper are used to assess students below. Internal assessment component o Duration: 10 hours o Weighting: 20% A. Individual investigation B. This investigation covers assessment objectives 1, 2, 3 and 4. o Internal assessment criteria The new assessment model uses five criteria to assess the final report of the individual investigation with the following raw marks and weightings assigned: Personal engagement Exploration Analysis Evaluation Communication Total 2 (8%) 6 (25%) 6 (25%) 6 (25%) 4 (17%) 24 (100%) 4

5 IB Chemistry Related Terms: Balance Consequences Form Models Conditions Energy Function Movement Transfer Evidence Interaction Patterns Course Outline: o Topic 5: Energetics/thermochemistry a) 5.1 Measuring energy changes b) 5.2 Hess s Law c) 5.3 Bond enthalpies o Topic 6: Chemical kinetics a) 6.1 Collision theory and rates of reaction o Topic 7: Equilibrium a) 7.1 Equilibrium Syllabus content b) Chemistry guide Recommended teaching hours o Topic 8: Acids and bases a) 8.1 Theories of acids and bases b) 8.2 Properties of acids and bases c) 8.3 The ph scale d) 8.4 Strong and weak acids and bases e) 8.5 Acid deposition o Topic 9: Redox processes a) 9.1 Oxidation and reduction b) 9.2 Electrochemical cells o Topic 10: Organic chemistry a) 10.1 Fundamentals of organic chemistry b) 10.2 Functional group chemistry o Topic 11: Measurement and data processing a) 11.1 Uncertainties and errors in measurement and results b) 11.2 Graphical techniques c) 11.3 Spectroscopic identification of organic compounds o Options A. Materials Core topics A.1 Materials science introduction A.2 Metals and inductively coupled plasma (ICP) spectroscopy A.3 Catalysts A.4 Liquid crystals 5

6 A.5 Polymers A.6 Nanotechnology A.7 Environmental impact plastics B. Biochemistry Core topics B.1 Introduction to biochemistry B.2 Proteins and enzymes B.3 Lipids B.4 Carbohydrates B.5 Vitamins B.6 Biochemistry and the environment C. Energy Core topics C.1 Energy sources C.2 Fossil fuels C.3 Nuclear fusion and fission C.4 Solar energy C.5 Environmental impact global warming D. Medicinal chemistry Core topics D.1 Pharmaceutical products and drug action D.2 Aspirin and penicillin D.3 Opiates D.4 ph regulation of the stomach D.5 Anti-viral medications D.6 Environmental impact of some o Group 4 Project **Note: There will be a Mock IA to further prepare for the actual IA exam. Date of Mock IA will be given in class 3-4 weeks in advance. Classroom Expectations: o Listen and follow all instructions and procedures the first time they are given (Please see procedure sheet). o Everyone is expected to be on time and prepared daily. o Always treat everyone with respect and be polite at all times. o Students are expected to follow the rules as specified in the Huntsville City Schools Student Handbook, course syllabus, class room rules and procedures. ** Cheating and/or plagiarism will result in a zero for the assignment and a call home. 6