IB Chemistry Handbook

Contents

IB Chemistry in Shanghai3

Topic List3

Teaching Time4

External Assessment5IB assessment criteria6Criteria6Aspects6Design7Data processing and presentation7

Conclusion and evaluation7Manipulative skills8Feedback8Writing lab reports9Design9

Data collection and processing10Suggestions for tabulating data10Conclusions and evaluation12

Using ICT...14

Academic honesty14Assessing manipulative and personal skills15Manipulative skills15Personal skills15

Group 4 project .16Appendices

Physical and Chemical Units17Mathematical Requirements17The mole a review18Calculating experimental uncertainty18Action Verbs19Chemistry websites23Acknowledgements25IB Chemistry in ShanghaiTopic list

COREADDITIONAL HIGHER LEVEL

Quantitative

chemistry1.1Mole concept and Avogadro's constant

1.2Formulas

1.3Chemical equations

1.4Mass and gaseous volume relationships in chemical reactions

1.5Solutions

Atomic structure2.1The atom12.1Electronic configuration

2.2The mass spectrometer

2.3Electron arrangement

Periodicity3.1The periodic table13.1Trends across period 3

3.2Physical properties13.2First-row d-block elements

3.3Chemical properties

Bonding4.1Ionic bonding14.1Shapes of molecules and ions

4.2Covalent bonding14.2Hybridization

4.3Intermolecular forces14.3Delocalization of electrons

4.4Metallic bonding

4.5Physical properties

Energetics5.1Exothermic and endothermic reactions15.1Standard enthalpy changes of reaction

5.2Calculations of enthalpy changes15.2Born-Haber cycle

5.3Hess's law15.3Entropy

5.4Bond enthalpies15.4Spontaneity

Kinetics6.1Rates of reaction16.1Rate expression

6.2Collision theory16.2Reaction mechanism

16.3Activation energy

Equilibrium7.1Dynamic equilibrium17.1Liquid-vapour equilibrium

7.2The position of equilibrium17.2The equilibrium law

Acids and Bases8.1Theories of acids and bases18.1Calculations involving acids and bases

8.2Properties of acids and bases18.2Buffer solutions

8.3Strong and weak acids and bases18.3Salt hydrolysis

8.4The pH scale18.4Acid-base titrations

18.6Indicators

Oxidation and Reduction9.1Introduction to oxidation and reduction19.1Standard electrode potentials

9.2Redox equationsElectrolysis of solutions

9.3Reactivity19.2

9.4Voltaic cells

9.5Electrolytic cells

Organic Chemistry10.1Introduction20.1Introduction

10.2Alkanes20.2Nucleophilic substitution reactions

10.3Alkenes20.3Elimination reactions

10.4Alcohols20.4Condensation reactions

10.5Halogenoalkanes20.5Reaction pathways

10.6Reaction pathways20.6Stereoisomerism

Measurement and data processing11.1Uncertainty and error in measurement

11.2Uncertainties in calculated results

11.3Graphical techniques

OPTIONSCOREADDITIONAL HIGHER LEVEL

Option D: Medicines and drugsD.1Pharmaceutical productsD.8Drug action

D.2AntacidsD.9Drug design

D.3AnalgesicsD.10Mind-altering drugs

D.4Depressants

D.5Stimulants

D.6Antibacterials

D.7Antivirals

Option E: Environmental ChemistryE.1Air pollutionE.9Ozone depletion

E.2Acid deposition E.10Smog

E.3Greenhouse effect E.11Acid deposition

E.4Ozone depletionE.12Water and soil

E.5Dissolved oxygen in water

E.6Water treatment

E.7Soil

E.8Waste

Teaching Time

The teaching of the programme over the two years is divided approximately as follows:

Standard levelHigher level

Theory110 hours(Core = 80; Options = 30)180 hours(Core = 80; AHL = 55; Options = 45)

Internal assessment40 hours60 hours

Total teaching time150 hours240 hours

Theory teaching time per topic and sequence of topics

Year 12topic approx weeks (hours)

Topic 2: Atomic structure (both HL/SL)1 week (4 hours)

Topic 12: Atomic structure1 week (4 hours)

Topic 3: Periodicity (Both HL/SL)1 weeks (6 hours)

Topic 13: Periodicity1 week (4 hours)

Topic 11: Measurement and data processing (Both HL/SL)2 hours

Topic 1: Quantitative Chemistry (both HL/SL)3 weeks (12.5 hours)

Topic 4: Bonding (Both HL/SL)3 weeks (12.5 hours)

Topic 14: Bonding1 weeks (5 hours)

Topic 5: Energetics (Both HL/SL)2 weeks (8 hours)

Topic 15: Energetics2 weeks (8 hours)

Topic 6: Kinetics (Both HL/SL)1 weeks (5 hours)

Topic 16: Kinetics1 weeks (6 hours)

Topic 7: Equilibrium (Both HL/SL)1 weeks (6 hours)

Topic 17: Equilibrium1 week (5 hours)

Topic 8: Acids and bases (Both HL/SL)2 weeks (6 hours)

Year 13

Topic 18: Acids and bases3 weeks (10 hours)

Topic 9: Oxidation and reduction (Both HL/SL)2 weeks (7 hours)

Topic 19: Oxidation and reduction 2 weeks (5 hours)

Topic 10: Organic chemistry (Both HL/SL)3 weeks (12 hours)

Topic 20: Organic chemistry2 week (10 hours)

Option D: Medicines and drugs SL: 4 weeks (15 hours)

HL: 6 weeks (22 hours)

Option E: Environmental chemistry SL: 4 weeks (15 hours)

HL: 6 weeks (22 hours)

Internal assessment time per topictopic approx weeks (hours)

Topics 3 and 13: Periodicity (Both HL/SL)1 week (4 hours)

Topic 1: Quantitative Chemistry (both HL/SL)1 weeks (6 hours)

Topics 4 and 14: Bonding (Both HL/SL)1 week (3 hours)

Topics 5 and 15: Energetics (Both HL/SL)2 weeks (8 hours)

Topic 6 and 16: Kinetics (Both HL/SL)2 weeks (8 hours)

Topic 7 and 17: Equilibrium (Both HL/SL)1 hour

Topic 8 and 18: Acids and bases (Both HL/SL)2 weeks (8 hours)

Topic 9 and 19: Oxidation and reduction (Both HL/SL)1 weeks (6 hours)

Topic 10 and 20: Organic chemistry (Both HL/SL)1 week (4 hours)

Option B: Human biochemistry1 week (4 hours)

Option E: Environmental chemistry (Both HL/SL)2 hours

Group 4 project10

total60

External Assessment

The final grade awarded by the IB on completion of the course is determined as follows:Standard levelHigher level

Paper 120% hour30 multiple-choice questions on the core20%1 hour40 multiple-choice questions on the core and AHL material

Paper 232%1 hoursSection A structured questions on the core (all compulsory)Section B one extended response question (from a choice of three)36%2 hoursSection A structured questions on the core and AHL (all compulsory)Section B two extended response questions (from a choice of four)

Paper 324%1 hourSeveral short-answer questions in each of the two options studied (all compulsory)20%1 hoursSeveral short-answer questions and one extended response questions in each of the two options studied (all questions compulsory)

Internal assessment24%24%

Internal assessment

The Internal assessment component is achieved during the two years through teacher assessment of laboratory skills. More on that in the next section IB assessment criteria May 2009.

Internal Assessment

Criteria

The method of assessment used is criterion-referenced. This means that your work is judged against assessment criteria and not by comparing it with work from other students.

The same sets of descriptors are used for higher level and standard level students. The standards are exactly the same for both. There are five assessment criteria which are used to assess your practical work.DesignDDefines the problem or research question; selecting variables; designing a method for the control of variables; designing a method for the collection of sufficient relevant data

Data collection and processingDCPCollecting and recording raw data; organizing and presenting raw data; processing raw data; presenting processed data.

Conclusion and evaluationCEDrawing conclusions; evaluating procedure(s) and results; improving the investigation.

Manipulative skillsMSCarrying out techniques safely; following a variety of instructions.

Personal skills PSApproaches the project with self-motivation and follows it through

to completion. Collaborates and communicates in a group situation and integrates the views of others. Shows a thorough awareness of their own strengths and weaknesses and gives thoughtful

consideration to their learning experience.Working within a team; recognizing the contributions of others; exchanging and integrating ideas; approaching scientific investigations with self-motivation and perseverance; working in an ethical manner; paying attention to environmental impact.

The first three criteriadesign (D), data collection and processing (DCP) and conclusion and evaluation

(CE)are each assessed twice.

Manipulative skills (MS) is assessed summatively over the whole course and the assessment should be based on a wide range of manipulative skills.

Personal skills (PS) is assessed once only and this should be during the group 4 project.Aspects

Each assessment criteria can be separated into two or three aspects as shown on the following pages. The descriptions provided show you what is expected in order to meet the requirements of each aspect completely (c) and partially (p). A description is also provided for circumstances where the requirement is not satisfied, not at all (n).

A complete is awarded 2 marks, a partial 1 mark and a not at all 0 marks.The maximum mark for each criterion is 6 (representing three completes).

D 2 = 12

DCP 2 = 12

CE 2 = 12

MS 1 = 6

PS 1 = 6

This makes a total mark out of 48.

The marks for each of the criteria are added together to determine the final mark out of 48 for the IA

component. This is then scaled by IB to give a total out of 24%.Design

Level/marksAspect 1Aspect 2Aspect 3

Defining the problem and selecting variablesControlling variablesDeveloping a method for collection of data

Complete

2Formulates a focused problem/research question and identifies the relevant variablesDesigns a method for the effective control of the variables.Develops a method that allows for the collection of sufficient relevant data.

Partial

1Formulates a problem/research question that is incomplete or identifies only some relevant variablesDesigns a method that makes some attempt to control the variables.Develops a method that allows for the collection of insufficient relevant data.

Not at all

0Does not identify a problem/research question and does not identify any relevant variables.Designs a method that does not control the variables.Develops a method that does not allow for any relevant data to be collected.

Data collection and processing

Level/marksAspect 1Aspect 2Aspect 3

Recording raw dataProcessing raw dataPresenting processed data

Complete

2Records appropriate

quantitative and

associated qualitative raw data, including units and uncertainties where relevantProcesses the

quantitative raw data

correctly.Presents processed

data appropriately and,

where relevant, includes

errors and uncertainties.

Partial

1Records appropriate

quantitative and

associated qualitative

raw data, but with some

mistakes or omissions.Processes quantitative

raw data, but with

some mistakes and/or

omissions.Presents processed data

appropriately, but with

some mistakes and/or

omissions.

Not at all

0Does not record any

appropriate quantitative

raw data or raw data is

incomprehensible.No processing of

quantitative raw data

is carried out or major

mistakes are made in

processing.Presents processed

data inappropriately or

incomprehensibly.

Conclusion and evaluation

Level/marksAspect 1Aspect 2Aspect 3

ConcludingEvaluating procedure(s)Improving investigation

Complete

2States a conclusion with justification, based on a reasonable interpretation of the data.Evaluates weaknesses

and limitations.Suggests realistic

improvements in

respect of identified

weaknesses and

limitations.

Partial

1States a conclusion

based on a reasonable

interpretation of the data.Identifies some

weaknesses and

limitations, but the

evaluation is weak or

missing.Suggests only

superficial improvements.

Not at all

0States no conclusion or

the conclusion is based

on an unreasonable

interpretation of the data.Identifies irrelevant

weaknesses and

limitations.Suggests unrealistic

improvements.

Manipulative skills

Level/marksAspect 1Aspect 2Aspect 3

Following instructions*Carrying out techniquesWorking safely

Complete

2Follows instructions

accurately, adapting

to new circumstances

(seeking assistance

when required).Competent and

methodical in the use of

a range of techniques

and equipment.

Pays attention to safety

issues.

Partial

1Follows instructions but

requires assistance.

Usually competent and

methodical in the use of

a range of techniques

and equipment.Usually pays attention

to safety issues.

Not at all

0Rarely follows

instructions or requires

constant supervision.Rarely competent and

methodical in the use of

a range of techniques

and equipment.Rarely pays attention to

safety issues.

* Instructions may be given in a variety of forms: oral, written worksheets, diagrams, videos, flowcharts, models, computer programs, etc.See The group 4 project section for the personal skills criterion.Feedback

Throughout the Chemistry course, you will receive feedback to help you try to identify your strengths and weaknesses in laboratory investigations. The intention is to provide you with the information that will allow you to improve and focus your scientific investigative skills.

If you have any questions about an investigation or your lab report, discuss these with your peers or with your teacher before you submit the report because as soon as your teacher marks and annotates your lab report it becomes the final draft. When you receive your work back, review the level for each aspect of the criteria that have been assessed. If you are not sure about the reason for the mark you have been awarded, ask me to explain it further. Use this feedback and the descriptors above to decide where your strengths and weaknesses are in the criteria that have been assessed, and make a note in the space on the cover sheet of what you need to do differently (if at all) in future.

Writing lab reports

It is your responsibility to keep all your lab reports safely so you can use them for your own reflection and progress and because you will need to return them to your teacher at the end of the course. This is because your lab reports could be selected by IBO to be sent to a moderator who checks the marking of your teacher. Even if your lab reports at first have not been selected, IBO could still request other lab reports at a later stage. Not being able to return all your lab reports at the end of the 2 year course could affect your final mark for internal assessment as no marks will be awarded if there is no written evidence. It is advisable to write lab reports electronically and save them until the end of the course.

How to maximise assessment marks

The next section describes what you should be looking to include in your lab reports to gain the highest possible mark. Only the three criteria for which written evidence is needed are described here. Design

Assessment of this skill is based on your ability to address these aspects:

Define a problem or the research question and selecting variables Controlling variables (manipulation of independent variable/maintain controlled variables) Developing a method for collection of data1. Research question

What you must do:

Write the heading Research question

State clearly your research question that should include your selected dependent and independent variable. Describe the variables as clearly as possible, name chemicals if you can and even conditions.2. Variables

Variables are all the factors that can be measured and will affect the outcome of your investigation. Consideration of the variables will lead to a description of what you will change, what you should keep the same and what you will measure.

independent variable: the variable that you will change or manipulatedependent variable: the variable that you will measure.

control variables: the variable(s) that will be kept constant as they could obscure the effect of the

independent variable on the dependent variable.

What you must do:

Using the table below, state all variables explicitly. State how you will manipulate the independent variable i.e. state what values you are going to change it into and how. Indicate clearly how your procedure will keep the control variables constant, i.e. state, if you can, a value for the variables and how you will control (or attempt to) that value during the investigation.

independent variable I will change(include the values you will change it into)

dependent variable I will measure

control variables

variableIts value and how it will be controlled

3. Method / procedure What you must do:

A list of materials and equipment give as much detail i.e. size, precision, concentration, .

Method should be a numbered list of steps.

Provide enough detail so that another person could repeat your work without your presence. This means including actual amounts, quantities of substances and how you will measure out these amounts; concentrations, sizes and accuracy of measuring tools,

Ensure that your method states clearly the values of the independent variable, how and when your dependent variable will be measured (when, with what piece of apparatus, frequency, ) and how the control variables will be kept at a constant value, i.e. state these values. If you cannot control the variable you should at least monitor it i.e. measure it frequently during the experiment. In the case of temperature if it needs to be controlled it is best measured frequently. In investigations in which temperature needs to be controlled, often investigations involving rates, it is the temperature of the reacting system that matters no the temperature of the room. Temperature of reacting system could be controlled by making an exothermic reaction take place in water bath so temperature does not affect the rate. If temperature cannot controlled it should be monitored e.g. measured after each reaction.

You are allowed to modify a method from another source but you must reference this source. Your method should also deal with any limiting reagent issues. The procedure should be appropriate for the level of accuracy needed.

For example, don't use a measuring cylinder if an accurate volume in a titration is needed, or use a 25 cm3 pipette where only an approximate volume is needed. The procedure should allow collection of sufficient relevant data.

Include sufficient repeated measurements/trials until consistent results are obtained (e.g. in the case of titrations within 0.1 cm3) from which a meaningful means can be calculated where appropriate. If the data is to be presented graphically, 5 data points will be needed to be confident about establishing a trend from a graph. You should also consider the data range

Also a lot of procedures, especially titrations, would benefit from a trial run.Data collection and processingAssessment of this skill is based on your ability to address these aspects:

Recording raw data;

Processing raw data

Presenting processed data.

Data collection involves all quantitative and any relevant qualitative raw data. Use the headings Quantitative data and Qualitative data. Qualitative data is defined as those observed with more or less unaided senses (colour, change of state, etc.) or rather crude estimates (hotter, colder, brighter, etc.). For most investigations you should be able to add qualitative data. Also indicate if a reactant has been used up or not.

Quantitative data refers to the measurement of variables. 1. Recording raw data (DCP1)What you must do:

Design your own results table that allows for easy interpretation of the raw data collected (see for more hints below in suggestions for tabulating raw data).

Record all raw data:

Under the heading Quantitative data, all measured raw data necessary to achieve the aim of the investigation or answer the research question.

Under the heading Qualitative raw data any qualitative data that you think will improve the interpretation of the measured data (in the case of titrations this means recording the colour change of the indicator). Columns should have a heading, unit and the uncertainty of the measuring device used; if no uncertainty is given by the manufacturer on the device an attempt should be made to quantify it. There should be consistency in precision for each variable i.e. number of decimal places in the raw data should be the same and should correspond to the precision of the measuring instrument.

Suggestions for tabulating quantitative raw dataa) Give your table a clear title Example:Table 1: Number of drops of various liquids in 1 cm3b) Organize raw data into rows and columns for greater efficiency and clarity

two continuous variables

Variables such as time, temperature, concentration, and absorbance of light, which can be read on a scale and which may vary continuously during an investigation, are best arranged in columns. Values can be compared and trends noted more easily than when they are in rows. See example below. Table: Change of temperature as naphthalene is cooled

Time/s(uncertainty 2s)Temperature/C(uncertainty 0.3C)

092.1

3087.3

6083.6

9081.0

one continuous variables (e.g. mass) At least one set of entries may be descriptions or quantities (e.g. mass of beaker), rather than numbers. It is

often convenient to place the longer description opposite a row. Calculations from entries in a table usually are clearer if arranged in columns than in rows as shown below.

Table: Determination of the mass of 50 drops of water delivered from a dropping pipette

Trial 1Trial 2Trial 3

Mass of beaker with water/g (0.01g)58.3358.4558.42

Mass of empty beaker/g (0.01g)56.3156.4056.38

Mass of water/g (0.01)2.022.052.04

c) Include all relevant data in the table Table: Data to determine the volume of a drop of water delivered from a pipette

Trial 1Trial 2Trial 3

Liquid delivered/drops (1 drop)505050

Diameter of pipette opening/mm (0.5mm)1.21.21.2

Mass of beaker with water/g (0.01g)58.3358.4558.42

Mass of empty beaker/g (0.01g)56.3156.4056.38

Temperature of water/C (0.5C)24.024.524.0

Volume of water/cm32.032.062.05

2. Processing raw data (DCP2)

Involves adding, subtracting, squaring, dividing, producing a percentage or mean, taking an average of several readings.

In case of titrations, it is better to use the selected volumes to calculate for instance unknown concentrations and then average the concentrations as opposed to average the volume and then calculate the unknown concentration.

Could also involve converting tabulated data into a graphical form; however, this will only be considered processing if a line of best fit is drawn and a gradient is calculated just drawing a graph is not considered processing of raw data; a graph line needs to be drawn or, even better, a gradient calculated. It is also better to draw the graph manually as opposed to using software.3. Presenting processing data (DCP3)What you must do:

Write a heading Calculations.

Set out your calculation in a logical manner showing all stages.

Use subheadings e.g. calculation of concentration of unknown acid.

Units are only expected in your final result.

Final result should have correct number of significant figures or decimal places. You can carry as many significant figures in your calculations, it is the final result which matters.

To decide on the number of significant figures you need to consider the number of significant figures of the raw data you have collected and used in the processing of your final result. Propagate uncertainty (see more on this in topic 11 and calculating experimental uncertainty in this handbook). Do this under the heading Propagation of uncertainty. Your propagation should produce an absolute uncertainty and this should also be expressed in the correct number of significant figures, e.g. 130 kJ ( 15 kJ. If the same calculation has to be repeated many times, it is appropriate to show one sample calculation and then show the results of all others in a table. For instance when processing raw data from a titration you should work with each final volume added but only show the full working of one and show the final result of processing the other two. Calculate percentage error and record it under a heading percentage error. When drawing a graph:

on graph paper

clearly label the axes and include units give it a title

have a line of best fit

Conclusions and Evaluation

Assessment of this skill is based on your ability to address these aspects:

Concluding Evaluating procedures

Improving the investigation.

Once the data has been processed and presented in a suitable form, you should then interpret the results, draw a conclusion and evaluate the method used.

You are expected to evaluate the procedure, specifically by looking at:

The method/procedure. Use of equipment e.g. insulates well enough?

The materials used? e.g. pure? already hydrated? Management of time.

Also the quality of the data must be commented e.g. consider precision and accuracy, any assumptions you have made, any extrapolation,

Modifications to improve the investigation should always be suggested.1. Conclusions (CE1)What you must do:

Write a conclusion based on your results i.e. reply to the aim of the investigation or answer the research question; dont just restate the results.

Your conclusion must refer to your processed data or numerical results i.e. indicate how your data and processed results have helped you to arrive at your conclusion. To justify your conclusion you should compare your experimental result with a literature value or an accepted value or a reasonable value where possible and calculate a percentage error (experimental error) (you might already have calculated this in DCP); In addition to the experimental error, you should also make a statement about how closely your findings relate to accepted theory.

Compare the experimental error with the random error (i.e. the final propagated uncertainty) and comment on it e.g. if experimental error is greater than the random error then random error (which is always present) alone cannot be used to explain the difference between your value and the literature value and this indicates the presence of systematic errors these are then discussed further in the second aspect.

However, even if experimental error is smaller than the random error (suggesting it is the precision of the measuring devices which caused a discrepancy) you should still complete aspects 2 and 3 as two or more systematic errors might have cancelled each other out.

If a literature value is used it should be referenced.

2. Evaluating procedures (CE2)Identification of systematic errors which are errors due to the quality of the equipment and materials, poor experimental design and incorrect use of the equipment. Your evaluation must explain the magnitude of the error and its direction between your final result and the literature value e.g. why is your final result less than the literature value. This does not mean you should ignore any errors that have an opposite impact e.g. result in a higher value.

Evaluation should focus on: Evaluation of materials/equipment: Measuring tools improperly calibrated? Accurate enough? Incorrect concentration of reagents? Impure reagents? Amounts of reagents used large enough?

Evaluation of method: Are there any weaknesses in the method that could have caused an error greater than the % uncertainty? Did you make any errors when carrying out the experiment e.g. did you not do a step that you should have done or did you do it incorrectly? Were some variables not controlled? Were readings duplicated?

Evaluation of result: describe any limitations to the way you have interpreted your results e.g. have you ignored any variables that you could have measured? Have you used all the raw data?

For each identified limitation, weakness or error indicate the extent and in particular the direction of its effect on the experimental result i.e. would it have caused your experimental result to be more or less. The table below could be used for this purpose.Limitation/weaknessHow much did it affect my result?

Materials/equipment

1.

2.

Design/method

1.

2.

Evaluation of quality of the result:

3. Improving the investigation (CE3)What you must do:

For each suggested weakness, limitation or error identified in CE2 suggest improvements Improvements should be detailed. Improvements should deal with reducing systematic errors, random errors, how to obtain greater control of the variables.The table below could be used for this purpose.

Limitation or weaknessimprovement

1.

2.

Using ICT

As stated earlier you are advised to word process your lab reports. However, in the case of graphs you can still draw it yourself and then attach it to your report; this also applies to calculations.

You are also allowed to use graphing software provided you are responsible for most of the decisions such as:

what to graph

selection of quantities for axes

appropriate units

graph title

appropriate scale

how to graph, for example, linear graph and not scatter

A computer calculated gradient is acceptable. If all of the above are already set by the software than your graph will not be assessed.

Academic honesty You need to ensure that any lab report that you submit for your internal assessment is your own work. At the end of the course you will need to sign a declaration to that effect. Throughout the course (and not just in internal assessment), your teacher is required to ensure that any submitted work is your own.

When in doubt, your teacher will check the authenticity of any of your work by:

Discussing it with you

Asking you to explain the method and to summarize results

Asking you to repeat an investigation

Use software to check for plagiarismYou also need to ensure that if you use any experimental method word for word from another source than you need to acknowledge this also applies if you use diagrams, tables, graphs, literature values from the internet or reference books. Each lab report should have a bibliography acknowledging the sources used.Assessing manipulative and personal skills

There are two assessment criteria that are not assessed by written report. These are manipulative skills and personal skills. Manipulative skills will be assessed by observing your work in the laboratory. Personal skills can only be assessed during the group 4 project but more in a later section of this handbook.

No written evidence of performance is required; unlike the previous three described on the last few pages.

Below is a list of things your teacher will be looking for. You should make them all a part of your regular laboratory practice as soon as possible.Manipulative skills

Assessment of this skill is based on your ability to address these aspects:

Following instructions Carrying out techniques

Working safelyWhat your teacher will be looking for:

The amount of assistance you need in assembling equipment;

How orderly you are when carrying out procedure(s);

Your ability to follow instructions accurately;

Your adherence to safe working practises both in the laboratory or in the field

Personal skills

Assessment of this skill is based on your ability to address these aspects:

Self-motivation and perseverance;

Working within a team;

Self reflection.

What your teacher will be looking for:

You approach the project with self-motivation and follow it through to completion Whether you make contributions to the discussions

Whether you expect every other member of your team to contribute;

Whether you recognize the contribution of others;

Whether you actively seek the contributions from reluctant or less confident members of your team. You show an awareness of your own strengths and weaknesses

You reflect thoughtfully on your own learning experienceGroup 4 projectThe group 4 project is an activity during which students from the different group 4 subjects work together

on a scientific or technological topic, ideally of their choice. Such an activity will allow ideas and skills from the different group 4 subjects to be shared encouraging a greater understanding of the relationships between

the different scientific disciplines and the overarching nature of the scientific method. The project can be practically or theoretically based. The group 4 project also aims for students to appreciate the environmental, social and ethical implications of science and technology. It may also allow them to understand the limitations of scientific study, for example, the shortage of appropriate data and/or the lack of resources. The emphasis is on collaboration between the different sciences, the processes involved in scientific investigation, rather than the products of such investigation.

Project stages

The 10 hours allocated to the group 4 project, which are part of the teaching time set aside for IA, can be

divided into three stages: planning, action and evaluation.

Planning

This stage is crucial to the whole exercise and should last about two hours.

The planning stage could consist of a single session, or two or three shorter ones.

This stage must involve all group 4 students meeting to brainstorm and discuss the central topic,

sharing ideas and information.

The topic can be chosen by the students themselves or selected by the teachers.

Where large numbers of students are involved, it may be advisable to have more than one mixed

subject group.

ActionThis stage should last around six hours and may be carried out over one or two weeks in normal scheduled

class time. Alternatively, a whole day could be set aside if, for example, the project involves fieldwork. Students should investigate the topic in mixed subject groups or single subject groups.

There should be collaboration during the action stage; findings of investigations should be shared

with other students within the mixed/single subject group. During this stage, in any practically based

activity, it is important to pay attention to safety, ethical and environmental considerations.

Students studying two group 4 subjects are not required to do two separate action phases.Evaluation

The emphasis during this stage, for which two hours is probably necessary, is on students sharing their

findings, both successes and failures, with other students. How this is achieved can be decided by the

teachers, the students or jointlyAPPENDICES

Physical & chemical Units

In IB Chemistry we will use the Systme International dUnites (International System of Units SI units) throughout the course. No other system of units will be used. Doing so avoids the use of unnecessary conversion factors between dimensionally different quantities and is in keeping with the international basis of the course.

Physical quantitiesA physical quantity is a product of a numerical value (pure number) and a unit.

The seven dimensionally independent physical quantities and their units are:Physical quantitySymbolUnitSymbol for unit

lengthlmetrem

massmkilogramkg

timetseconds

electric currentIampereA

temperatureTkelvinK

amount of substancenmolemol

light intensityIvcandelacd

Prefixes for SI unitsPrefixes are used to indicate multiples and submultiples of SI units.

MultiplePrefixSymbolSubmultiplePrefixSymbol

10decada10-1decid

102hectoh10-2centic

103kilo k10-3millim

106megaM10-6micro

109gigaG10-9nanon

1012teraT10-12picop

1015petaP10-15femtof

1018exaE10-18attoa

Mathematical requirements

All IB Chemistry students should be able to:

perform the basic arithmetic functions: addition, subtraction, multiplication and division.

carry out calculations involving means, decimals, fractions, percentages, ratios, approximations and reciprocals.

use standard notation (e.g. 3.6 x 106).

use direct and indirect proportion.

solve simple algebraic equations.

plot graphs (with suitable scales and axes) and sketch graphs.

interpret graphs, including the significance of gradients (slope), changes in gradients, intercepts and areas.

interpret data in various forms (e.g. bar graphs, histograms, pie charts).

The mole - a review

1. Chemists measure the amount of a substance in moles.

2. The relative atomic mass or Ar of an element is the average mass of an atom of the element compared to 1/12th of the mass of a C-12 atom which itself has been given a mass of 12.3. One mole of atoms of an element contains the relative atomic mass in grams and is called the molar mass.

4. One mole of any substance always contains the same number of particles. This is called Avogadro number and is 6.023 x 1023. This number is in your IB Chemistry data booklet. Learn it for Paper 1.

5. The relative molecular mass or Mr is the average mass of a molecule of a compound compared to 1/12th of the mass of a C-12 atom which itself has been given a mass of 12.6. The formula of a compound can be found by experiment. The relative number of moles of each element in the compound is measured, and the simplest mole ratio is determined as the empirical formula.

7. The molecular formula of a compound is the exact whole number mole ratio for the elements contained in one molecule or formula unit, and is an exact multiple of the empirical formula.

8. One mole of any gas occupies a volume of 22.4 dm3 at s.t.p. (standard temperature and pressure i.e. 273K and 1.01 x 105 Pa).

9. Corrections to gas volumes at different temperatures and pressures can be made using the equation of state for gases (see your data booklet):P1 V1=P2 V2

T1T2

10. A one molar solution (1.0 mol dm-3) is made by dissolving one mole of a solute in sufficient water to make one litre of solution.

11. Calculations involving moles use one of the following three equations:

When mass of a solid, liquid or gas is given or required:

number of moles=mass of an element (g)ormass of a compound (g)

Ar (g mol-1)Mr (g mol-1)

When gas volume is given or required:

number of moles at s.t.p.=volume (dm3)

22.4 dm3

When a solution is involved:

number of moles=volume (dm3)x concentration

13. A chemical equation shows which chemicals are present and how many moles of each substance are reacting. It will normally also show state symbols for the reactants and products.

s = solidl = liquidg = gasaq = aqueous solution

16. The law of conservation of mass states that matter cannot be created or destroyed in a chemical reaction. The total mass of all reactants must always be equal to the total mass of all products.

17. In getting an equation to balance, the number of moles of each substance is changed, until there are the same number of atoms on each side of the equation:

Unbalanced equation:C3H8 + O2 ---> CO2 + H2O

Balanced equation:C3H8 + 5O2 ---> 3CO2 + 4H2O

Calculating experimental uncertaintyExpressing uncertainty

Uncertainty expressed in original units is known as absolute uncertainty.

Uncertainty expressed in percentage form is known as relative (percentage) uncertainty.

Calculating uncertainty in a density calculation1. Addition and subtraction

RULE:Add absolute uncertainties.

EXAMPLE:(4.35 g 0.02g) + (2.62 g 0.01g) = 6.97 g 0.03g

2. Multiplication and division

RULE:1. Convert absolute uncertainties into relative uncertainties.2. Add the relative uncertainties.3. Convert the total relative uncertainty back into an absolute uncertainty.

EXAMPLE:1. Calculating density: (44.05 g 0.1g) (2.1 cm3 0.2 cm3)

= (44.05 g 0.23%) (2.1 cm3 9.6%)

obtained from:0.23% = (0.10 44.05)/ 1009.6% = (0.2 2.1) / 100

2. = 20.98 g cm-3 9.83% obtained from:9.83% = 9.6% + 0.23%3. = 20.98 g cm-3 2.1 g cm-3obtained from:2.1 = (20.98 + 9.83%)3. Multiplying or dividing by a pure number

[A pure number is one that has no uncertainty]

RULE:Multiply (or divide) the absolute uncertainty by the pure number.

EXAMPLE:(12.3 oC 0.01C) x 3.00 = 36.9 oC 0.03C

Evaluation using uncertainty

When you evaluate the results of an investigation, the emphasis must be on your systematic error. You must compare it with your observed error. There will only be two outcomes from this evaluation method:

Experimental error is greater than the random error calculated. This means that additional sources of error have been introduced into the investigation by the method used.Suggestions for improving the method should concentrate on the largest sources of this error.

Experimental error is less than the random error.This means that the calculated answer is in close agreement with the literature value you have compared it with. No reasonable suggestions for improvement can be made.

The following example involves several measured values used to determine a value for the ideal gas constant, R, using the equation R = pV/nT (in your data booklet).P = 9.77 x 104 Pa 222 PaV = 3.63 x 10-4 m3 2.0 x 10-6 m3n = 0.0147 0.00015T = 298.8 K 0.2 K

Converting these absolute uncertainties to relative uncertainties, we haveP = 9.77 x 104 Pa 0.23%[222 9.77 x 104 / 100 = 0.23%]V = 3.63 x 10-4 cm3 0.55%[2.0 x 10-6 3.63 x 104 / 100 = 0.55%]n = 0.0147 1.02%[0.00015 0.0147 / 100 = 1.02%]T = 298.8 K 0.07%[0.2 298.8 / 100 = 0.07%]The total uncertainty is therefore = 0.23% + 0.55 % + 1.02% + 0.07 % = 1.87%. i.e. the random error = 1.87%Calculating R,

= pV/nT = (9.77 x 104 Pa x 3.63 x 10-4 m3) (0.0147 mol x 298.8 K) = 8.07 J mol-1 K-1The data book value is given as 8.31 J mol-1 K-1.

The percentage difference between the experimentally determined value and the data book value

= (8.31 8.07) 8.31 / 100

= 2.89%

i.e. the experimental error = 2.89%

Since the experimental error is greater than the random error, then there must be additional systematic errors in the investigation. These will have been introduced by the method or materials used in the experiment. Since you have carried this investigation, you should be able to identify those systematic errors that would be responsible for the value of R being lower than expected.

Action Verbs

Action verbs are used in IB Science examinations to tell you how much detail you should write in your answer. They are common to all IB Experimental Sciences and are based around the three objectives of the Science programmes.

Objective 1

Demonstrate an understanding of:

a) Scientific facts and concepts;

b) Scientific methods and techniques;

c) Scientific terminology;

d) Methods of presenting scientific information.

DefineGive the precise meaning of a word or phrase as concisely as possible.

DrawRepresent by means of pencil lines (add labels unless told not to do so).

ListGive a sequence of names or other brief answers with no elaboration, each one clearly separated from the others.

MeasureFind a value for a quantity.

StateGive a specific name, value or other brief answer (no supporting argument or calculation is necessary).

Objective 2

Apply and use:

a) Scientific facts and concepts;

b) Scientific methods and techniques;

c) Scientific terminology to communicate effectively;

d) Appropriate methods to present scientific information.

AnnotateAdd brief notes to a diagram, drawing or graph.

ApplyUse an idea, equation, principle, theory or law in a new situation.

CalculateFind an answer using mathematical methods (show the working unless instructed not to do so).

CompareGive an account of similarities and differences between two (or more) items, referring to both (all) of them throughout (comparisons can be given using a table).

DescribeGive a detailed account, including all the relevant information.

DistinguishGive the differences between two or more different items.

EstimateFind an approximate value for an unknown quantity, based on the information provided and scientific knowledge.

IdentifyFind an answer from a number of possibilities.

OutlineGive a brief account or summary (include essential information only).

Objective 3

Construct, analyse and evaluate:

a) Hypotheses, research questions and predictions;

b) Scientific methods and techniques;

c) Scientific explanations.

AnalyseInterpret data to reach conclusions.

ConstructRepresent or develop in graphical format.

DeduceReach a conclusion from the information given.

DeriveManipulate a mathematical equation to give a new equation or result.

DesignProduce a plan, object, simulation or model.

DetermineFind the only possible answer.

DiscussGive an account including, where possible, a range of arguments, assessments of the relative importance of various factors or comparisons of alternative hypotheses.

EvaluateAssess the implications and limitations.

ExplainGive a clear account including causes, reasons or mechanisms.

PredictGive an expected result.

SolveObtains an answer using algebraic and/or numerical methods.

SuggestPropose a hypothesis or other possible answer.

Chemistry on the Internet

Here are a few; there are many more for you to explore in particular if you go onto the Amazing grades website. TitleURL

A level revision sitehttp://www.mp-docker.demo.co.uk/home.html

American Chemical Societyhttp://www.acs.org

Amazing grades links to many useful chemistry websites http://www.study-links.com

Ask Jeeves! Search engine that accepts search questions in plain English.http://www.askjeeves.com

Avogadro chemistry sitehttp://www.avogadro.co.uk/chemist.htm

Biochemical Society Dull site, but it is biochemical!http://biochemsoc.org.uk

Britannica.com Encyclopaedia Britannica.http://www.britannica.com

The Centre for Atmospheric Science Links to their award winning interactive site about the ozone hole.http://www.atm.ch.cam.ac.uk/

Chem101http://library.thinkquest.org/3310/lographics/textbook/index.html

Chemdex Sheffield University's directory of Chemistry on the Internethttp://www.chemdex.org

Chemical Laboratory Techniques Site describing many lab techniques, ranging from the basic (Bunsen Burner) to the detailed and technical (spectroscopy).http://chemscape.santafe.cc.fl.us/chemscape/indexofp.htm

Chemguidehttp://www.chemguide.co.uk

Chemsoc. Royal Society of Chemistry site. General and library Information, plus visual Periodic Table.http://www.chemsoc.org

Chemistry topic linkshttp://users.erols.com/merosen

ChemWeb Worldwide club for the Chemical communityhttp://chemweb.com

The Comic Book Periodic Table Images from comic books that are associated with the elementshttp://www.uky.edu/~holler/periodic/periodic.html

Database of moleculeshttp://www.sci.ouc.bc.ca/chem/molecule/molecule.htm

Deja News Search Usenet groups and post questions.http://www.deja.com

Environmental Chemistryhttp://www.mp-docker.demon.co.uk/environmental-chemistry/

The FAQ site Lists all the FAQs for Usenet groups.http://www.faqs.org/

Free Chemistry Software e.g. chemistry writing software, clip art etc.http://www.softshell.com/FREE/IndexX.html

General Chemical Conceptshttp://www.edie.cprost.sfu.ca/~rhlogan/gen_chml.html

General chemistry On-linehttp://antoine.fsu.umd.edu/senese/101/index.shtml

Great Chemists who aren't dead white guys Biographies of great chemists, including African-American.http://oak.cc.conncol.edu/~mzim/dead.html

Imperial College, London Includes Molecule of the Month and the Virtual Chem. Laboratory.http://www.ch.ic.ac.uk

Kineticshttp://kobold.demon.co.uk/kinetics/intro.htm

The Learning Matters of Chemistry. Interactive tutorials and games.http://www.knowledgebydesign.com/tlmc/tlmc.html

Mass Spec Mass Spectroscopy demonstration programme - Massim 2.0http://members.aol.com/gjlinker

Molecule of the Monthhttp://www.bris.ac.uk/Depts/Chemistry/MOTM/motm.htm

National Museum of Science and Technology, Canadahttp://www.nmstc.ca/nmst/Eintro.htm

New Scientist magazine - back numbers. background etchttp://newscientist.com

Nobel Channel Information on Nobel prizeshttp://www.nobelchannel.com/

Nobel Foundationhttp://www.nobel.se/

The Online Molecular Museum Lots of 3-D structures - good for Biochemistryhttp://www.clunet.edu/BioDev/omm/gallery.htm

Ozone Depletionhttp://science.nas.nasa.gov/chemistry/name-ser.htm

The pH Factor Site introducing acids and baseshttp://www.miami.org/ph/default.htrnl

Royal Society of Chemistryhttp://www.rsc.org

sci-chem Usenet group FAQhttp://www.faqs.org/faqs/by-newsgroup/sci/sci.chem.html

Science Daily Science Informationhttp://www.sciencedaily.com

Scientific American. Articles and current material.http://www.sciam.com/index.html

S coolhttp://www.s-cool.co.uk

Sewagehttp://www.sewage.net

There's antimony, arsenic, aluminum, selenium Tom Lehrer's famous songhttp://chemlab.pc.maricopa.edu/periodic/lyrics.html

TI-83 programshttp://www.ti.com/

TI-83 programs- FTP siteftp://ftp.ti.com/pub/graph-ti/calc-apps/83/science/chemistry

Understanding our Planet through Chemistryhttp://minerals.cr.usgs.gov/gips/aii-home.htrn

Warwick Bafley. Excellent IB sitehttp://www.bigfoot.com/~warwick-bailey

Watch Chemistry Video. Movie and animationshttp://www.shsu.edu/~chm_tgc/sounds/sound.html

Waterhttp://waternet.com

Web elements Periodic Tablehttp://www.shef.ac.uk/chemistry/web-elements/B/ionz.html

Web Rod's Chem. Pages Material on A level Chemistry (same as IB)http://www.rod.beavon.clara.net/chemistry_contents.htm

WWW virtual library Chemistryhttp://www.chem.ucla.edu/chempointers.html

WWW virtual library History of science, technology and medicine.http://www.asap.unimelb.edu.au/hstm/hstmove.htm

Acknowledgements

The format of this handbook is based on the format of a handbook written by Paul and Jane Harrison. Paul and I worked together as IB chemistry teachers in the British International School, Phuket in Thailand.

In addition, the following have been taken from Paul and Janes handbook:

examples of tables used in the section writing lab reports

the entire content of section physical and chemical quantities

the notes on The mole a review in the section Maths and the mole

the entire content in Calculating experimental uncertainty

a lot of the websites in the section Chemistry websites

A lot of the factual information in this handbook comes from the IB Diploma Programme Chemistry Guide, First examinations 2009 (IBO). This includes:

Teaching times and external assessment on pages Matrixes in section IB assessment criteria 2009 Mathematical requirements in section Maths and the mole Content in Assessing manipulative and personal skills Action verbs in section Action verbs

Name:

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