IB Curriculum Brief

IB chemistry standard level subject brief
The IB Diploma Programme, for students aged 16 to 19, is an academically challenging and balanced programme of education that
prepares students for success at university and life beyond. Students take courses in six different subject groups, maintaining both
breadth and depth of study. Chemistry standard level is in group 4, experimental sciences. In addition, three core elementsthe
extended essay, theory of knowledge and creativity, action, serviceare compulsory and central to the philosophy of the programme.
About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop
internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to
creating a better, more peaceful world.
The IB subject briefs illustrate key course components in the IB Diploma Programme.
I. Course description and aims
III. Assessment model
II. Curriculum model overview
IV. Sample questions
Overview of the chemistry standard level course and curriculum model

I. Course description and aims
The IB Diploma Programme chemistry standard level
course combines academic study with the acquisition
of practical and investigational skills through the
experimental approach. Students learn the chemical
principles that underpin both the physical environment
and biological systems through the study of quantitative
chemistry, periodicity, kinetics and other subjects. The
chemistry course covers the essential principles of
the subject and, through selection of options, allows
teachers some flexibility to tailor the course to meet the
needs of their students.
Throughout this challenging course, students become
aware of how scientists work and communicate
with each other. Further, students enjoy multiple
opportunities for scientific study and creative inquiry
within a global context. In addition, the course is
designed to:
II. Curriculum model overview

Chemistry standard level
Theory
Core
80 hours of standard level

instruction on 11 topics
Quantitative chemistry
Atomic structure
Periodicity
Bonding
Energetics
Kinetics
Equilibrium
Acids and bases
Oxidation and reduction
Organic chemistry
Measurement and data
processing
80 hours
Options
30 hours of instruction on two

additional topics
Modern analytical chemistry
Human biochemistry
Chemistry in industry and
technology
Medicines and drugs
Environmental chemistry
Food chemistry
Further organic chemistry
30 hours
provide opportunities for scientific study and

creativity within a global context that will stimulate

and challenge students
provide a body of knowledge, methods and
techniques that characterize science and technology
enable students to apply and use a body of
knowledge, methods and techniques that
characterize science and technology
develop an ability to analyse, evaluate and synthesize
scientific information
develop experimental and investigative scientific skills
engender an awareness of the need for, and the
value of, effective collaboration and communication
during scientific activities
develop and apply the students information and
communication technology skills in the study of
science
raise awareness of the moral, ethical, social,
economic and environmental implications of using
science and technology
develop an appreciation of the possibilities and
limitations associated with science and scientists
encourage an understanding of the relationships
between scientific disciplines and the overarching
nature of the scientific method.
110 hours
Practical work
40 hours
Investigations
30 hours
Group 4 project
10 hours
Total teaching hours
150 hours
III. Assessment model

Assessment for chemistry standard level
The IB assesses student work as direct evidence of
achievement against the stated goals of the Diploma
Programme courses, which are to provide students with:
a broad and balanced, yet academically demanding,

programme of study
the development of critical-thinking and reflective skills
the development of research skills
the development of independent learning skills
the development of intercultural understanding
a globally recognized university entrance qualification.
Assessment for chemistry standard level

(continued)
The assessments aim to test all students knowledge
and understanding of key concepts through:
applying and using scientific methods and techniques

and scientific terminology
constructing, analysing and evaluating scientific

hypotheses, research questions and predictions,

scientific methods and techniques, and
scientific explanations
demonstrating both the personal skills of cooperation,
perseverance and responsibility appropriate for
effective scientific investigation and problem solving,
and the manipulative skills necessary to carry out
scientific investigations with precision and safety.
Students success in the chemistry standard level

course is measured by combining their grades on an
external and internal assessment.
Even multiple-choice questions require that students
know what each term or concept means in order to
respond correctly, demonstrating an understanding of
both basic facts and complex concepts. Calculators are
not permitted in the multiple-choice examination, but
students are expected to carry out simple calculations.
Assessment at a glance
Type of
Format of
assessment assessment
Time
(hours)
External
Weighting
of final
grade (%)
76
Paper 1
Multiple choice
.75
20
Paper 2
Data analysis,
short answer and
open response
1.25
32
Paper 3
Short answer and

extended response
24
Internal
Practical
work
24
Short and long-term practicals
or projects; general laboratory
work and fieldwork
Group 4 collaborative,
interdisciplinary project
The internal assessment is of each students practical

or laboratory work. This includes the group 4 project, a
total of 10 hours within the standard level course of 150
hours, in which students from different group 4 subjects
collaborate in addressing a scientific or technological
topic, allowing for concepts and perceptions from across
the disciplines that encourage an understanding of
the relationships between scientific disciplines and the
overarching nature of the scientific method.
IV. Sample questions

The following questions appeared in a previous IB chemistry standard level examination.*
1. Propane, C3H8, undergoes incomplete combustion in a
limited amount of air. Which products are most likely to
be formed during this reaction? (Paper 1)
A. Carbon monoxide and water
B. Carbon monoxide and hydrogen
C. Carbon dioxide and hydrogen
D. Carbon dioxide and water
2. Define the term average bond enthalpy. (Paper 2)

3. Explain the technique of reverse osmosis used to
produce drinking water from seawater. (Paper 3)
* the syllabus for examinations current until 2016
Learn more about how the IB Diploma Programme prepares students for success at university by going online to www.ibo.
org/universities or email us at [email protected].
International Baccalaureate, Baccalaurat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate
Organization. International Baccalaureate Organization 2010

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IB chemistry standard level subject brief

III. Assessment model

II. Curriculum model overview

IV. Sample questions

Overview of the chemistry standard level course and curriculum model

II. Curriculum model overview

80 hours of standard level

30 hours of instruction on two

provide opportunities for scientific study and

creativity within a global context that will stimulate

Total teaching hours

III. Assessment model

a broad and balanced, yet academically demanding,

Assessment for chemistry standard level

applying and using scientific methods and techniques

constructing, analysing and evaluating scientific

hypotheses, research questions and predictions,

Students success in the chemistry standard level

Short answer and

The internal assessment is of each students practical

IV. Sample questions

2. Define the term average bond enthalpy. (Paper 2)

* the syllabus for examinations current until 2016

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