The DP chemistry course promotes concept-based teaching and learning to foster critical thinking. The DP chemistry course is built on:
• approaches to learning
• nature of science
• skills in the study of chemistry.
These three pillars support a broad and balanced experimental programme. As students’ progress through the course, they become familiar with traditional experimentation techniques, as well as the application of technology.
These opportunities help them to develop their investigative skills and evaluate the impact of error and uncertainty in scientific inquiry. The scientific investigation then places a specific emphasis on inquiry based skills and the formal communication of scientific knowledge.
Finally, the collaborative sciences project extends the development of scientific communication in a collaborative and interdisciplinary context, allowing students to work together beyond the confines of chemistry.
| Subtopic Number | Subtopic | Recommended Teaching Hours | |
| Syllabus Component | SL(110) | HL (180) | |
| Structure 1: | Models of the Particular Nature of Matter | 17 | 21 |
| Structure 1.1 | Introduction to the particular nature of matter | ||
| Structure 1.2 | The nuclear atom | ||
| Structure 1.3 | Electron configurations | ||
| Structure 1.4 | Counting particles by mass: The mole | ||
| Structure 1.5 | Ideal gases | ||
| Structure 2: | Models of Bonding and Structure | 20 | 30 |
| Structure 2.1 | The ionic model | ||
| Structure 2.2 | The covalent model | ||
| Structure 2.3 | The metallic model | ||
| Structure 2.4 | From models to materials | ||
| Structure 3: | Classification of Matter | 16 | 31 |
| Structure 3.1 | The periodic table: Classification of elements | ||
| Structure 3.2 | Functional groups: Classification of organic compounds | ||
| Reactivity 1: | What Drives Chemical Reactions? | 12 | 22 |
| Reactivity 1.1 | Measuring enthalpy change | ||
| Reactivity 1.2 | Energy cycles in reactions | ||
| Reactivity 1.3 | Energy from fuels | ||
| Reactivity 1.4 | Entropy and spontaneity (additional HL content) | ||
| Reactivity 2: | How Much, How Fast and How Far? | 21 | 31 |
| Reactivity 2.1 | How much? The amount of chemical change | ||
| Reactivity 2.2 | How fast? The rate of chemical change | ||
| Reactivity 2.3 | How far? The extent of chemical change | ||
| Reactivity 3: | What are the mechanisms of chemical change? | 24 | 45 |
| Reactivity 3.1 | Proton transfer reactions | ||
| Reactivity 3.2 | Electron transfer reactions | ||
| Reactivity 3.3 | Electron sharing reactions | ||
| Reactivity 3.4 | Electron-pair sharing reactions |
Assessment Model
There are four assessment objectives for the DP chemistry course. Following the chemistry course, students are expected to demonstrate the following assessment objectives.
Assessment objective 1:
Demonstrate knowledge of:
• terminology, facts and concepts
• skills, techniques and methodologies.
Assessment objective 2 :
Understand and apply knowledge of:
• terminology and concepts
• skills, techniques and methodologies.
Assessment Objective 3 :
Analyse, evaluate, and synthesize:
• experimental procedures
• primary and secondary data
• trends, patterns and predictions.
Assessment Objective 4:
Demonstrate the application of skills necessary to carry out insightful and ethical investigations.
| Type of Assessment | Format Of Assessment | Time (Hrs) | Weightage (%) | |
| SL | HL | 80 | ||
| Paper 1- 75 marks | Paper 1 A- Multiple Choice Questions Paper 1 B- Data based Questions and questions on experimental work | 1.5 | 2 | 36 |
| Paper 2 | Short answer and extended- response questions | 1.5 | 2.5 | 44 |
| Internal Assessment | 20 | |||
| Scientific investigation | The scientific investigation is an open ended task in which the student gathers and analyses data in order to answer their own formulated research question. The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words. | 10 | 10 | |
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