Guide Diploma Programme Chemistry First examinations 2009 International Baccalaureate Organization Buenos Aires Cardiff Geneva New York Singapore Diploma Programme Chemistry Guide First examinations 2009 4019 Diploma Programme Chemistry—guide First published March 2007 Updated November 2009 International Baccalaureate Organization Peterson House, Malthouse Avenue, Cardiff Gate Cardiff, Wales GB CF23 8GL United Kingdom Phone: + 44 29 2054 7777 Fax: + 44 29 2054 7778 Web site: http://www.ibo.org © International Baccalaureate Organization 2007 The International Baccalaureate Organization (IBO) was established in 1968 and is a non-profit, international educational foundation registered in Switzerland. The IBO is grateful for permission to reproduce and/or translate any copyright material used in this publication. Acknowledgments are included, where appropriate, and, if notified, the IBO will be pleased to rectify any errors or omissions at the earliest opportunity. 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IB learner profile The aim of all IB programmes is 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: Inquirers 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. Knowledgeable 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. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators 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. Principled 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. Open-minded 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. Caring 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. 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Contents Group 4 1 The Diploma Programme 1 Nature of group 4 subjects 3 Curriculum model 6 Format of the syllabus details 7 Aims 9 Objectives 10 Command terms 11 Assessment outline 13 External assessment 15 Practical work and internal assessment 16 Guidance and authenticity 19 Internal assessment criteria 21 Clarifications of the IA criteria 25 The use of ICT 30 The group 4 project 33 Chemistry 40 Nature of the subject 40 Syllabus overview 41 Syllabus outline 43 Syllabus details—Core 48 Syllabus details—AHL 70 Syllabus details—Options SL and HL 83 Mathematical requirements 129 [...]... guidance to teachers They may also suggest ideas for the promotion of aim 7, aim 8, TOK and the international dimension (Int) © International Baccalaureate Organization 2007 7 Format of the syllabus details Topic or option Sub-topic Assessment statement Teacher’s notes Objective 8 © International Baccalaureate Organization 2007 Group 4 Aims Through studying any of the group 4 subjects, students should... and attitudes they will need to fulfill the aims of the IBO, as expressed in the organization s mission statement and the learner profile Teaching and learning in the Diploma Programme represent the reality in daily practice of the organization s educational philosophy First examinations 2009 2 © International Baccalaureate Organization 2007 Group 4 Nature of group 4 subjects Difference between SL and... Chemistry data booklet is required for papers 2 and 3 at both SL and HL Note: Wherever possible, teachers should use, and encourage students to use, the Système International d’Unités (International System of Units—SI units) © International Baccalaureate Organization 2007 15 Group 4 Practical work and internal assessment General introduction The internal assessment (IA) requirements are the same for all group 4... guides contain assessment statements and teacher’s notes illustrating the international aspects of science On an organizational level, many international bodies now exist to promote science United Nations bodies such as UNESCO, UNEP and WMO, where science plays a prominent part, are well known, but in addition there are hundreds of international bodies representing every branch of science The facilities... scientists worldwide Group 4 students are encouraged to access the extensive web sites of these international scientific organizations to enhance their appreciation of the international dimension Increasingly, however, 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... 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 4 © International Baccalaureate Organization 2007 Nature of group 4 subjects On a practical level, the group 4 project (which all science students must undertake) mirrors the work of real scientists by encouraging collaboration... 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 © International Baccalaureate Organization 2007 5 Group 4 Curriculum model A common curriculum model applies to all the Diploma Programme group 4 subjects: biology, chemistry, physics and design technology (There are... project 10 HL group 4 curriculum model HL Total teaching hours Theory 240 180 Core 80 Additional higher level (AHL) 55 Options 45 Practical work 60 Investigations Group 4 project 6 50 10 © International Baccalaureate Organization 2007 Group 4 Format of the syllabus details Note: The order in which the syllabus content is presented is not intended to represent the order in which it should be taught The... academic areas students have flexibility in making their choices, which means they can choose subjects that particularly interest them and that they may wish to study further at university © International Baccalaureate Organization 2007 1 The Diploma Programme Choosing the right combination Students are required to choose one subject from each of the six academic areas, although they can choose a second... limitations associated with science and scientists 10 encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method © International Baccalaureate Organization 2007 9 Group 4 Objectives The objectives for all group 4 subjects reflect those parts of the aims that will be assessed Wherever appropriate, the assessment will draw upon environmental . site: http://www.ibo.org © International Baccalaureate Organization 2007 The International Baccalaureate Organization (IBO) was established in 1968 and is a non-profit, international educational. for the promotion of aim 7, aim 8, TOK and the international dimension (Int). Group 4 Format of the syllabus details © International Baccalaureate Organization 2007 7 Format of the syllabus details Topic. Guide Diploma Programme Chemistry First examinations 2009 International Baccalaureate Organization Buenos Aires Cardiff Geneva New York Singapore Diploma Programme Chemistry Guide First