Introduction to the Chemistry Department · Web viewIB chemistry essay (based on the IB Extended...

Department LOGO

Departmental Handbook

Written and updated by P Brannac

Chemistry Department Handbook Updated 19/08/14 of

1 Table of Contents

2 Introduction to the Chemistry Department...........................................................52.1 Ethos of Chemistry.................................................................................................................52.2 Objectives:............................................................................................................................. 52.3 Courses.................................................................................................................................... 62.4 Division of Lessons and their Timings.........................................................................72.5 Admission to IB Higher Chemistry courses - Years 12 and 13.............................7

3 Staff...................................................................................................................................... 73.1 Staff list................................................................................................................................... 73.2 Staff responsibilities.......................................................................................................... 93.3 Career Professional Development Policy....................................................................93.4 Sharing best practice within the department............................................................93.5 Peer Observation Form...................................................................................................103.6 Mini Observation Schedule............................................................................................123.7 Internal Chemistry Department Formal Lesson Observations.........................133.8 Policy timetable/teaching group allocations to staff...........................................143.9 Teacher timetables 2013 to 2014...............................................................................143.10 Policy for covering staff..................................................................................................153.11 Protracted Absence..........................................................................................................16

4 Department ESL policy............................................................................................... 164.1 Outline assessment scheme of work for teaching.................................................164.2 ESL Topic books.................................................................................................................174.3 Schemes of Work and ESL..............................................................................................17

5 Chemistry Department Level Descriptors...........................................................175.1 iGCSE Grade Descriptors:...............................................................................................175.2 IB Chemistry Grade Descriptors..................................................................................19

5.2.1 iGCSE Grade Descriptors............................................................................................................21

6 Departmental Policies................................................................................................ 236.1 Communications with parents/guardians policy..................................................236.2 Departmental Meeting Expectations..........................................................................236.3 Safety policy........................................................................................................................ 246.4 Risk assessment and planning before a lesson.......................................................256.5 Organisation of routines during and between lessons........................................256.6 Where to find information.............................................................................................26Regular safety checks:................................................................................................................... 26Monitor and review........................................................................................................................ 27Safety policy - use of laboratories by non - scientists.........................................................276.7 Equal opportunities policy - general..........................................................................28

Equal opportunities policy - gender......................................................................................................30Equal opportunities policy - multicultural education...................................................................31Equal opportunities policy - differentiation......................................................................................31

6.8 Financial procedures policy..............................................................................................34

7 Marking and Assessment........................................................................................... 357.1 Assessment Scheme of Work........................................................................................35


7.2 IB Internal Assessment Rubric.....................................................................................377.3 iGCSE Lab Write Up Assessment Rubric....................................................................397.4 Presentation Rubric (Adapted from ToK) for both iGCSE and IB.....................40

7.4.1 A Identification of knowledge issue......................................................................................407.4.2 B Treatment of knowledge issues (ToK).............................................................................407.4.3 D Connections (ToK)....................................................................................................................40

7.5 IB chemistry essay (based on the IB Extended Essay Rubric)...........................417.6 iGCSE Chemistry Literature Review and Essay Marking Scheme.....................42

7.6.1 Demonstrating an Understanding of Chemistry (UC)...................................................427.6.2 Demonstrating an understanding of good Scientific Writing (SciW).....................437.6.3 Demonstrating an understanding of good English.........................................................43

7.7 iGCSE Personal skills end of year 11 project rubric....................................447.8 Use of Turnitin.com..........................................................................................................447.9 Using Turnitin to prevent plagiarism........................................................................447.10 Using the GradeMark feature of Turnitin.................................................................457.11 Formative/summative assessment of key pieces of assessed work:..............457.12 Formative/Summative marking of h/w or non assessment based mark:.....457.13 Spelling, punctuation and grammar:..........................................................................467.14 Assessment trackers........................................................................................................46

7.14.1 Chemistry Department Assessment Tracker...............................................................477.15 Grading................................................................................................................................. 487.16 Homework Policy..............................................................................................................487.17 Appraisal and Monitoring..............................................................................................48

7.17.1 Work Scrutiny............................................................................................................................487.17.2 iGCSE and IB Teaching Calendar.......................................................................................50

8 Supporting Students.................................................................................................... 518.1 Support arrangements for students struggling with chemistry.......................518.2 Revision Process for years 11 and 13 in Chemistry..............................................548.3 IB revision Timetable......................................................................................................558.4 iGCSE Revision Timetable..............................................................................................568.5 Enrichment Policies......................................................................................................... 578.6 Chemistry Department Policies on International Mindedness, ToK and IB Learner Profile................................................................................................................................. 578.7 Promoting ToK in lessons..................................................................................................578.8 Promoting the IB Learner Profile................................................................................588.9 Medicine and Biochemistry Society............................................................................58

8.9.1 Molecular Biology Plan for the Medicine and Biochemistry Society......................588.9.2 Proposal for subject-based INSET 2012-3.........................................................................59

8.10 Junior School Liaison - Young Scientists...................................................................60

9 University preparation including Oxbridge and Medicine.............................619.1 Interview schedule for Term 1.....................................................................................61

10 IB Chemistry................................................................................................................... 6210.1 Course Overview............................................................................................................... 6210.2 Internally Assessed Practical Component................................................................62

11 Resources........................................................................................................................ 6211.1 Electronic Resources – Google Drive and the Shared Drive...............................62

11.1.1 Online Resources......................................................................................................................63


12 Chemistry Exam (and Mock Exam) Guidance for Invigilators.......................63

13 iGCSE Overiveiw of course......................................................................................... 65

14 IB Overview.................................................................................................................... 7314.1 Overview of IB topics.......................................................................................................7314.2 IB Chemistry Practical Scheme of Work....................................................................75


2 Introduction to the Chemistry Department

2.1 Ethos of Chemistry.A departmental policy was discussed so that everyone in the department could contribute their ideas to the policy. The following was produced.

1 Foster enthusiasm and interest in scientific ideas and developments.2 To give pupils the skills, knowledge, understanding to make informed choices about

the world they live in.3 Equip the pupils with practical skills to investigate scientific ideas/theories and

develop safe working practices.4 To enable pupils to live in a technological world.5 To incorporate the use of IT where it enhances the teaching.6 Develop awareness of social, moral, ethical, environmental, economic issues and

enable them to make informed choices.

2.2 Objectives:These objectives relate directly to the six aims of the Chemistry Department and are intended to show how the aims are actually put into practice.1 Staff should provide a variety of experiences/activities during a course of study and

during a lesson if possible.2.a)i. The National Curriculum Key Stage 3 and 4 Chemistry Orders should be used as a

basic core for the scheme of work. Staff could provide a glossary of words with each topic in order to aid correct spelling, understanding of the meanings of and the use of words.

ii. Staff should encourage students to recall and apply their knowledge and skills in familiar and unfamiliar situations. Students should be able to express information in the form of graphs. Students should also be able to obtain information from graphs, tables and diagrams and spot patterns/relationships in the information and draw conclusions.

2.b) Staff should refer to work in Humanities, Maths, Music, Languages, etc. when appropriate. Students should be able to select and use appropriate results for calculations using standard procedures.

2.c)i. Safety is introduced formally as part of the 'Introduction' topic in Year 7. However,

safety is emphasised whenever appropriate. Staff must be familiar with the risks associated with a particular piece of practical work.

ii. Students should be able to follow both verbal and written instructions accurately.iii. Students should experience both prescriptive and open-ended practical

investigations. Students should not be expected to perform open-ended practical investigations unless they have previously gained related knowledge and/or skills from previous work. Students should be encouraged to:

Chemistry Department Handbook Updated 19/08/14 of 80

make accurate observations and measurements record systematically estimate when appropriate make effective use of laboratory apparatus understand the need for and use experimental controls design experiments to answer questions or investigate hypotheses.

3.a)i. Lessons should be conducted in a secure, supportive and disciplined manner. The

students and the staff should interact in a manner that demonstrates mutual respect.

ii. Students should have regular homework that has a direct relationship with the course work and a clear purpose.

3.b)i. Tests will be given for independent assessment.ii. Students should experience a variety of experiences/activities during a course of

study and during a lesson if possible. There should be opportunities for individual and/or group activities.

iii. Staff should encourage students to pursue a piece of work over a period time, e.g. project work and practical investigations, where research is carried out - possibly using a library.

iv. Staff should use a reward system, e.g. record of achievement in school diary. This should encourage students to work to their full potential and to experience a sense of achievement.

4.a) Students are to be encouraged to share their experiences and culture with others in order to enhance the quality of learning.

4.b) Staff should attempt not to spend inequitable amounts of time with any one student, group of students or gender group etc. However, staff often spend considerable amounts of their own time helping individual students.

5.a) Staff should attempt to show the benefits that Chemistry and technology have given to us as well as the problems. This will be done by well-chosen resources and carefully phrased comment.

5.b) The staff will allow opportunities at various times for group discussion. At these times we can listen to each other's views and hopefully reflect upon them.

2.3 Courses

1. Key Stage 3. Adapted from the National Curriculum program of study. Also see individual lesson plans of work for specific details in file in the shared area in the departments section (Science).

2. iGCSE (Key Stage 4). See the published syllabus for CIE iGCSE Chemistry (0620).

3. IB. Chemistry (Key Stage 5) See published syllabus for IBO Diploma Chemistry Higher and Standard Levels.


2.4 Division of Lessons and their Timings.

1. Summary of time per pupil in each year group.

Year Lessons per week7 58 69 210 311 3IB SL 5IB HL 7

2.5 Admission to IB Higher Chemistry courses - Years 12 and 13

Students are admitted to a course dependent on the departmental head’s perception as to whether or not that student is capable of achieving a pass grade at IB.Other criteria also apply:-

a) the student to have achieved a grade B pass, or better, at iGSCE in the subject. A double certificate pass in Chemistry of grade BB, or better, is sufficient to be considered for IB, a grade C pass, or better, is required in Mathematics at iGCSE

All students must do a group 4 science, so if their progression to IB is agreed by management any student may do Chemistry Standard Level regardless of iGCSE qualifications.

3 Staff

3.1 Staff list

P Brannac (Head of department)

BSc. (Honors) in Biochemistry Imperial 2001PGCE in Secondary Science (Chemistry) Teaching, Cambridge, 2008External professional development

IBO Chemistry Conference (Chemistry Level 3) Singapore, 2014 focusing on the new syllabus

IBO Chemistry Conference (Chemistry Level 1) Mumbai, 2012 CIE chemistry A-level workshop Beijing, 2011 IBO Berlin conference (Chemistry level 1), 2009 OCR Chemistry A-level examinations workshop London, 2009 OCR Biology A-level examinations workshop, London, 2008


SCIP (Strategies for Crisis Intervention and Prevention) for effective management of students with severe behavioural problems

Introduction to HTML at Nottingham University 2001.

3.2 Staff responsibilities

HandbookiGCSE Schemes of Work revisioniGCSE Revision Packs, Schedule, workshopIB revision packs, schedule workshopUniversity mock interviewerTuesday and Wednesday lunchtime workshops for iGCSE and IB students respectivelyImplementation of the assessment strategy and the iGCSE practical rubric revisionYear 11 and 13 cause for concern leader

Year 12 Cause for concern leader



3.3 Career Professional Development Policy

In addition to the schools CPD policy there is a regular events to promote professional development, the department has run, for instance a training session involving both the Biology and Chemistry teaching and support staff where PB taught all involved how to perform the Polymerase Chain Reaction using the equipment available within the school. Within the department there are also regular meetings led by the chemistry staff. In a recent instance the Turnitin program was explained to all in a tutorial where teachers were allowed to use the departmental rubrics to assess pieces of work. Also TD, as a IBO Examiner for the Internal Assessment has led a meeting detailing the thinking behind the IA and the assessment of the IA. All staff have also had IBO training through their training events, most recently TD and JH went to Bangkok for a level 2 chemistry event and fed back to the staff.

3.4 Sharing best practice within the department

Mini observations

All chemistry staff are encouraged to observe other staff for 15 to 20 minutes in a informal way within the department and fill in the form “Internal Chemistry Department Lesson Observations” located in the shared area (and in the appendix to this handbook). The aim of these observations is to help to highlight good practice and to help the spread of


information and successful teaching strategies within the department. The filled in forms will be available to all teachers in the department.

Formal observations

In addition to the informal mini observations, longer, formal observations will also take place in compliance with school procedures. These will be confidential.

In chemistry meetings

Good ideas for new teaching strategies, or recent success with established methods, will be shared within the department during the departmental meetings. The intended practicals for the near future will also be discussed with the aim being to coordinate the practical timetable to best suit our limited resources.

3.5 Peer Observation Form


3.6 Mini Observation SchedulePeer Observation Schedule

TERM 1Observer:Observed pairs

2-Sep 1 Observer Observed9-Sep 2 PB TD JH AM

16-Sep Chusock PB 7-Oct 23-Sep 30-Sep23-Sep 3 AM:PB, JH:TD, PB:JH, TD:AM TD 7-Oct 30-Sep 23-Sep30-Sep 4 JH:PB, AM:TD, TD:JH, PB:AM JH 30-Sep 23-Sep 7-Oct7-Oct 5 PB:TD, TD:PB, JH:AM, AM:JH AM 23-Sep 30-Sep 7-Oct

14-Oct 621-Oct 1/2 term PB TD JH AM28-Oct 1/2 term 23-Sep JH AM TD PB4-Nov 7 30-Sep AM JH PB TD

11-Nov 8 7-Oct TD PB AM JH18-Nov 925-Nov 102-Dec 11

TERM 26-Jan 13 Mocks

13-Jan 14 Review of mocks Observer Observed20-Jan 15 AM:PB, JH:TD, PB:JH, TD:AM PB TD JH AM27-Jan 16 JH:PB, AM:TD, TD:JH, PB:AM PB 3-Feb 20-Jan 27-Jan3-Feb 17 PB:TD, TD:PB, JH:AM, AM:JH TD 3-Feb 27-Jan 20-Jan

10-Feb 18 JH 27-Jan 20-Jan 3-Feb17-Feb 19 AM 20-Jan 27-Jan 3-Feb24-Feb 203-Mar 1/2 term PB TD JH AM

10-Mar 20-Jan JH AM TD PB17-Mar 27-Jan AM JH PB TD24-Mar 3-Feb TD PB AM JH31-Mar7-Apr

TERM 314-Apr Easter21-Apr Easter Observer Observed28-Apr Revision PB TD JH AM5-May Revision AM:PB, JH:TD, PB:JH, TD:AM PB 19-May 5-May 12-May

12-May JH:PB, AM:TD, TD:JH, PB:AM TD 19-May 12-May 5-May19-May PB:TD, TD:PB, JH:AM, AM:JH JH 12-May 5-May 19-May26-May 1/2 term AM 5-May 12-May 19-May

2-Jun9-Jun PB TD JH AM

16-Jun 5-May JH AM TD PB

Week start date

Week Number


3.7 Internal Chemistry Department Formal Lesson Observations

Teacher being observed

Teacher Observing

Date, Day, Lesson number

Class, Gender and Number of Students

What was happening in the classroom? What were the students doing? What was the teacher doing?

What did you see that was positive about the lesson?

What did you see that you could use in your teaching?


3.8 Policy timetable/teaching group allocations to staff

As far as it is possible each member of staff will carry through groups through year 7 to year 8 and in the upper school from year 9 to year 11, and from year 12 to 13 at IB level. Sometimes the timetable restriction does not allow this.

3.9 Teacher timetables 2013 to 2014

(Departmental meeting is held on period 5 on Monday)

3.10 Policy for covering staff

1. Staff follow the code given in the teachers' handbook for notification of absence and give details of the work set for each class. This may be prepared previously for planned absence, with relevant resources allocated or written on the proforma. The colleagues will record set work when the information is phoned through or emailed. The HOD then locates the resources needed.

2. If possible work is set with clear instructions and considering appropriateness to the students, the resources available and whoever is doing the cover.

3. The HOD oversees the management of the work set and liaises with the cover teacher.

4. It is not expected that a practical activity is implemented unless it is non- hazardous, e.g. cut & stick.

5. Laboratory rules continue to be in force since equipment may be left in the laboratory and the availability of teaching rooms prohibits the movement of classes from laboratories. Class control MUST ensure safety and security.

6. Work can be sellotaped to the desk in the teacher’s classroom.

3.11 Protracted Absence8. During protracted absence the following occurs:a) The HOD. liaises with the VP for curriculum and endeavours to arrange for a

specialist Chemistry teacher.b) The supply teacher is made welcome and given every assistance by the Chemistry

staff. Monitoring is effected by the HOD/Deputy.c) It is hoped that in such circumstances the extra workload imposed on the HOD is

appreciated by management when allocating internal cover.d) If non-specialist staff are used consideration is given to:-

i. topics of work to be taught and possible reorganisationii. class rotation and sharing amongst Chemistry specialist staff. This works

well and provides all classes with essential practical experiences.


4 Department ESL policy

4.1 Outline assessment scheme of work for teaching

Students will have a variety of opportunities to use and perfect their skills in English in tasks such as literature reviews, symposia and in class discussions.

Each topic for both iGCSE and IB will include:

1. End of topic test2. Formal lab report examining one or more of the topics in the iGCSE Chemistry

Practical Assessment or IB Internal Assessment objectives (initially, at the start of year 12 this may be an informal exercise with a reduced level of stringency to help students acclimatize to the rigors of the course)

3. Literature review

Literature review

Every topic will have one literature review and a practical write up examining one or more of the topics in the iGCSE Chemistry Practical Assessment rubric (derived from the IB Internal Assessment criterions). The literature review will be in the form of an essay based in part or wholly on an article from a magazine or internet source. In addition to assessing their chemistry, this task will also assess their level of English ability using the standardised Literacy Checklist. Occasionally, the literature review may only require the students to summarise the most important information, a task which will enable the assessment of the students level of reading and comprehension.

Presentation

Each year group will have at least one symposia per year where every student is required to give a presentation about a topic in chemistry to the whole class.

Keywords

All students for every topic will be given a topic booklet which will include a keywords list for that topic, as well as additional information

Literacy starters

Lessons incorporate literacy starters in appropriate sections of the syllabus to help introduce keywords to consolidate important ideas


4.2 ESL Topic books

For students struggling with the subjects as a result of difficulties with English, special topic books have been created which are designed specifically with the ESL learner in mind and include exam questions from paper 2 (maximum grade is a C grade).

4.3 Schemes of Work and ESL

The schemes of work already make mention of ESL specific tasks, activities and assessment opportunities. These will be added to and built upon to ensure ESL provision and monitoring is a seamless aspect of the department’s everyday activities.

5 Chemistry Department Level Descriptors

5.1 iGCSE Grade Descriptors:

A level 7 student will Consistently demonstrate the skills and abilities described for a level 6 student Include understanding of awareness of the subject beyond the iGCSE syllabus and

will be able to confidently extend the task to include relevant material that is included, for instance in the IB syllabus.

A level 6 student often:

Displays very broad knowledge of factual information in the syllabus and a thorough understanding of concepts and principles.

Selects and applies relevant information, concepts and principles in most contexts. Analyses and evaluates quantitative and/or qualitative data with a high level of

competence. Constructs explanations of complex phenomena and makes appropriate predictions.

Communicates effectively using appropriate terminology and conventions. Shows insight or originality. Demonstrates personal skills, perseverance and responsibility in a wide variety of

investigative activities in a very consistent manner. Displays competence in a range of investigative techniques, paying due attention to

safety, and is generally capable of working well within a group.

A level 5 student will be able to often: Relate facts to principles and theories and vice versa State why particular techniques are preferred for a procedure or operation Select and collate information from a number of sources and present it in a Clear, logical form Solve problems in situations which may involve a wide range of variables Process data from a number of sources to identify any patterns or trends Generate a hypothesis to explain facts, or find facts to support a hypothesis


A level 4 student will often be able to: Link facts to situations not specified in the syllabus Describe the correct procedure(s) for a multi-stage operation Select a range of information from a given source and present it in a clear, logical form Identify patterns or trends in given information Solve a problem involving more than one step, but with a limited range of variables Generate a hypothesis to explain a given set of facts or data

A level 3 student will often be able to Recall facts contained in the syllabus Indicate the correct procedure for a single operation Select and present a single piece of information from a given source Solve a problem involving one step, or more than one step if structured help is given Identify a pattern or trend where only minor manipulation of data is needed Recognise which of two given hypotheses explains a set of facts or data

A level 2 student: Displays little recall of factual information in the syllabus. Shows weak comprehension of basic concepts and principles and little evidence of

application. Exhibits minimal ability to manipulate data and little or no ability to solve problems. Offers responses which are often incomplete or irrelevant.

Rarely demonstrates personal skills, perseverance or responsibility in investigative activities.

Works within a team occasionally but makes little or no contribution. Occasionally approaches investigations in an ethical manner, but shows very little

awareness of the environmental impact. Displays competence in a very limited range of investigative techniques, showing

little awareness of safety factors and needing continual and close supervision.

A level 1 student: Recalls fragments of factual information in the syllabus and shows very little

understanding of any concepts or principles. Rarely demonstrates personal skills, perseverance or responsibility in investigative

activities. Does not work within a team. Displays very little competence in investigative techniques, generally pays no

attention to safety, and requires constant supervision.

5.2 IB Chemistry Grade Descriptors

Grade 7: Excellent performance Displays comprehensive knowledge of factual information in the syllabus and a

thorough command of concepts and principles. Selects and applies relevant information, concepts and principles in a wide variety

of contexts. Analyses and evaluates quantitative and/or qualitative data thoroughly. Constructs detailed explanations of complex phenomena and makes appropriate

predictions.


Solves most quantitative and/or qualitative problems proficiently. Communicates logically and concisely using appropriate terminology and

conventions. Shows insight or originality. Demonstrates personal skills, perseverance and responsibility in a wide variety of

investigative activities in a very consistent manner. Works very well within a team and approaches investigations in an ethical manner,

paying full attention to environmental impact. Displays competence in a wide range of investigative techniques, paying

considerable attention to safety, and is fully capable of working independently.

Grade 6: Very good performance

Displays very broad knowledge of factual information in the syllabus and a thorough understanding of concepts and principles.

Selects and applies relevant information, concepts and principles in most contexts. Analyses and evaluates quantitative and/or qualitative data with a high level of

competence. Constructs explanations of complex phenomena and makes appropriate predictions.

Solves basic or familiar problems and most new or difficult quantitative and/or qualitative problems.

Communicates effectively using appropriate terminology and conventions. Shows occasional insight or originality. Demonstrates personal skills, perseverance and responsibility in a wide variety of

investigative activities in a very consistent manner. Works well within a team and approaches investigations in an ethical manner,

paying due attention to environmental impact. Displays competence in a wide range of investigative techniques, paying due

attention to safety, and is generally capable of working independently.

\Grade 5 Good performance

Displays broad knowledge of factual information in the syllabus. Shows sound understanding of most concepts and principles and applies them in

some contexts. Analyses and evaluates quantitative and/or qualitative data competently. Constructs explanations of simple phenomena.

Solves most basic or familiar problems and some new or difficult quantitative and/or qualitative problems.

Communicates clearly with little or no irrelevant material. Demonstrates personal skills, perseverance and responsibility in a variety of

investigative activities in a fairly consistent manner. Generally works well within a team and approaches investigations in an ethical

manner, paying attention to environmental impact. Displays competence in a range of investigative techniques, paying attention to

safety, and is sometimes capable of working independently.


Grade 4 Satisfactory performance

Displays reasonable knowledge of factual information in the syllabus, though possibly with some gaps.

Shows adequate comprehension of most basic concepts and principles but with limited

ability to apply them. Demonstrates some analysis or evaluation of quantitative or qualitative data. Solves some basic or routine problems but shows limited ability to deal with new or

difficult situations. Communicates adequately although responses may lack clarity and include some

repetitive or irrelevant material. Demonstrates personal skills, perseverance and responsibility in a variety of

investigative activities, although displays some inconsistency. Works within a team and generally approaches investigations in an ethical manner,

with some attention to environmental impact. Displays competence in a range of investigative techniques, paying some attention

to safety, although requiring some close supervision.

Grade 3 Mediocre performance

Displays limited knowledge of factual information in the syllabus. Shows a partial comprehension of basic concepts and principles and weak ability to

apply them. Shows some ability to manipulate data and solve basic or routine problems.

Communicates with a possible lack of clarity and some repetitive or irrelevant material.

Demonstrates personal skills, perseverance and responsibility in some investigative activities in an inconsistent manner.

Works within a team and sometimes approaches investigations in an ethical manner, with some attention to environmental impact.

Displays competence in some investigative techniques, occasionally paying attention to safety, and requires close supervision.

Grade 2 Poor performance Displays little recall of factual information in the syllabus. Shows weak comprehension of basic concepts and principles and little evidence of

application. Exhibits minimal ability to manipulate data and little or no ability to solve problems. Offers responses which are often incomplete or irrelevant.

Rarely demonstrates personal skills, perseverance or responsibility in investigative activities.

Works within a team occasionally but makes little or no contribution. Occasionally approaches investigations in an ethical manner, but shows very little

awareness of the environmental impact. Displays competence in a very limited range of investigative techniques, showing

little awareness of safety factors and needing continual and close supervision.


Grade 1 Very poor performance Recalls fragments of factual information in the syllabus and shows very little

understanding of any concepts or principles. Rarely demonstrates personal skills, perseverance or responsibility in investigative

activities. Does not work within a team. Rarely approaches investigations in an ethical manner, or shows an awareness of

the environmental impact. Displays very little competence in investigative techniques, generally pays no

attention to safety, and requires constant supervision.

5.2.1 iGCSE Grade Descriptors


6 Departmental Policies

6.1 Communications with parents/guardians policy

1. The Department readily fulfils the contacts described in the School Policy Folder, i.e. homework, reporting, parents evening and form tutor duties.

2. Recommendations of "A good" Chemistry text book for them to purchase. We regularly review new publications with respect to content, presentation and cost. We recommend one for purchase if it is felt helpful to the student. The department provides all required textbooks.

3. If after department discussion it is felt advisable for a student to change groups, the position is discussed by the student, Chemistry teacher and HOD, Then Head of year or section will be contacted.

4. The education of a child is a shared task involving parents/guardians, teachers and students. We therefore hope that parents/guardians will provide the following support:

a) ensure the student has the necessary basic equipment.b) assist with the provision of "raw" materials for model work.c) facilitate the use of reference material if necessary, e.g. project homework.5. The department welcomes governors to visit/attend Chemistry lessons. These visits

have occurred in the past with the most recent set of inspections in 2012 and helped developed positive relationships and informed mutual understanding.

6.2 Departmental Meeting Expectations

Meetings will occur once a week and will have three standing items on the Agenda. Each meeting will come with an Agenda in advance and staff should email any additional points they would like to add to the agenda. Each week will have one or two additional items that will vary depending on the immediate needs of the department.

The agenda will have the following layout:

1. Students of concern2. Sharing best practice3. Feedback from HoD meetings

The agenda will be emailed the day before to all attendees.

Departmental meetings will be used for the following: weekly housekeeping, work scrutiny, developing departmental policy, sharing good practice and focusing the department and teaching around the school priorities.


All departmental meetings will be followed by written minutes, in the form of an appended version of the minutes. These will be stored in both the shared drive and shared area.


6.3 Safety policy

Each student is given a copy of the following safety code to be put into their first exercise book when they first attend the School.

THE LABORATORY SAFETY CODEThe laboratory is a much safer place to work if you follow this code:

Before the lesson starts you must:1. Never go into a Chemistry laboratory without permission.2. Always walk into the laboratory and never run or push anyone.

During the lesson you must:1. Always know exactly what you are doing. If not, ask your teacher.2. Always wear safety goggles/glasses when told to do so.3. Always wear an apron when told to do so.4. Always tie back long hair.5. Always put your bag under the table or where your teacher tells you to put it.6. Always put your stool under the table if you leave your seat for any reason.7. Always stand when you are doing practical work and put your stool under the table.8. Always report an accident or breakage immediately. If you spill anything on

yourself, immediately wash with water and call for your teacher's help.9. Never put anything in your mouth. Do not eat, drink or chew.10. Never interfere with equipment.11. Never make up your own experiments.12. Never put glass or solids down the sink.13. Never sit on the tables or benches.

At the end of the lesson:1. Always wipe the tables and sink areas if they are wet. 2. Always leave the laboratory clean and tidy.

In addition to the above Safety Code students also learn the correct names and location within the laboratory of apparatus. We insist that students use the correct names of apparatus when talking to staff and peers.

The effective management of safety for a school Chemistry department can be seen as having four major components:1. Risk assessment and planning before a lesson2. Organisation of routines during and between lessons to include:

i. the use of goggles protective clothing, etc.ii. reporting breakages and dealing with sharp objects and broken glassiii. location of safety equipmentiv. reporting accidents


3. Control to include:i. Where to find safety information e.g. COSHH file, risk assessments &

CLEAPSS Hazcards etc.ii. Regular safety checks.

4. Monitor and Review - including procedures for reporting hazards/suspected hazards and those for reviewing risk assessments and safety in general.

6.4 Risk assessment and planning before a lessonEvery activity is assessed for risk including carrying books, trays of equipment and pushing trolleys. We attempt to balance the desire to eliminate risk with the need to reduce risk in order to maintain practical work e.g. we may demonstrate an experiment in order to reduce the level of risk to students - however we would normally do as much class practical work as is possible. Before a lesson starts staff should:1. Have carried out a risk assessment.2. Have ordered any safety equipment.3. Know when to use a fume cupboard and have arranged a room swap beforehand if

the assessment deemed this to be necessary.

Risk assessment is a process that has several components:1. Identify hazards.2. Look at cause and effect.3. Examine methods of work.4. Investigate the safety literature for advice.5. Remove hazards where possible.6. Estimate any costs incurred in changing practice and obtain or request relevant

funding.7. Implement new practices.8. Review the changes - risk better or worse?

In case of emergency staff should already:1. Be familiar with evacuation procedures in case of fire or other emergency.2. Know the location of, and how to use, fire fighting equipment.3. Know the location and identity of the trained first aider.4. Know how to use the eye wash bottle.

6.5 Organisation of routines during and between lessons.

1. Students are not allowed to enter or work in a Chemistry laboratory unless actively supervised.

2. Students are not to eat or drink in a Chemistry laboratory.3. Glasses/goggles must be worn when using chemicals.4. Aprons should be worn when students use chemicals or any other materials.5. Gas must be switched off at the mains at the end of the day - the location of mains

switches/taps is clearly indicated in each laboratory.


6. Many chemicals commonly used in schools can usually be disposed of by washing down the sink well diluted with large quantities of water. If in doubt consult the Head of Department and the Technician. Metal powders necessitate special care.

7. At the end of a lesson staff are to allow students to use the fire exits in order to leave the laboratory. Staff should ensure that the students leave the laboratory in an orderly manner.(iii) Control

6.6 Where to find information.

a) see individual HOD and science techniciani. Health and Safety Policy' It contains amongst other information a list of safety

circulars.b) 'CLEAPSS. Laboratory Handbook (blue file). This is centrally stored in the Chemistry

office.c) Hazcards - listing chemical hazards. The full set is centrally stored in the Chem.

room. There is a safety book for staff use in the Chemistry office.

Regular safety checks:

a) Electrical equipment is regularly monitored by teaching staff and the Technician. In addition the whole stock of electrical equipment is checked/maintained bi-annually by an external contractor.

b) Chemicals kept in storage are inspected annually for signs of deterioration and container corrosion.

c) Maintenance of fire fighting equipment. Annual inspections maintain our full range of fire fighting equipment.

d) Provision/cleaning of Laboratory coats, visors, safety screens. These are cleaned as necessary by the Technician or Chemistry staff.

3. Student teachers and new teaching staff are given advice that includes safety procedures. All staff are trained on the use of new equipment that they are unsure about.

4. Our system of storage is based around:i. flammable chemicals are stored in a special storage cupboard.ii. our usual non-flammable chemicals are stored in a special Chemical Store primarily

in an alphabetical arrangement. We have few hazardous chemicals (e.g. oxidising) and most are stored in relatively small quantities. The alphabetical system is convenient and poses very little risk. Acids and alkalis are stored on the floor of the Chemical Store.

5. Labelling on chemical bottles - chemical bottles are clearly labelled with the name of the chemical and any necessary hazard symbols.

6. Storage and maintenance of gas cylinders. We have the following gas cylinders:

Type of Gas Cylinder Location


Nitrogen Prep Room7. Provision of spillage kits. Spillage kits are kept in the Prep. room for:i. Mercury spillage8. Provision and replacement of eye wash bottles - each laboratory is provided with an

eye wash bottle. After use the water refill should be disposed of and a new replacement.

9. The nominated first aider at the School is Matron and the school caretaker.

Monitor and review.

1. Procedures for reporting safety matters. such as a suspicion/ reporting of faulty equipment including faulty/inadequate fire fighting equipment.

a) Always inform the Head of Department, the Laboratory Technician, and Chemistry colleagues. Also inform the Head teacher, Safety Representative, the Bursar and the Caretaker as appropriate. Once the Head of Department has been informed it will be his/her responsibility to make appropriate decisions, e.g.

i. Immediately taking the relevant piece of equipment out of service.ii. Organising a replacement item of equipment.

2. Procedure for Circulating Safety Information.N.B. in the following section the term 'staff' refers to both teachers and technicians. On receipt of a safety document the contents are analysed and categorised by the Head of department under one of three headings:

i. Immediate action required - staff are verbally informed by the Head of Department and are asked to read their own copy of the circular as soon as possible. The Practical Requirement sheets and related Risk Assessments are then altered as appropriate. N.B. if the document is vary long it may be circulated without staff being given their own copy.

ii. Medium/long term action required - the document is circulated to all Chemistry staff and then filed. The Practical Requirement sheets and related Risk Assessments are then altered as appropriate.

iii. No action required - if the contents confirm what we already practice then the document will still be discussed at the next department meeting. The document will be filed.

Safety policy - use of laboratories by non - scientists

1. Students are not to enter a laboratory until a member of staff has arrived.2. Good advice on the supervision of students in Chemistry departments states that:

“Staff should actively ensure that there will be adequate levels of supervision in such areas at all times.”


Therefore it is not acceptable for a member of staff to leave students in a laboratory whilst the member of staff goes to collect resources etc. Thorough planning and organisation is vital in order to avoid difficulties in complying with this directive.

3. Staff must ensure that students do not interfere with equipment/ apparatus or chemicals of any kind.

4. The gas supplies to each laboratory are switched off by Chemistry staff at the end of the day. Therefore staff using a laboratory should make themselves familiar with the location and mode of operation of the following facilities:

a) the ‘Mains electricity switch’b) the ‘Mains gas isolating valve’

The location of the ‘Mains electricity switch’ to each laboratory is indicated by a white box.

The location of the ‘Mains gas isolating valve’ is indicated by a yellow handle- as shown below:

5. No eating, drinking or chewing is to take place in a laboratory. Staff should try and dissuade students from touching their mouths and eyes with their fingers, pens, pencils etc.

6.7 Equal opportunities policy - general

There are three separate policy documents that fall within the auspices of the Department's 'Equal Opportunities Policy' i.e. policies on Differentiation, Gender and Multicultural education. In addition to these three policies there are several other areas of Chemistry education that need to be separately mentioned in a comprehensive policy on Equal Opportunities, i.e.

1. Setting2. Teaching styles3. Entitlement of access to the whole course of study4. Progression within the course of study.

1. Setting.Ways need to be found of catering for the needs of students of all abilities which will fully challenge the most able students, and encourage those of average abilities and below to higher levels of achievement. We believe that setting is a major strategy towards achieving this aim. However setting alone will not ensure equality of opportunity.


In Years 7, 8 & 9 students are currently taught Chemistry in their tutor groups.

In Years 10 & 11 the progress of some students is discussed by the department at the half year stage. At this half year stage limited movement of students between sets may be effected to reward consistent excellence or to give a student a more appropriate structure in which to progress. The agreed procedure for reviewing the setting of students is as follows:

1. Staff are asked to view test % of students who are either doing very well or who's progress is causing concern.

2. Staff have a brief meeting to discuss the relevant students.3. The HOD then speaks individually to the students that we consider could benefit

from moving up a set.4. The HOD then speaks individually to the students that we consider could benefit

from moving down a set.5. Students that we consider could benefit from moving up a set tell the HOD if they

wish to do so or not.6. The HOS and other staff make final decisions and then parents are informed by letter.

2. Teaching styles.The following is an extract from the Department's 'Aims and objectives'.

"Students should experience a variety of experiences/activities during a course of study and during a lesson if possible. There should be opportunities for individual and/or group activities. Staff should encourage students to pursue a piece of work over a period time e.g. project work and practical investigations, where research is carried out - possibly using a library".

The department staff can at times given the opportunity exchange their experiences of the Scheme of Work at department meetings - the successes and failures of different strategies are a prominent part of this exchange. For further details on the variety of teaching styles see the policies on Differentiation and the Scheme of Work.

3. Entitlement of access to the whole course.All students follow the same Scheme of Work in years 7 - 8.

4. Progression within the course of study.There is an implication in the way that the National Curriculum is set out, in the apparent hierarchy of levels, that students learn fundamental Chemistry concepts in a linear fashion. This is not necessarily the case and much care needs to be exercised in the construction of a scheme of work. We accept that some students make what appears to be erratic progress through the levels. For this reason our Scheme of Work is a spiral/progressive system that


allows, in as much as is possible, for some scientific concepts to be revisited. The course is modular with most topics being visited in each of the three years. Topic tests will often include one or two questions from the previous year's work - this allows for achievement of statements that were experienced/assessed in the previous year.The current scheme of work appears to satisfy the needs of students of all abilities. It is also sufficiently demanding to test the most able students to the full, and encourages those of average abilities and below to new levels of achievement.

Equal opportunities policy - gender

1. The Department recognises that although Chemistry is a core subject for all up to the age of sixteen, it is still perceived by some students and their families to be a 'male' subject. We do not accept this view as is shown by the way we portray our subject.

2. This Department aims to provide equal opportunities for students within a broad, balanced Chemistry education, which does not discriminate against them because of gender. We hope our scheme of work and its implementation:-

i. reflects the interests of both boys and girls.ii. by celebrating the achievements and careers of famous male and female scientists.iii. Encourages boys and girls to view their contributions as having equal value.iv. values equally the experiences of both girls and boys.v. is set in a familiar context to which all students can relate.vi. shows that the teacher can by careful use of language avoid reinforcing stereotypical

views of society.

3. Research has shown that girls in particular are less interested in Chemistry if they perceive it as being about ' things' rather than about people. Therefore we must :-

i. Emphasise that Chemistry is a human activity which relates to peoples lives.ii. Provide opportunities to use a more personal, expressive language, in work such as

projects, reports and posters and of course classroom discussion.iii. Provide opportunities to discuss and explore opinions which relate to Chemistry-

related social issues.iv. We should demonstrate the importance of Chemistry education for everyone,

showing the importance of Chemistry in a wide range of careers and everyday life e.g. healthy living, environment, communication/I.T. skills and wise consumer choice.

4. Recent research has shown that both genders experience increased levels of motivation and interest if Chemistry is delivered through the medium of I.T. The increase is more marked in boys who attain lower levels of achievement, as a whole, than do the girls.


Equal opportunities policy - multicultural education

1. We operate within the whole-school multicultural policy, ensuring that the Chemistry department reflects this policy as closely as possible.

2. We use all appropriate opportunities to challenge prejudice as it arises and a consistent approach to dealing with racist incidents.

3. We draw upon material from a variety of cultures and countries to illustrate our subject, providing a world view of Chemistry. We have materials which can be used in a practical sense from a variety of cultures. These can be used to demonstrate scientific theory, e.g. food preservation, heat transfer and house design experiments. The students themselves are often the most important multicultural resource within the classroom and their experiences are valued and shared.

4. We recognise in our teaching the contributions to the development of Chemistry which have been made by other cultures. We adopt the view that sees cultural diversity as a positive advantage.

5. We ensure that our resources do not contribute to stereotypical views or carry racist implications. Many of our text books and resources reflect our multicultural society. The teachers can, by careful use of language, also avoid reinforcing stereotypical views of society.

Equal opportunities policy - differentiation

Differentiation occurs when there is planned intervention by the teacher with the intention of maximising the achievements of students based on their differing individual needs. Differentiation can be described as having five main components i.e.1. Resources 2. Tasks 3. Response 4. Support 5. Group StructureEach of the five components of differentiation are explored in detail below.

1. Resources should:a). have an appropriate readability level.The topic tests are written at a reading age and the sentence length and the number of syllables in particular words is considered. Staff aim to use familiar language and everyday examples of Chemistry in discussions with the students.

b). be easy to use.Worksheets are clearly processed. Instructions are clear to understand and to carry out.

c). be well designed.We provide students with attractive text books. We use our own and published materials.


d). be in many different forms.e.g. texts, (laboratory and library) worksheets, booklets, P.C., C.D. ROM, ACORN/Arch microcomputers.

e). have a scheme of work that indicates a planned use of available resources and that shows progression and continuity within the course.These features were central in the construction of our scheme of work - see the Scheme of Work.

f). be kept in well managed storage/retrieval systems.Our resources are well managed and ordered. Our worksheets are kept in filing cabinets clearly labelled with their contents. Videos and computer programmes are centrally stored.

g). prepare students for the methods of study that they will be expected to use.We inform the students at the start of Year 7 as to the methods of study they will be expected to use. We provide the students with various 'help sheets' e.g. how students are to write up investigations.

h). build study skills into the Scheme of Work.We work in the library and computer room when appropriate. Students have to revise regularly for the topic tests - these are perceived by the students and parents as important. We go over specific questions from the topic tests so as to clarify the finer points of 'examination technique'.

2. Tasks should:

a). show variety throughout a topic and within a lesson if possible.See the scheme of work for a list of suggested activities.

b). be suitable for the abilities of the students.We have a variety of texts and worksheets that can be used to match resources/tasks with the student. Setting allows us to offer the students an appropriate learning pace and scientific content in years 10 & 11. Both written and spoken questions/vocabulary are structured to enable students of all abilities to understand and respond.

c). have a structure that enables the student to stay on task.Lists of the tasks can be written on the board. We can leave demonstration apparatus set up at the front of the laboratory for students to refer to. We can provide structured worksheets.

d). identify possible outcomes.Poster and model work done by other students can be used to illustrate possible outcomes and to inform and motivate students, e.g. making a body model, making a model Solar system, making musical instruments and timing devices. Project work should be accompanied by a brief to illustrate the areas that must be covered and to show the types


of outcome that might arise, e.g. a poster. a report, a presentation, a play, a game or a magazine.

e). allow the teacher to build a learning route through a study topic.The scheme of work is designed to allow for continuity and progression.

3. The Response should:

a). make course objectives clear to students.Each topic has a clear contents list that is given to the students that details the topics studied in each year.

b). make assessment criteria clear to the students.We wish to involve students in recording their own achievements in the National Curriculum by a 'user friendly' Record of Achievement. (to be developed).

c). create an atmosphere where students discuss their own and each others work.We encourage students to comment on and discuss each others work.

d). be given to students in small groups.During classwork students work in small groups of two, three or four students.

e). reflect what the student has achieved and consider the student's previous achievements.We endeavour to use constructive criticism and advice at all pertinent opportunities.

4. Support can be:

a). from other adults and students.We have sixth formers who wish to do community work supporting staff in the Chemistry department. We encourage students who finish a task quickly to help others.

b). from the teacher.This can occur during a lesson or often in staff's own time, e.g. at break times and lunch times. Indeed staff sometimes support students after school on a mutually agreed basis.

c). from appropriate resources.e.g. texts, (laboratory and library) worksheets, booklets, P.C., C.D. ROM and video recordings are all well integrated into the scheme of work.

d). by celebrating achievement.We celebrate achievement in many different ways - for further details see the Department’s policy on assessment. We display student's work in the laboratories.


5. Group Structure can support differentiation if:

a) we examine the structure of the teaching groups.Setting is seen as a major way in which we group students with some respect to their potential ability to understand scientific concepts. It allows groups of students to work together on the more challenging aspects and increase their rate of work whilst allowing other groups to reinforce knowledge and skills, work at a slightly slower pace and/or gain the extra support they need.b) we teach students in small groups.During some classwork students work in small groups of two, three or four students. This helps to support the co-operation between the students and one hopes build up the confidence of the less confident students. The need to express their thoughts to others often helps students to prepare for AT1 work and the more open ended tasks.c) we are flexible within the group when setting the task and responding to individual's needs.Project work can be produced by larger as long as the students know their own role in producing the project. One collaboratively produced piece of work helps to encourage commitment and responsibility in the students.d) we allow individual work.Students will be able to develop their independent working methods and increase their progress if some aspects of the course are taught in this way. The more able will benefit from the intensity of such work. The less able and/or less confident student will benefit from the privacy if he/she is making errors. It is important to match the task to the student's ability in each case if progression is to occur.

6.8 Financial procedures policy

Each year the HOD and department formulate the Development Plan. Within this plan will be details of equipment, resources and training needs.

2. Expenditure.a) The main laboratory technician monitors our stock and liaises closely with the Head

of Department in assessing the stock purchasing requirements. Staff recommend any suggested purchases for maintenance and development of the topics.

b) The technician/HOD completes order forms and liaises with the School Office. c) The technician checks delivered goods and organises stock storage etc.d) Staff who require reimbursement for sundry purchases will initially receive

payment from the bursar. Larger amounts will be reimbursed by the Bursar from the Department's capitation.

e) The Head of Department monitors the department's budget by referring to the account statements published by the Bursar.


7 Marking and Assessment

The assessment within the faculty will be standardised and be used to submit marks for the MIS grades on the basis of one/two per half term. Assessment should be in the form of the Academic grades (levels 1 – 7) and should not include a percentage value, unless students are sitting an exam script. Assessment rubrics should be available to all students to allow them to comprehend how grades have been awarded. A student may gain more than one grade for a piece of work dependant on the areas being assessed (e.g. there may be 3 separate grades for calculation, explanation and presentation)

7.1 Assessment Scheme of WorkOverview of the Year

Half-term Year 9 Year 10 Year 11 Year 12 Year 13

3 D (Periodicity) DCP (Titration)

D (Reduction of CuO with

Carbon)

D (Teacher's choice)

D, DCP, CE (Chosen by

department)

4DCP

(Enthalpy of fuels)

D (Electrochem Cells)

DCP (Thermal decomposition of CaCO3)

DCP (Teacher's choice)

D, DCP, CE (Chosen by

department)

5 CE (Enthalpy of fuels)

CE (Reduction of CuO with Carbon)

Revision CE (Teacher's choice) Revision

6Essay

(Periodic table)

Essay (Uses of transition metals)

PS: Group Project

Essay (Teacher's

choice)

Project (Chosen by department)

Presentation

Types of bonding Acids and bases

Exam techniques

and revision skills

ElectronsExam

techniques and revision skills

Each of these skills is assessed in a lab report, an essay or as a presentation to the class. At iGCSE level they are around 300 words long and the students will have had the opportunity to draft them so that they are allowed to respond to the feedback. Explanation of work being assessedIB Internal Assessments are split into 5 skills, 3 of which are assessed under the following titles:

1. Design (D)2. Data Collection and Processing (DCP)3. Conclusion and Evaluation (CE)


The department’s marking rubric for IB level work is from the IBO and for iGCSE work is adapted and simplified but still using the same skills and criterion.Of the two other skills, Manipulation (M) is assessed summative in the IB and at iGCSE during a suitable practical, ideally something like a titration. Personal Skills (PS) are assessed exclusively in the Group 4 project at IB level in year 12, and during the group project at iGCSE level in year 11 after the exams.The Presentation (P) aspect of this work is not part of the IB Diploma chemistry IA (but it is assessed at IB level during the ToK course). The students each work individually on a presentation and they can be done for instance, throughout the year, one each lesson. They are each 2 minutes long and assessed at both the IB and iGCSE level using a rubric on presentations adapted from the ToK course


7.2 IB Internal Assessment Rubric


7.3 iGCSE Lab Write Up Assessment Rubric


7.4 Presentation Rubric (Adapted from ToK) for both iGCSE and IB

7.4.1 A Identification of knowledge issue• Did the presentation identify a relevant knowledge issue involved, implicit or embedded in a real-life

situation?

Descriptor Achievement level

• Level 1 was not achieved. 0• The presentation referred to a knowledge issue but it was irrelevant to the real-life situation

under consideration. 1–2• The presentation identified a knowledge issue that was in some ways relevant to the real-life situation

under consideration. 3–4• The presentation identified a knowledge issue that was clearly relevant to the real-life situation

under consideration. 5

7.4.2 B Treatment of knowledge issues (ToK)• Did the presentation show a good understanding of knowledge issues, in the context of the real-life

situation?


• Level 1 was not achieved. 0• The presentation showed some understanding of knowledge issues. 1–2• The presentation showed an adequate understanding of knowledge issues 3–4• The presentation showed a good understanding of knowledge issues. 5

7.4.2.1 C Knower's perspective(ToK)• Did the presentation, particularly in the use of arguments and examples, show an individual

approach and demonstrate the significance of the topic?


• Level 1 was not achieved. 0• The presentation, in its use of arguments and examples or otherwise, showed limited personal

involvement and did not demonstrate the significance of the topic. 1–2• The presentation, in its use of arguments and examples or otherwise, showed some personal

involvement and adequately demonstrated the significance of the topic. 3–4• The presentation, in its distinctively personal use of arguments and examples or otherwise, showed

clear personal involvement and fully demonstrated the significance of the topic. 5

7.4.3 D Connections (ToK)• Did the presentation give a balanced account of how the topic could be approached from different

perspectives?• Did the presentation show how the positions taken on the knowledge issues would have implications

in related areas?• In awarding the higher achievement levels, the emphasis should be more on the quality of the

consideration of connections than on the quantity of connections mentioned.



• Level 1 was not achieved. 0• The presentation explored at least two different perspectives to some extent. 1–2• The presentation gave a satisfactory account of how the question could be approached from

different perspectives, and began to explore their similarities and differences.• The presentation gave a clear account of how the question could be approached from different

perspectives and considered their implications in related areas. 5

7.5 IB chemistry essay (based on the IB Extended Essay Rubric)Chose an article from a magazine like the New Scientist or the Scientific American and write a review of the main ideas presented there. You should include a copy of the article you have based your essay on. You should assume your audience understands chemistry to an iGCSE level. You will be given an opportunity to improve you essay after you have handed in your first draft. Your essay should be no more than 400 words and will be marked based on these criteria (which are taken from the Extended Essay mark scheme):

A. Research Question (2 marks)1. RQ is stated clearly in the introduction; RQ is sharply focused;2. RQ can be treated effectively in 400 words

B. Introduction (6 marks)1. Context of the RQ is clearly demonstrated;

Significant of topic & why it is worthy of study is clearly explained. 2. The link to Chemistry is clear

D. K/U of the topic studied (8 marks)1. Underlying principles have been correctly applied2. Theory behind techniques used is correctly applied3. Data has been manipulated appropriately4. Identified the appropriate scientific concepts in order to address the research

question

E. Reasoned argument (6 marks)1. There is evidence of comparison and consideration of different approaches and

methods.2. The argument develops logically 3. Supportive arguments are based on data collected and address the research

question

K. Holistic Judgment (8 marks)1. Intellectual initiative has been demonstrated in the research question chosen and/or

the use of innovative approaches to the research question2. There is evidence of detailed research3. There is evidence of thorough reflection4. There is evidence of a well-informed and reasoned argument that consistently and

effectively addresses the research question

30 marks total


7.6 iGCSE Chemistry Literature Review and Essay Marking Scheme

There are two categories, relating to either Chemistry or to Scientific writing.

Each of these different skills can be awarded a Complete (2/2) a Partially complete (1/2) or a Not at all (0/2). In exceptional circumstances the teacher can award a Distinction (3/2) for a particular category, which means it is possible to get more than 100% on these essays!

Usually only one category (either 1, chemistry or 2, scientific writing) will be assessed for a given piece of work at any one time (a merit to the first student to spot this), but your use of English will almost always be assessed for every essay.

7.6.1 Demonstrating an Understanding of Chemistry (UC)

a) KnowledgeDescribes, states or lists relevant information relating to the topic covered by the title.

b) Understanding Relates the information they have given to a larger idea and uses their understanding of chemistry to EXPLAIN most or all of the information they have provided.

c) Analysis/ConclusionUses the information that they have provided to identify or explain any trends or larger ideas that this information supports.

d) Syllabus/subject relevanceDoes not include irrelevant material and in addition, clearly demonstrates an awareness of the topics relationship to chemistry, e.g. by including correct and relevant chemical equations or by drawing appropriate and labeled diagrams.

e) Correct word countStays within 20% of the word limit, or if you go over, only includes ideas which are essential to the argument and does not go over by too much. Most of the highest scoring essays will be within the word limit.


7.6.2 Demonstrating an understanding of good Scientific Writing (SciW)

a) Research

Uses three or more sources of information and provides a complete bibliography.

b) Depth

The essay is to an appropriate depth considering the word limit; it EXPLAINS one particular idea very well, rather than listing just lots of related but different ideas.

c) Insight and originality

Choses an unusual or interesting topic to base the essay around, or uses an unusual and interesting approach to their essay.

d) Flair

Demonstrates a thorough understanding of the subject that goes well beyond the syllabus and whilst exploring larger ideas, is obviously aware of the syllabus.

e) Tone

Uses the correct tone for a scientific essay. Assumes the reader understands the basics of chemistry, e.g. elements and electrons (has iGCSE knowledge), but explains any vocabulary beyond that.

f) Correct word count

Stays within 20% of the word limit, or if you go over, only includes ideas which are essential to the argument and does not go over by too much. Most of the highest scoring essays will be within the word limit.

7.6.3 Demonstrating an understanding of good English

You will, in addition to either of the assessment categories above also be assessed on your English, each of these can be either, Complete (1/1) or Not at all (0/1). A merit to the first student to spot this.Your typical essay then can either be out of 13 marks for category 1 or 15 marks for category 2. Sometimes you will be required to write a longer essay that covers both categories and so will be out of 28 marks.

a) Use of correct vocabulary

Vocabulary, especially keywords, are correctly used and defined where necessary

b) Use of correct grammar

Uses grammar correctly


c) Flow of ideas

Good use of punctuation and the essay flows well, with a recognizable beginning, middle and end. Repetition of synonyms is avoided and there is a comfortable feel to the style of language used (i.e. magniloquence is avoided).

7.7 iGCSE Personal skills end of year 11 project rubric

Levels/marks Aspect 1 Aspect 2 Aspect 3

Self-motivation and perseverance

Working within a team

Self-reflection

Complete/2 Approaches 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

Partial/1 Completes the project but sometimes lacks self-motivation.

Exchanges some views but requires guidance to collaborate with others.

Shows limited awareness of their own strengths and weaknesses and gives

Not at all/0 Lacks perseverance and motivation.

Makes little or no attempt to collaborate in a group situation.

Shows no awareness of their own strengths and weaknesses and gives no

7.8 Use of Turnitin.com

7.9 Using Turnitin to prevent plagiarism

This is a very powerful tool in the prevention and detection of plagiarism, and it is vital that Internal Assessments for IB are ALL first passed through Turnitin, failure to detect plagiarism before work is submitted for external moderation can result in a failing grade for IB chemistry, and in some circumstances, result in a fail for the whole IB diploma.


7.10 Using the GradeMark feature of Turnitin

In addition for checking for plagiarism, Turnitin also has a marking function called GradeMark. This allows the teacher to grade the submitted work using a combination of individual typed comments and comments from a set rubric. The Chemistry Department is in the process of systematically introducing this style of marking for most formally assessed work, like the literature review and the assessed practicals. Teachers are to use set grading rubrics for specific tasks to help improve marking by improving the quality of the feedback and to enable better standardization across the department of grading assessed work.

7.11Formative/summative assessment of key pieces of assessed work:Each piece of assessed work should have two main areas of formative/summative assessment:

1) Assign a grade (or grades) from level 1-7 OR a percentage if relevant.

7 = exceptional work that goes beyond what would normally be expected, flair would form a key aspect of this criteria.6 = Excellent work that has met all the criteria and demonstrates deep understanding and a high level of effort.5 = Good, conscientious work that largely meets the criteria for the assignment but contains some errors or misunderstandings.4 = Work which contains a substantial number of errors or serious misunderstanding. Pupils working consistently at this level are a cause for concern.<3 = Instant referral to HOD.

2) Written comments should provide specific reference to positive work and also indicate areas for improvement.

7.12Formative/Summative marking of h/w or non assessment based mark:

All work within chemistry should be marked using the following criteria:1) Assign grades from level 1- 7.

In keeping with the School Philosophy on grades, not all pieces of work require a summative grade. Departments/subject teachers should decide which pieces of work are deserving/require a summative grade. It is NOT expected that every piece of work receive a level 1-7 grade.


2) Students must be given formative assessment, this should take the form of several key points that show where the pupil is in their learning and what they have done well and should include points on subject knowledge, general understanding and flair etc.

3) Students should be given one or two points on how their work could be improved, this should include a point on how to further develop their independent research skills or flair etc.

7.13Spelling, punctuation and grammar:

Teachers should correct spelling in accordance with the school marking policy, additionally 1 incorrect keyword spelling should be identified. The teacher, at the bottom of the page should then correctly spell this word.

Within each piece of marked work at least two areas of incorrect grammar, punctuation or sentence structure should be corrected. This should only be minimal to avoid disheartening students and overburden teachers.

Maximum turn around time for homework should be about one week.

7.14 Assessment trackers

Students should be encouraged to develop their own learning and expand on formative assessment provided by staff within the faculty. To aid students in identifying areas they have been successful in and areas they need to develop, each student will use assessment-tracking forms to structure their thoughts.

The tracking form should be updated by students, with the help of the teacher after each piece of core assessment (one or two per half-term). This form will identify several core components:

1) The name/title of the assessed piece of work.2) The grades from 1-73) The areas identified by the teacher where the student has done well.4) Areas the student should develop, this is either filled in by using comments from the

teacher’s formative assessments or areas that the student would like to develop.5) Finally, after each piece of assessed work the student should set himself or herself a

target. Initially, this may require a fair amount of teacher involvement to develop a suitable target.


Student tracking forms should be stuck into their books or placed into their files. It is not expected that IB students use these forms.


7.14.1 Chemistry Department Assessment TrackerWork Name Grade What did I do well? What I could do better?

Target 1

Target 2

Target 3


7.15 Grading

7.16 Homework PolicyThe expectation for the amount of work set to be completed outside of the classroom is:Year 7 /8 30 minutesYear 9 30 minutesYear 10/11 40 minutesIB SL 140 minutesIB HL 210 minutes

7.17 Appraisal and Monitoring

7.17.1 Work Scrutiny

Once per term a departmental meeting will have forty minutes dedicated to work scrutiny. Each meeting will look at a different year group/course and evaluate the following:

1) Subject/material – this will periodically include students reporting on how they are finding the subject content/material.

2) Identifying individual good practice and how this can be transferred into the department to improve overall teaching practice.

3) Identifying areas for improvement and how will we make that improvement?4) A final question – clearly defined areas for improvement and strategies for

marking progress in these areas.

For each session of work scrutiny a focus will be decided in advance, an appropriate sample of work will be collected and then photocopies of the work distributed for people to look at before the departmental meeting.

EXAMPLE SCRUTINY FOCUS:AUTUMN – AssessmentSPRING – Differentiation with lessons and student participation.SUMMER – Subject content.

Photocopied work used for work scrutiny should be filled in the departmental exemplar work scrutiny file. A report should be filed on the outcome of the work scrutiny, an exemplar has been added on the page below.


Chemistry Department Work Scrutiny form

Year Group/Class:Date of monitoring

Does the work match with medium term planning (SOW)?

Does the work meet the academic rigors expected, as set by SOW?

Is there evidence of progression?

Does the marking meet departmental/school assessment criteria?

Have student assessment forms been completed and checked?

Individual good practice and how can it be shared

Suggestions for improvement.

Final Question:

of 80 PB

7.17.2 iGCSE and IB Teaching CalendarDetailed schemes of work are available on the shared area.

of 80 PB

8 Supporting Students

8.1 Support arrangements for students struggling with chemistry

Students who have issues or questions in chemistry are encouraged to ask questions both inside and outside of lessons. To help with this, specific times are allocated for students of particular year groups, with the times given on posters throughout the department. All chemistry teachers contribute to providing these lunchtime workshops. However, these are by no means the only times that students are able to talk to their teachers. For instance, the iGCSE Extended Essay allowed two weeks of supervised lab time during lunchtimes. Similarly, the IB Extended Essay is also amply provisioned with lab time and time for discussions about the projects with the supervisors involved.

The Chemistry Cause for Concern PolicyFor students with persistent problems in chemistry more directed and individualised support is given in the form of the departments Cause for Concern policy. In very nearly all cases, students who are struggling with the subject also have a history of repeated problems handing in homework and are unable to provide evidence of their attempts to learn the subject independently e.g. through completing the topic books or the past paper questions provided alongside the topic books. The cause for concern policy has been introduced with hopes to address this issue by monitoring each individual student’s work outside of lessons. Registers for attendance at the workshops is taken.

Years 11 and 13 PB has arranged lunchtime workshops on Tuesday and Wednesday for those struggling.

Year 12 meets with TD weekly on Mondays JH and AM meet with students in years 9 and 10 respectively every week

A weekly workshop register in the form of a google doc is also taken to aid monitoring.

of 80 PB

of 80 PB

8.2 Revision Process for years 11 and 13 in Chemistry

Every week Yr 11 and 13 have a portion of their homework assigned to revision questions according to the revision schedule. They should get their homework at least one day (i.e. Thursday) before the revision workshop. They should also get other homework. Hand in deadline is Wednesday 9am in the yellow tray (Mr Brannac’s) outside of the chemistry office.Revision drop-in session on Fridays at 13:35 to 14:05 is for any questions students in years 11 and 13 may have about anything. This will be in Mr Brannac’s room, SF313. There will be a register.On Wednesdays at 3:30 to 4:30pm there will be a student-led revision session in SF311 for help in Chemistry and Biology run by the Medicine and Biochemistry Society. Mr X will be running a drop in session on Sundays at 13:30 to 14:30 in the girls lecture theatre. There be will be a register.Extra Help: Students in year 11 and 13 who are on the Cause for Concern process will need continue to need to see Mr Brannac on lunchtimes at 13:35 on Tuesdays (Year 11) and Wednesdays (Year 13).

Day Run By For Session Time and place

Tuesday PB Yr 11 cause for concern students

Yr11 Extra Help 13.35 in SF 313

Wednesday PB Yr 13 cause for concern students

Yr 13 Extra Help 13.35 in SF 313

Wednesday Yr 13 students

All students all years

Drop in session 15.30 to 16.30 in SF 311

Friday PB All students in Yr11 and 13

Drop in revision session

13.35 in SF 313

of 80 PB

8.3 IB revision Timetable

of 80 PB

8.4 iGCSE Revision Timetable

of 80 PB

8.5 Enrichment Policies

8.6 Chemistry Department Policies on International Mindedness, ToK and IB Learner Profile

Field TripsTo help advance international mindedness we are having a field trip with the IB students in term 2 to a UNESCO World Heritage site as part of their Internal Assessment to collect data on the environment. Biochemistry and Medicine Society and Club Both of these endeavours are geared at encouraging international mindedness and copperation, for instance with the contribution made by members through the Somosomo project where our students taught basic scientific International competitionsCambridge Chemistry ChallengeAlso, students are encouraged to apply to the Cambridge Chemistry Challenge online: http://c3l6.org/postsThis is an international competition aimed at high school students and tests their ability to reason and apply logic to solve puzzles like this one:

Students are asked to complete several of these and there is a leader board, with the most successful students receiving official recognition. Bill Bryson Prize

The Bill Bryson Prize is designed to recognise and encourage excellent science communication in schools and colleges by encouraging students to think creatively about science. The competition is open to students aged 5-18 with entries accepted in any format as long as they accurately communicate science.

Recent entries have included videos, podcasts, posters, even cartoons, songs and poems.

8.7 Promoting ToK in lessons

In addition to embedding ToK opportunities within the schemes of work, students are encouraged within lessons to identify links with the work they are studying to ToK within

of 80 PB

http://c3l6.org/posts

lessons by being awarded merits for connections which are regarded as well thought out.

8.8 Promoting the IB Learner Profile

In addition to embedding IB Learner Profile opportunities within the schemes of work, students are encouraged within lessons to identify links with the work they are studying to IB Learner Profile within lessons by being awarded merits for connections which are regarded as well thought out.

8.9 Medicine and Biochemistry Society

A new society run jointly with the Biology department has been set up and will be launched initially for the IB students on the lunchtime of Tuesday 21st of May with an introduction to PCR from PB. The intention of the society is to encourage interest in topics relating to medicine and biochemistry that are not specifically covered by either syllabus and to share the research experience within the faculty with the students. In addition, this will allow students an opportunity to experience basic research projects like DNA extraction, PCR and electrophoresis which they would be able to access in lab internships in university settings if they were in a city like London or Seoul. This will allow them to be better informed about their university choices which will be of particular value to students interested in applying for extremely competitive courses like Medicine and also for Oxbridge and Ivy League applicants.

8.9.1 Molecular Biology Plan for the Medicine and Biochemistry Society PCR

1. PCR a gene fragment using DNeasy PCR beads (premade dehydrated Taq + Buffers + dNTPs) from peanut DNA and then visualise it using agarose gel electrophoresis

2. Select a gene from an organism that has easily obtainable genomic DNA, create and order the necessary primers. Then extract DNA and then PCR but using a PCR reaction mix made from scratch by ourselves.

Gene cloning, cell culture and protein purification3. Buy a transformation kit from Bio Rad (pGLO™ Bacterial Transformation Kit)

website:http://www.bio-rad.com/en-kr/product/pglo-bacterial-transformation-kitTransform the bacteria (which means making competant E.coli cells take up a plasmid with a gene inserted into it for antibacterial resistance and for the green fluorescent protein(GFP).

4. Grow up a sample of GFP expressing bacterial cells, and the competant cells, add storage buffer (mostly glycerol) and freeze at -20 for later use.

5. Grow large amounts of transformed bacteria and try to separate the GFP using a simplified, homemade version of flow rate chromatography.

6. Run the protein extracts through a polyacrylamide electrophoresis gel.

Restriction digests and further PCR techniques7. Grow up the bacterial cells, purify the plasmids and then do restriction digests on

them.8. Perform PCR on isolated target regions of either genomic or plasmid DNA within the

Ecoli cells

of 80 PB

http://www.bio-rad.com/en-kr/product/pglo-bacterial-transformation-kit

Future work9. Clone into the bacterial plasmids a protein of interest to confer upon the transformants

a specific resistance to antibody or expressed protein leading to a novel ability that can be easily screened (e.g. UV resistance).

10. Investigate the lac operon, possibly using lac negative Ecoli strains. Possibly using the lac operon as a starting switch, e.g. to express GFP?

8.9.2 Proposal for subject-based INSET 2012-3

Department: Biology and Chemistry

HoD: P.B. and PG

Number of staff involved in

training:

6

Please outline your proposal for

Subject-based INSET, including

how it will benefit your department

professionally and the

relevance to subject provision

in the department .

A school based session to learn about PCR and its application in Gene Technology. P. Brannac has

experience with this and will lead both departments in practicing the use of it in the classroom. This could be

backed up by possibly getting someone from Jeju University to come and give a talk on Genetic

Engineering. In order for the appropriate experimental preparations to be made to set up the PCR practical we need to allow the gels to set overnight, and we will need

afterwards another night to run the PCR and then the gel, so it’s not possible to do on either a Monday or

Friday, ideally Thursday so PB in the afternoon can turn off the thermocylcer and then load the gel.

The rationale of getting a joint INSET, is to use it as a basis for launching a Medicinal BioChemistry Society.

Please outline any proposed costs of the

INSET, how and when these will need to be paid. Please note, any

non-Korean speakers who

are being paid a speaker’s fee will

require an employment

contract to be

We have the main pieces of equipment, but will need to order some additional chemicals from Sigma.

We do not have any university contacts yet, so if we were to get a speaker in this would need to be done by

someone familiar with the Korean university system and fluent in Korean.

The lecture would hopefully be done at lunchtime so students were able to attend.

In addition to getting up-to date information about current research into DNA science, we also hope that this could initiate the start of a relationship with the

speaker and the university which would hopefully be built upon so that eventually our IB students might be

able to get work experience in the university’s labs,

of 80 PB

drawn up and an E7 short term

visa to be obtained.

which is vital for realistic Oxbridge and UK medical school applications.

Proposed date of the training:

Summer Term

8.10 Junior School Liaison - Young Scientists

As part of our work with the Junior School TD and PB jointly run the Young Scientist Club on Tuesdays where the students from the junior school have a chance to perform fun experiments like fire writing, making blue crystals and making (fools) gold.

of 80 PB

9 University preparation including Oxbridge and MedicineAn interview schedule has been created and implemented to give mock interviews to IB year 13 students. Some of the most important areas of improvement that have been noticed is a substantial lack of reading around the subject, and reading in general. To help deal with this there will be opportunities for some year 11 and year 12 students after the exams to have a mock interview so that they can carry the advice with them into their summer reading program.

9.1 Interview schedule for Term 1

Day Date Time Student Subject EventMonday 23/11/2013 13:30 Medicine Interview

16:45 Chem Eng Interview17:05 Engineering Interview17:25 Engineering

Tuesday 24/11/2013 13:15 Feedback

x14.50Human social and political science Interview

17:15 EnglishWednesday 25/11/2013 15:30 Interview

16:15 Interview17:00 Physics Interview17:30

Thursday 26/11/2013 13:15 FeedbackFriday 27/11/2013 16:15 Interview

16:50 InterviewSaturday 28/11/2013 x12.10 Interview

x12:45 Interview13:00:00 Interview

Sunday 29/11/2013Monday 30/11/2013 13:30 Feedback

16:15Reschduled for Tuesday



Tuesday 1/12/2013 15:3016:1517:0017:45

Wednesday 2/12/2013 15:30 Interview16:15 Interview17:00 Interview17:40

Thursday 3/12/2013 13:35 PS15:45 Theology and philosophy Interview16:30 Interview17:1517:50

Friday 4/12/2013 13:10 PS

of 80 PB

Day Date Time Student Subject Event15:0015:30 Interview16:00 Interview16:45 Physics Interview

Saturday 5/12/2013 12:10 FeedbackSunday 6/12/2013Monday 7/12/2013 16:15:00

17:0017:40

Tuesday 8/12/2013 12:00:0014:10:00 ps

14:50Unseen text interview

Wednesday 9/12/2013 13:10:00 PS15:30 Pharmacy16:15

Thursday 10/12/2013 16:1517:00:00 Pharmacy

Friday 11/12/2013

10 IB Chemistry

10.1 Course Overview

10.2 Internally Assessed Practical ComponentOver the course of 2 years students are required to complete regular practical assessments. This will be marked according to the IB scheme, but there is also a Marking Rubric available that allows students to compare their work to the School Academic grading system (1-7).Once complete and marked all practical work is to be stored in the Chemistry office. The departmental markbook will be used to record marks for each practical activity. Each student will have 2 copies of their practical work record – one stored in the Chemistry office, one for their personal records.Although not every practical task needs to cover each assessment area it is expected that students produce work that is easy to follow as a stand-alone item.

11 Resources

11.1 Electronic Resources – Google Drive and the Shared DriveAs the department develops resources they will gradually migrate to the shared drive. Care must be taken not to just dump all of your current resources in there – anything added to the shared drive needs to be present in a useful form and easily identified. If personal, unsorted resources are added, please store them in a folder that identifies the owner.

Resources under development will be on Google Drive until such point that they are finalized. As resources are developed there will be a greater use of the shared drive.

of 80 PB

11.1.1 Online ResourcesCurrent (and ordered) online resources are:

IB In-Thinking - http://www.chemistry-inthinking.co.uk

This has been ordered

Brainpop animations http://www.brainpop.comThere is now a (Chemistry department) subscription to BrainPop animations. This has lots of short animations and activities suitable for lesson starters, discussion starters etc..

This is a single user subscription,be wary - it may not accept multiple logins. In this case it is usually better to download videos before watching (unsure how to do this - ask me how).

of 80 PB

12 Chemistry Exam (and Mock Exam) Guidance for Invigilators

iGCSE Chemistry (CIE 0620)In the first session (2 hours) Students should do Papers 1 and 3. Paper 1 should be collected in after 45 minutes and paper 3 should be handed out at the same time. In the second session they should do Paper 6 (1 hour). iGCSE Papers all are all self-contained with the exception of Paper 1 which needs to be answered on the answer sheet. Students may use calculators for all papers. If you could collect in the question papers as well that’s be smashing!In total there should be (cover sheets for iGCSE are in BLACK font):

1. iGCSE Paper 12. iGCSE Paper 33. iGCSE Paper 64. Answer sheet

Total iGCSE students:IB Diploma Chemistry In the first session students should do Paper 1, when that is collected in you can hand out the Data Booklet for Paper 2. Timings are as follows:

Session 1 Session 2Chemistry HL P1Chemistry HL P2Chemistry SL P1Chemistry SL P2

1hr2hrs 15mins45mins1hr 15mins

Chemistry HL P3Chemistry SL P3*

1hr 15mins1hr*

IB Paper 1 needs to be answered on the answer sheet. No Calculators (or Data Booklet) allowed for this paper. Papers 2 and 3 should be answered on the question sheet provided, students may use calculators. Students also need the data booklet. Please tell the students not to write on them. In total there should be (cover sheets for IB STANDARD LEVEL are in red font, IB HIGHER LEVEL ARE IN BLUE FONT):

1. IB STANDARD Level Paper 12. IB STANDARD Level Paper 23. IB STANDARD Level Paper 3

4. Answer sheet5. IB Data Booklet

1. IB HIGHER Level Paper 12. IB HIGHER Level Paper 2

3. IB HIGHER Level Paper 34. Answer sheet

5. IB Data Booklet

of 80 PB

Total Standard Students: Total Higher Level Students:

13 iGCSE Overiveiw of courseAtomic Structure and Bonding Summary

Topic Learning Objectives PracticalStructure of the atom Describe the structure of

the atom. Include words: proton, neutron, electron

Isotope Describe what an isotope isElectron shells and valency Describe how the electrons

fill into shells .

Metallic bondingDescribe properties of a metallic bond. Sea of electrons, conduction of electricity etc

Test different substance to see if they conduct electricity?

Ionic bonding Describe properties of an ionic bond.

Covalent bonding Describe properties of both a simple covalent bond and giant covalent bond.

Be able to draw dot and cross diagrams of simple covalent molecules

Giant: silicon dioxide and diamond. Forming Glass – RSC 44

of 80

Amount of a substance Summary

Topic Learning Objectives PracticalIonic charge Be able to determine the ionic charge of an ion from

looking at the periodic tableWord and symbol equations Be able to write word, symbol equations and ionic

equationsRelative atomic mass and relative molecular mass

To be able to determine the Ar and Mr of atoms/compound from using the periodic table

The determination of relative atomic mass – RSC 17

The MoleDescribe what a mole is, Avogadro’s number. Be able to calculate a mole, concentration, volume http://www.liv.ac.uk/chemistry/links/constants.html

Molar Gas Volume Be able to calculate molar gas volume React Mg with dilute H2SO4 with gas syringes to calculate molar gas volume – from SoW

Stoichiometric calculations To be able to calculate mol/dm3, reacting mass, volume http://science.widener.edu/svb/pset/stoichio.html

Titration – HCl and NaOH with pheolphatlein?

Emperical Formula To be able to calculate empirical formula and then molecular formula.

The change in mass when magnesium burns – RSC 67

% Yield and % purity Be able to calculate both % yield and % purity.

% Yield – calculate from simple displacement reactions

% purity – calculate from titration. E.g. Calculate amount of iodine in potassium iodade

Not sure.

of 80

Periodic Table 1 Summary

Topic Learning Objectives PracticalExothermic and endothermic reactions

Be able to decide what an endothermic/exothermic reaction is. (by rise or fall in temperature)

Other practicals: dissolving salts – and using data loggers?

Heats of Reaction – RSC 84

Thermometric Titration – RSC 45

Exothermic or endothermic – RSC 22

Periodic Table Layout of the periodic table. Be able to predict properties of elements from periodic table (ie, metal/non metal, s/l/g)

Include metal/non metal border, valency electrons = group number.

General properties = mp/bp, conduction of heat, electrical conductivy, malleability, ductility.

Reactions with water, steam, dilute mineral acidsMetals Use of alloys

Group 1 – trend in reactivity, mp, density, reaction with water etc – then predict Rb and Cs.

- videos of these are on the network

Group 2 – reactions with water, steam and HCl. (only Ca and Mg – then with HCl also do Fe)

Demo – Lithium, sodium, potassium with water

The reactivity of group 2 metals – needs editing

Reactivity SeriesDescribe the reactivity series when solid metal reacts with aqueous ions.

Reactivity of metal oxides to get metals.(SoW says other listed metals but not sure what they are – I thought copper from copper oxide would be good RSC 90 or Reduction of iron oxide by carbon RSC 35)

Displacement reactions between metals and their salts – RSC 97

Demo - thermit

Aluminium Unreactive oxide layer of aluminium, uses of aluminium,

Extraction of metals Describe the ease of getting metals from their ores relating to the reactivity series.Need to include: economic and environmental cost,

of 80

Topic Learning Objectives Practicaluse of fossil fuels, importance of recycling

Air and Water Summary

Topic Learning Objectives PracticalPurification of water Looking at how water is purified by filtration and

chlorinaton.

Possible link to the water crisis (water aid charity). Process of how water is cleaned in 3rd world countries – chlorine is toxic but safe in very dilute.

Sow link: www.eng.rpiComposition of the atmosphere and noble gases

To know what all the gases that make up the atmosphere are.

Small amount atmosphere are noble gases, need to know uses of helium and neon. They are inert and why (full shell of valence electrons)

Pollutants The source of CO, SO2, NOx, Pb compounds and how these affect businesses and health and the environment – (massive bit in SoW). What the role of the catalytic converter is in reducing pollution.(loads of links in the SoW)- Project – research into Beijing’s pollution problem. What causes it, what are the effects on health and business and what us being done to overcome the problem

ICT suite/bring laptops/ipads

Fractional Distillation of air and uses of O2

How Nitrogen and oxygen can be separated by fractional distillation. Explain mp/bp

Use of oxygen in oxygen tents in hospitalsRusting Reaction of iron with oxygen to form rust.

What conditions will cause rust to form quicker than Causes of rusting – RSC 50 (Al also has loads of stuff

of 80

other conditions.Methods of rust prevention; paint, galvanizing, sacrificial protection

on this)

Formation of carbon dioxide Combustion of fossil fuels, respiration, and a reaction between acid and a carbonate.

Possible project: role of carbon dioxide from combustion of fuel leading to global warming.

Demo: Combustion RSC -16Practical: HCl with marble chips and bubble through limewaterPractical: respiration – blow through limewater

Periodic Table 2 Summary

Topic Learning Objectives PracticalHalogens Describe chlorine, bromine and iodine as diatomic

molecules. Be able to draw dot and cross diagrams.Know their colour, state and reaction with other halide ions.Be able to write half equations of all these reactions.

Halogen displacement reactions – RSC 52 (newer print out –P152) – worksheet RSC 19

Reversible reactions To know that reactions can be reversed by changing the reaction conditions.

Small amount atmosphere are noble gases, need to know uses of helium and neon. They are inert and why (full shell of valence electrons)

Hydration/dehydration of copper sulfate (test for water)

Equilibria What an equilibrium is. Le Chatilier’s principle, and how changing reaction conditions can affect equilibrium.

Need to cover the Haber Process (making NH3) and the Contact process (H2SO4). And economic and environmental issues/advantages of changing the reaction conditions – ie. Cost/energy/fossil fuel use

Demo: sodium chromate/dichromate equilibrium and iodine/iodide (don’t know what these demos are but are in SoW)

Displacement of ammonia from its salts

Experiments involving heating ammonium salts with and without NaOH.

Objective: to illustrate how the liming of soils can lead to ammonia loss from ammonium salts added as fertilisers.

NO IDEA!!

The experiments mentioned – DON’T KNOW!

of 80

See website link in SoWReactions of heat on hydroxides Describe the action of heat on the hydroxides of

calcium, copper(II), iron(II), iron(III), magnesium, potassium, sodium and zinc.

To determine the trend in reactivity of Ca(OH)2, Zn(OH)2,Fe(OH)2 from

Causes of rusting – RSC 50 (Al also has loads of stuff on this)

Reactions of heat on nitrates

Describe the action of heat on the nitrates of calcium, copper(II), iron(II), iron(III), magnesium, potassium, sodium and zinc.

Don’t see how any of this fits!

FertlisersHow nitrogen, phosphorus and potassium are needed for fertilisers.

Make fertilizer – RSC 91?

Sulfur What are the sources are. Link to allotropes but not essential.

The use of sulfur in the production of sulfuric acid.

Sulfur dioxide is a bleach in the production of wood pulp and making paper.

Possible do this as a research project?

Chemical Analysis Techniques Summary

Topic Learning Objectives PracticalPaper Chromatography To know that this is a method of separating a

mixture of different liquids. Smarties Chromatography - RSC 71

Thin Layer Chromatography Use Rf values to interpret chromatogramsUse of locating agents for colourless substances

Possibly separating a mixture of amino acids and simple sugars – see SoW – need to order UV lamps, dark boxes, TLC paper

Purity of substances in Use examples of NaCl – use on the road to melt ice

of 80

every day life but also used as food flavouring so must have different purity. NaCl changes the mp/bp of the water.

Drug purity regulations – www.cgmp.com

Titration to find the purity of vinegar (Al has resources for this)

Methods of purificationStudents need to know about using a suitable solvent, filtration, crystallation, distillation and a fractionating column. Then they need to be able to select a suitable purification method based on 1) magnetic properties and 2) varying solubulities.

Typical solvents to use are water or ethanol. Demonstrate separation of iodine using cyclohexane.

(Refer to the fractional distillation of : crude oil (syllabus section 14.2), fermented liquor (syllabus section 14.6).

Filtration is used in one of the salt preparation methods to remove excess solid.

Crystallisation is used in most salt preparations to obtain the final product.Demonstrate the (partial) separation of ethanol from water by distillation. Demonstrate separation of ‘petroleum fractions’ from mixtures of hydrocarbons.

Haven’t got a RSC sheet but definitely need a practical here.

Chemical Test for water The two tests for water – cobalt chloride paper and anhydrous copper sulfate.

Possible extension: hardness of water?

A chemical Test for water – RSC 43

Testing water hardness – RSC 42

Cation, anion and gas testing

Students need to know all the reactions of the following anions, cations and gases.

aqueous cations;

aluminium, ammonium, calcium, copper(II), iron(II), iron(III) and zinc, (using aqueous sodium hydroxide and aqueous ammonia as appropriate).

Testing for salts for anions and cations – RSC 80

Making and Testing ammonia

Squeeky pop test – Mg

of 80

anions;

carbonate (by reaction with dilute acid and then limewater), chloride (by reaction under acidic conditions with aqueous silver nitrate), iodide (by reaction under acidic conditions with aqueous lead(II) nitrate), nitrate (by reduction with aluminium), sulphate (by reaction under acidic conditions with aqueous barium ions)

gases;

ammonia (using damp red litmus paper), carbon dioxide (using limewater), chlorine (using damp litmus paper), hydrogen (using lighted splint), oxygen (using a glowing splint).

and HCl

CO2 test – sodium carbonate solution, limewater and HCl

Oxygen test – H2O2 and MnO2

Chlorine – electrolysis of brine?

Factors affecting the rate of reaction

Students need to know how rate of reaction can be affected by concentration, particle size, catalysts (and enzymes) and temperature.

Need to be able to explain this in terms of particles and collisions.

Demo: Custard powder explosion

Effect of concentration on reaction rate – RSC 65

The effect of temperature on reaction rate – RSC 64

Al also has loads of stuff on this – we did our GCSE coursework on this at my previous school

Practical investigation Students needs to come up with a method and investigation into how to manipulate rate of a reaction that will evolve a gas.

Use gas syringes and decomposition of H2O2.

Need to be able to interpret data/ plot data to show volume vs time with changing conditions.

Effect of light on the speed of reactions

Affect of light on silver chloride/bromide Making a photographic print – RSC 70

of 80

14 IB Overview

14.1 Overview of IB topics

Chemistry Department IB Chemistry Examination 2014

Option A: Analytical Chemistry (15 hours) (SL:A1-A7 & HL A8-A10)Option E: Environmental Chemistry (15 hours) (SL:E1-E8; & HL E9-E12)

Topic 11: Measurement and data processing (2 hours) is taught through the experimental programme of study.

Term 1

Topic 2: Atomic StructureTopic 12: Atomic Structure

4 hours3 Hours 2 weeks

Topic 4: BondingTopic 14: Bonding

12.5 hours5 hours 3 weeks

Topic 3: PeriodicityTopic 13: Periodicity

6 hours4 Hours

2 weeks

Topic 1: Quantitative Chemistry 12.5 hours 3 weeks

Term 2Topic 5: EnergeticsTopic 15: Energetics


Topic 6: KineticsTopic 16: Kinetics

5 hours 6 hours 3 weeks

Topic 7: EquilibriumTopic 17: Equilibrium 5 hours 3 weeks

Term 3

of 80

Topic 8: Acids & BasesTopic 18: Acids & Bases

6 hours10 hours 5 weeks

Term 1 Year 13Topic 9: Oxidation ReductionTopic 19: Oxidation Reduction


Topic 10: Organic ChemistryTopic 20: Organic Chemistry


Term 2 Year 13Optional Topic 1 (Chosen by teacher)SLHL

15 hours7 Hours

4 weeks

Optional Topic 2(Chosen by teacher)SLHL

15 hours7 Hours

4 weeks

of 80

14.2 IB Chemistry Practical Scheme of Work

Topic 1: Quantitative Chemistry & Topic 11: Measurement and Data Pocessing

4 hrs HL and 4 hrs SL

1. Preparation of a standard solution (0.40 hr). SL + HL – Students prepare a suitable standard solution (0.05 mol dm-3 sodium carbonate.) They then calculate the exact concentration of this solution.

2. Titration of a standard solution with an acid (1 hr 10 minutes). SL + HL – Using the prepared standard solution, students are asked to determine the concentration of a hydrochloric acid sample by titration.

3. Water of Crystallization (1 hr 10 minutes). SL + HL – Students use heating to constant mass to determine the value of x in the following formula CuSO4.xH2O

4. Vinegar Titration (1 hr). SL + HL – Students determine the concentration of ethanoic acid in a commercial sample of vinegar.

Topic 2: Atomic Structure (3 hrs HL and 1 hr 20 minutes SL)

1. Flame Tests (0.40 hrs). SL + HL – Students carry out simple flame tests to show the identity

of the following metal ions: Lithium, sodium, potassium, calcium, iron (II), copper (II), barium. This is used as an introduction to the concept of line spectra. The experiment is not assessed using IB criteria, though they are required to answer a series of questions regarding the excitation of electrons and write equations for these.

2. Hydrogen Emission Spectrum (0.40 hr). SL + HL – Students explore interactive websites to investigate how emission spectra are related to the energy levels of atoms, convergence etc. Students are required to answer a series of questions relating to the emission spectrum. The following websites are used:http://astro.u-strasbg.fr/~koppen/discharge/http://www.lon-capa.org/~mmp/kap29/Bohr/app.htmhttp://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/linesp16.swfhttp://www.800mainstreet.com/spect/emission-flame-exp.html

This experiment is credited with ICT as a simulation.

3. First Ionisation Energies (1 hr). HL only – Students are given data regarding the ionisation energies across the third chemical period. They must suitably present this data and try to explain the trends. Students use this website as background reading for this experiment:http://www.chemguide.co.uk/atoms/properties/moreies.html

The experiment is not assessed using IB criteria, though they are required to answer a series of questions ionisation energies and write equations for these.

4. Successive Ionisation Energies of Magnesium (0.4 hr). HL only – Students plot the ionisation energies and then attempt to explain them in terms of energy levels and electron orbitals. The experiment is not assessed using IB criteria, though they are required to answer a series of questions regarding the ionisation energies. This experiment is credited with ICT use of a databank.

of 80

http://www.chemguide.co.uk/atoms/properties/moreies.html

http://www.800mainstreet.com/spect/emission-flame-exp.html

http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/linesp16.swf

http://www.lon-capa.org/~mmp/kap29/Bohr/app.htm

http://astro.u-strasbg.fr/~koppen/discharge/

Topic 3: Periodicity (4 hrs 20 minutes)

1. Reactions of the alkali metals with water (0.4 hr) SL + HL – Demonstration of the reactions of sodium, lithium and potassium with water. Students make observations and complete questions based on the observations.

2. Halogen Displacement Reactions (0.4 hr) SL + HL – The halogens chlorine, bromine and iodine are placed in order of reactivity by observations of the colour changes involved during reactions with halide salt solutions.

3. Chemical Tests for Ions (1 hr 50 minutes) SL + HL – Students complete tests for the following ions: Cations: copper (II), iron (II), iron (III), magnesium, aluminium. Anions: chloride, bromide, iodide, sulphate, carbonate, nitrate. Students are then required to identify five unknown slat solutions based on the tests completed.

4. Transition Metal Complex ions (1 hr 10 minutes) HL only – Students complete several reactions investigating the transition complex ions. Metals investigated include manganese, copper, iron, cobalt and vanadium.

Topic 4: Bonding (3 hrs 50 minutes)

1. Melting Points of Period 3 Elements (0.4 hr). SL + HL – The melting points of the elements in the third period are plotted on a graph and students complete a series of exercises explaining the trends. The melting points are obtained from this website:http://www.webelements.com/periodicity/melting_point/

This experiment is credited with ICT use of a databank.

2. Transition Metal Complex Ions (0.4 hr). SL + HL – Reactions (reversible and non-reversible) reactions of the following transition metal complex ions are investigated: cobalt, copper, iron (II), iron (III), silver(I). Students are required to write balanced equations with states and draw and name the shape of some of the ions.

3. Shapes of Molecules and Ions (1 hr 20 minutes) SL only – Students are shown videos on the school network and complete the questions at the internet website listed below to look at the shapes of various 2, 3, 4 negative charge centres.http://www.chem.purdue.edu/gchelp/vsepr/rules2.html


4. Shapes of Molecules and Ions (1 hr 20 minutes) HL only – Students are shown videos on the school network and complete the questions at the internet website listed below to look at the shapes of various 2, 3, 4, 5, 6 negative charge centres.http://www.chem.purdue.edu/gchelp/vsepr/rules2.html


5. Intermolecular Forces & Viscosity (1 hr) – Students complete the reading, questions and viscosity simulation at the following website:http://www.wisc-online.com/objects/index_tj.asp?objID=GCH6804Students are required to draw hydrogen bonding in water and complete the quiz located here:http://wps.prenhall.com/esm_brown_chemistry_9/0,4647,171345-,00.html

of 80

http://wps.prenhall.com/esm_brown_chemistry_9/0,4647,171345-,00.html

http://www.wisc-online.com/objects/index_tj.asp?objID=GCH6804

http://www.chem.purdue.edu/gchelp/vsepr/rules2.html

http://www.chem.purdue.edu/gchelp/vsepr/rules2.html

http://www.webelements.com/periodicity/melting_point/


Topic 5: Energetics (5 hrs 20 min)

Teacher note: This is where students are fully assessed using all three IB criteria for the first time. Students complete two assessments using the full IB criteria (see below).

1. Exothermic and Endothermic Reactions (1 hr 20 minutes). SL + HL – Students are shown or carry out several reactions showing a range of exothermic and endothermic reactions. Examples of endothermic reactions include barium nitrate and ammonium chloride solids mixed together, dissolving ammonium chloride in water and thermal decomposition of copper carbonate. Examples of exothermic reactions include neutralisation, displacements reactions and the reaction of calcium and water.

2. Enthalpies of Reaction (2 hr).SL + HL – Students are given the following instructions: “Investigate the enthalpy change for a common chemical reaction using a calorimeter”. The goal is to determine the enthalpy change per mole of reactant. (D, DCP, CE) This experiment is credited with ICT software for graph plotting & ICT a spreadsheet for data processing.

3. Combustion of Alcohols Fuels (2 hrs). SL + HL – Students plan an experiment to determine which alcohol releases the most amount of energy per mole using methanol, ethanol, propanol and butanol. Students are issued with following instructions: “Determine which of the following fuels is the most efficient: methanol, ethanol, propanol and butanol?” The plan is that students use these fuels in spirit burners to heat a set volume of water and determine the enthalpy change per mole. They can then compare their results with literature values and give an evaluation of the success of the experiment. (MS, DC, DPP, CE).

Topic 7 Kinetics (2 hrs)

1. Factors Affecting Reaction Rates (1 hr) – Students use thiosulphate and acid reactions to measure how colour change can be used to monitor the progress of a reaction. They change the concentration of the thiosulphate to compare the rates. Data is recorded and matched to a graph to determine that this is a first order reaction.

2. Decomposition of Hydrogen Peroxide (1 hrs) – Students use manganese dioxide to measure the rate of decomposition of hydrogen peroxide. The concentration of peroxide is changed and the results are graphed.

Topic 8: Equilibria (5 hrs)

1. Introduction to equilibrium systems (1 hr) – Students complete reactions to investigate the following equilibrium systems: precipitation of magnesium hydroxide, the tetrachlorocobalt complex ion, the effect of pH on the colour of bromine water, the effect of pH on chromate and dichromate. They are then required to write chemical equations and answers simple questions regarding Le Chatlier’s Principle and how it relates to these systems.

of 80

2. Straw equilibrium (1 hr) – Students use measuring cylinders and straws to investigate the idea of equilibrium.

3. Equilibrium simulation (1 hr) – Students are shown videos on the network and complete the activity on the website below:

http://www.chm.davidson.edu/ronutt/che115/EquKin/EquKin.htm


4. Investigating equilibrium using a pH probe (2 hrs) – Students use a Pasco pH probe to investigate the equilibrium system ethanoic acid/ethanoate ion/hydrogen ion and the ammonia/ammonium ion/hydroxide ion and the results when these stems are perturbed. They are then required to answer a series of questions explaining the principles learned.

This experiment is credited with ICT use of a datalogger.

Topic 9 Acids and Bases (6 hrs)

1. Properties of acids and bases. (1 hr) – A revision of the basic properties of acids including their reactions with metals, solid and aqueous carbonates, alkalis (including ammonia), bases and universal indicator. pH probes are also used. Strong monoprotic and diprotic acids and a weaker acid of the same concentration were investigated for their conductivity in a circuit measured in amps, and their pH using a pH meter. Their action with calcium carbonate and universal indicator was also observed. The same results were recorded for a strong alkali and weaker alkalis such as ammonia and solutions of sodium carbonate and sodium hydrogen carbonate. This experiment is credited with ICT use of a datalogger.

2. Computer generation of titration curves (1 hr) - Students use the website listed below to complete a simulated titration of sodium hydroxide and ethanoic acid to determine the pKa of the acid. http://www.wfu.edu/~ylwong/chem/titrationsimulator/index.htmlhttp://www.chem.iastate.edu/group/Greenbowe/sections/projectfolder/flashfiles/stoichiometry/acid_base.html

This experiment is credited with ICT use of a simulation.

3. Determining the concentration of ethanoic acid in vinegar (2 hrs) - A sample of commercial vinegar is diluted and then titrated with a standard solution of alkali. The concentration of ethanoic acid is then found and compared with the value stated on the bottle.

4. Investigating Buffers (1 hr) - Students use the website listed below to investigate buffers. http://www.chem.iastate.edu/group/Greenbowe/sections/projectfolder/flashfiles/acidbasepH/ph_buffer.html

This experiment is credited with ICT use of a simulation.

5. Salt hydrolysis (1 hr) – Students test the pH using a pH meter of a range of salt solutions and answer questions based on conjugate acid/base pairs.

This experiment is credited with ICT use of a datalogger.

Topic 10 Redox (8 hrs)

of 80

http://www.chem.iastate.edu/group/Greenbowe/sections/projectfolder/flashfiles/acidbasepH/ph_buffer.html

http://www.chem.iastate.edu/group/Greenbowe/sections/projectfolder/flashfiles/acidbasepH/ph_buffer.html

http://www.chem.iastate.edu/group/Greenbowe/sections/projectfolder/flashfiles/stoichiometry/acid_base.html

http://www.chem.iastate.edu/group/Greenbowe/sections/projectfolder/flashfiles/stoichiometry/acid_base.html

http://www.wfu.edu/~ylwong/chem/titrationsimulator/index.html

http://www.chm.davidson.edu/ronutt/che115/EquKin/EquKin.htm

1. Common examples of redox reactions (1 hrs) – Students complete a series of common redox reactions.

2. Determination of the percentage of copper in brass (2 hrs) – Students prepare a standard solution of thiosulfate then react a brass screw with concentrated nitric acid and then after dilution, titrate with the standard solution.

3. Investigating aqueous electrolysis (1 hr) - A range of aqueous salt solutions can be electrolysed. Students predict the products and compare these to their observations. They can then give electrode equations and discuss the factors that affect the products formed. Students also use both carbon and copper electrodes when electrolysis copper sulphate. The chlorine gas test is demonstrated.

4. Investigating voltaic cells (2 hrs) – Students are instructed to investigate a factor which affects a voltaic cell. The idea is that students will chose cell voltage as the dependent variable and then chose one of the following independent variables: Size of electrodes, distance between electrodes, nature of electrodes, nature of solution, concentration of solution, nature of ion transfer (salt bridge), method of measurement. (D, DC, DPP).This experiment is credited with ICT software for graph plotting & ICT a spreadsheet for data processing.

5. Investigating electrolysis (2 hrs) - Students are instructed to investigate a factor which affects electrolysis of a metal sulphate solution. The idea is that students will chose mass increase of the cathode (using a copper sulphate solution) as the dependent variable. They will then one of the following variables as the independent variable: time, temperature, concentration of solution, identity of metal/oxidation state, size of electrode, current, voltage. (D, DC, DPP).This experiment is credited with ICT software for graph plotting & ICT a spreadsheet for data processing.

Topic 11 Organic (10 hrs)

1. Dehydration of cyclohexanol (2 hrs) – Cyclohexanol is heated with phosphoric acid. The percentage of the product is calculated. The product is also tested for unsaturation using bromine water.

2. Molecular Models (3 hrs) - Molecular models used for a number of applications throughout this topic. Various hydrocarbons are made to help illustrate structural isomerism. Reactions of alkenes shown. Students are able to build up different functional groups. Oxidation of alcohols and particularly condensation polymerisation reactions. Also optical isomerism.

3. Esters (1 hr) – Several esters are formed by reacting alkanols and carboxylic acids.

4. Preparation of an aldehyde (1 hr) - A sample of ethanol is oxidised with an acidified solution of sodium dichromate. The process is completed using a quickfit distillation kit. The aldehyde is collected for testing. The students are asked to perform this complex practical in pairs so that their teamwork, motivation and environmental awareness could be assessed. (Manipulative skills).

5. Preparation of Carboxylic Acid (1 hr) - Ethanol is oxidised to ethanoic acid using acidified sodium dichromate in a quickfit reflux apparatus.

6. Comparing the Rates of Hydrolysis of Halogenalkanes (2 hrs) - Chloro, bromo and iodopropane are hydrolysed with sodium hydroxide in a warm water bath. The rates of the hydrolysis reactions were monitored using silver nitrate to form a precipitate of the silver halide. The order of formation of these is explained in terms of bond strength.

of 80

Option A: Analytical Chemistry

1. Structure Analysis (2 hours) – Students complete several exercises using Mass Spectroscopy, Infrared Spectroscopy and NMR to determine the structure of unknown organic compounds.

2. Chromotography (1 hour) – Students complete chromatography of an unknown pigment and use Rf values to determine its identity.

3. Atomic Absorption Spectroscopy (1 hour) - Students constructr a calicbration curve and use this to determine the concentration of an unknown.

Option D: Medicines and Drugs (3 hours)1. Research and Presentation (1 hr) – Students must research and prepare a poster to present on the development and history of a medicine. This should be done using internet research and using library resources.

2. Synthesis of salicylic acid (1 hr) – Students prepare salicylic acid.

Option E: Environmental Chemistry (5 hours)

3. Research and Presentation (3 hrs) – Students must research and prepare a poster to present on ‘Primary Pollutants’, They must then prepare a power point presentation on ‘Ozone’ and an information leaflet on either ‘Global Warming and Acid Rain’ or ‘Water pollution and Treatment’. This should be done using internet research and using library resources.

4. Determining the Calcium and Magnesium content in Water (2 hrs) - Students are given a sample of water and must determine it’s calcium and magnesium ion content by titration with EDTA. They must then compare their results with the literature value on the bottle and evaluate their procedure.

Group 4 Project (10 hrs)

Jeju Beaches (10 hrs) - Students work in inter-discipline groups to investigate a chosen topic encompassing the three sciences.

of 80

Introduction to the Chemistry Department · Web viewIB chemistry essay (based on the IB Extended...

Documents

Transcript of Introduction to the Chemistry Department · Web viewIB chemistry essay (based on the IB Extended...