- Introduction
Introduction
Introduction The chemistry contents of the Core and AHL part of the syllabus should be familiar to practising Chemistry teachers. It mainly contains the sort of basic Chemistry that can be found in any good text book for 16-19 year old Chemistry programmes whatever the system. Some may find that compared to their own national system that there is more Organic Chemistry and less Physical Chemistry than they are use to. Others may lament that testing for the presence of particular ions or looking at the Chemistry of groups in - Syllabus
Syllabus
Full details of the IB Diploma Chemistry syllabus and how it works are given on this website in the section on ‘Getting started’. Experienced teachers should know all this already and I am just giving a summary here before addressing possible problems. If you do not feel that you are completely familiar with all the key points and syllabus content given below then you can go to the section where it is covered. The syllabus of course can be found in the IB Diploma Programme Chemistry Guide for first examinations- Glossary of definitions
Glossary of definitions
Key words relating to 'define' and 'distinguish' Two of the command terms used in the IB programme are 'Define' (Objective 1) and 'Distinguish' (Objective 2). In the IB 2009 Chemistry Programme the words they refer to are given in italics for example and Sometimes the definition(s) required are given in the teachers notes but in many cases (as above) they are not. The following list gives the accepted definitions for all the words that appear in italics in the 2009 Chemistry Programme relating to the command words - Syllabus problems
Syllabus problems
Possible problems with the programme for first examination in 2009 At the time of writing this (October 2011) the teaching of this programme has been underway since September 2007 and there have been eight full examinations sat (May 2009, May 2010 and May 2011 TZ1 and TZ2 and November 2009 and November 2010). For the most part the syllabus is well laid out and is very clear. However there are a few areas where there are problems with the syllabus as well as one or two rather pedantic minor errors.
- Glossary of definitions
- Teaching the topics
Teaching the topics
Introduction This section takes all the topics one by one, breaks them down into sub-topics and gives advice and examples for teaching each sub-topic. Remember it is not a teaching programme as you are free to teach the topics (or indeed the sub-topics) in which ever order you think best. However for ease of access I have followed the way in which they are set out in the guide. I have gone through the core sub-topics first then added the AHL sub-topics under the same main topic, e.g. atomic structure- Topic 1
Topic 1
Some educational background In some ways it makes sense to put quantitative chemistry as the first topic on the syllabus. In the early years of Chemistry the formulas of substances were first determined by quantitative analysis. The quantitative work of Lavoisier and others helped to make Chemistry a modern scientific subject and moved it away from alchemy. However now that an understanding of Chemistry is firmly based on atomic theory I personally think that it makes sense to start teaching IB Diploma Chemistry with the structure of the atom before- Mole and Avogadro's constant
Mole and Avogadro's constant
1.1 The mole concept and Avogadro's constant (2h) Background Although Avogadro’s number is probably the best known number in Chemistry, Avogadro himself knew nothing about its value or the concept of the mole. Avogadro, or to give him his full title, Lorenzo Romano Amedeo Carlo Avogadro, conte di Quaregna e di Cerreto was a lawyer with an interest in philosophy. He was born in Turin in 1776 and around the turn of the nineteenth century began private studies in science. This was the same time as John Dalton was proposing - Formulas and chemical equations
Formulas and chemical equations
1.2 Formulas (3h) 1.3 Chemical equations (1h) Background information Students need to be able to distinguish between empirical, molecular and structural formulas and understand the information that can be gained from each. A good example is: Empirical formula: CH2O Molecular formula: C3H6O2 Structural formula*: At least three different possible compounds have the above empirical and molecular formula (there are other possibilities): C2H5COOH - Mass & gas volume relationships
Mass & gas volume relationships
1.4 Mass & gaseous volume relationships (4.5h) Background When solving many problems in Physics at this level it is usual to ignore friction. In a similar way when solving problems with gases Chemists tend to treat all gases as if they behave like ideal gases and ignore the fact that they do not. How valid is this assumption? (a) - Solutions
Solutions
1.5 Solutions (2h) Background Until the 1970s chemists routinely used to use normality (N) as a unit of concentration and you can still see this on the labels of some bottles. This practice has all but disappeared (although I do still see it in some Extended Essays from the Indian sub-continent). You can read more about it in the TOK page on Dinosaur chemistry. Aims Distinguish between the terms solute, solvent, solution and concentration (g dm-3 and mol dm-3) Solve problems involving concentration, amount of solute and volume
- Mole and Avogadro's constant
- Topics 2 & 12
Topics 2 & 12
A criticism of the current atomic structure programme Atomic structure is clearly an important part of understanding chemistry. There are several points about IB Chemistry Topic 2 that surprise me. The level seems very similar to the type of chemistry covered in pre-IB courses such as GCSE. Many students will already have covered much of what is in this topic. For example, Standard Level students are not required to have any knowledge of s,p and d sub-energy levels. Instead the IB refers to ‘electron arrangement’ so that all a Standard- The atom
The atom
2.1 The atom (1h) Background Atomic theory is just that - a theory - but a very good one! Humans will never be able to see atoms as an atom is smaller than the wavelength of visible light. However scanning tunneling microscopy does provide direct evidence to support the existence of atoms. This uses a very fine probe with a tungsten tip to scan a solid surface. It records the minute changes in current due to uneven surfaces when a potential difference is applied. This generates a contour map of - The mass spectrometer
The mass spectrometer
1.5 Mass spectrometer (1h) Background Most text books contain a schematic diagram of how a mass spectrometer works (see above). It is instructive to show your students an actual mass spectrometer working and you may be able to arrange to take your students to a local university or research laboratory to observe one in action (see right). The first mass spectrometer which could deflect positive ions was built by J.J.Thomson but it was his student Francis Aston who in the 1920s made the first model that was actually able - Electron arrangement
Electron arrangement
2.3 Electron arrangement (2h) Background Hydrogen gas discharge tube Each element has a unique atomic spectrum which consists of discrete lines and is therefore not continuous. The simplest element, hydrogen has lines in the visible region at wavelengths of 656 nm, 486 nm, 434 nm 410 nm etc which converge at the higher energy end of the spectrum at 365 nm. These lines are governed by a simple mathematical relationship: = R( - ) where n = 3 (to give 656 nm), 4 (to give 486 nm), 5,6….. etc. R is known as - Electron configuration
Electron configuration
12.1 Electron configuration (3h) Background Practically the diagram on the left can be used to determine the order in which orbitals are filled by electrons. It is known either as the Madelung rule or as the Klechkowski rule although in practice many people know it simply as the n+1 rule. The rule does not actually work for chromium and copper. The order can be more logically deduced by looking at graphs of ionization energies or from the position of elements in the periodic table but what is the theory behind
- The atom
- Topics 3 & 13
Topics 3 & 13
Periodicity Periodic tables The MYP programme (unlike the Diploma programme) places considerable emphasis on the concept of human ingenuity (this is the modern (non-latin) 'translation' of what used to be known as homo faber – or man the tool maker). It seems to me that the periodic table is almost the perfect example of human ingenuity in Chemistry. What is amazing is that more than 140 years since the periodic table was first proposed by Mendeleev in 1869 there is still not the Periodic Table. If you search in books and on the Internet you will- Periodic table
Periodic table
3.1 The periodic table (1h) Pause for reflection The wide variety of periodic tables available has been referred to already in the title page on Topics 3 &13. Periodic tables also provide a good example of the International Dimension in Chemistry as they appear in many different languages and yet are instantly understandable by a chemist. One point that may be worth reflecting upon is that periodic tables are called something slightly different in Russian. Russian speakers refer to the periodic table as the Mendeleev table. We keep the names - Physical properties
Physical properties
3.2 Physical properties (2h) Pause for thought The graph of first ionization energies against atomic number (see Topics 3 & 13) exemplifies periodicity in classic style. But periodicity is not always so clear cut when other properties of the elements are plotted against atomic number. For example, consider the graph for melting points. Graph of melting points plotted against atomic number for the first 36 elements. There are some signs of periodicity. For example, carbon, silicon and germanium (group 4) follow a trend, but look at groups 2 and - Chemical properties
Chemical properties
3.3 Chemical properties (3h) Pause for thought A knowledge of the chemical properties of the elements and oxides of period 3 can have practical uses. Many motorcycles produced in the 1950s, such as this classic T100 Triumph Tiger manufactured in 1951, had aluminium alloy engines. 1951 T100 Triumph Tiger motorcycle with an alloy engine They were renowned for leaking oil and one of the ways some people tried to clean the engines to remove the grease and oil was with oven cleaner. Not a good idea. Some oven cleaners - Trends across period 3
Trends across period 3
13.1 Trends across period 3 (4h) Bonding and shapes of the chlorides NaCl(s) (left) and MgCl2(s) are both ionic The bonding in aluminium chloride is covalent. There are only three pairs of electrons around each aluminium atom in AlCl3 so it forms two coordinate (dative bonds) to exist in equilibrium with the dimer, Al2Cl6 (right). The bonding in all the chlorides of the remaining period 3 elements is also covalent: silicon tetrachloride - First-row d-block elements
First-row d-block elements
13.2 First-row d-block elements (2h) Ligands The IB definition of a ligand is that it is a neutral molecule or negative ion that donates a pair of electrons to a metal atom or ion to form a coordination complex. Since it donates a pair of electrons by definition a ligand is also a Lewis base. The IB only concerns itself with monodentate ligands - that is ligands which only form just one coordinate bond with a transition metal and effectively limits the examples to H2O, Cl–, CN–, NH3 and OH–. There
- Periodic table
- Topics 4 & 14
Topics 4 & 14
Bonding The key to understanding Chemistry One of the first things I do with a new Diploma class is ask them what Chemistry actually is. It does not seem an unreasonable question to ask since they have chosen to study it for two years. It can cause quite a debate as there is much overlap with other branches of science. I like to show them a picture I found in a Ghanaian text book for teachers. Of course, I am biased but it does illustrate how important Chemistry is. So- Ionic bonding
Ionic bonding
4.1 Ionic bonding (2h) Pause for thought Something that always amazes me is how, having literally just covered Topic 3 on Periodicity, teachers and books seem to forget all that they have taught on that topic when they introduce ionic bonding. Almost all books and I suspect many teachers make the most elementary mistakes which both they and their students should recognise from the material covered under periodicity are completely wrong. These mistakes include: Showing how sodium atoms give an electron to a chlorine atom when the reaction is - Covalent bonding
Covalent bonding
4.2 Covalent bonding (5h) (excluding 4.2.7 & 4.2.8 Shapes & polarity of molecules) Pause for thought In 1996 the Nobel Prize for Chemistry was awarded to Robert F. Curl, Jr., Harry W. Kroto and Richard E. Smalley for their discovery of buckminsterfullerene. In the 1970s Harry Kroto from the University of Sussex was working on identifying molecules in interstellar gas clouds. Robert Curl and Richard Smalley were separately working at Rice University, Houston on using laser vaporisation techniques to produce clusters of atoms. In 1985 the - Shapes of molecules & ions
Shapes of molecules & ions
4.2.7 & 14.1 Shapes of molecules & ions (2h) 4.2.8 Molecular polarity Pause for thought Part of the Core Objective 3 Assessment Statement for 4.2.7 is to predict the bond angles in species with two, three and four electrons pairs. The classic example used for both Standard and Higher Level students is to compare the bond angles in methane, ammonia and water. It all seems highly logical. In methane all the four pairs of electrons are bonding pairs so repel each other equally to give a regular tetrahedron with bond angles - Intermolecular forces
Intermolecular forces
4.3 Intermolecular forces (2h) Pause for thought What’s in a name? Clearly there are attractive forces between all molecules and even between individual noble gas atoms. Helium has an extremely low melting point (-272 oC) but nevertheless it does freeze so some force must be holding helium atoms together below this temperature. Most books explain this by referring to the formation of ‘temporary dipoles’. Many give quite elaborate diagrams to show how at any one instant the electrons in one molecule are not evenly spaced so produce a very short-lasting - Metals and properties
Metals and properties
4.4 Metallic bonding (0.5h) & 4.5 Physical properties (2h) Pause for thought In sub-topic 4.5 students are asked to compare the properties of substances resulting from different types of bonding. In the teacher's notes this includes solubility in polar and non-polar solvents. Students are fond of the 'like dissolves like' concept. Thus alkanes, which are non-polar, are immiscible with water but dissolve in non-polar solvents as they can form van der Waals' attractions with the non-polar solvent molecules. Of course, they could also form van der Waals' attractions with water molecules - Hybridization
Hybridization
14.2 Hybridization (2h) Pause for thought The concept of hybridization is a useful model to explain the shape, bond angles and Lewis structure of molecules. It was developed by Linus Pauling in 1932, the same year that he introduced the idea of electronegativity. I first came across it at university and it has a somewhat chequered history in pre-university syllabuses. During the 1970s and 1980s it appeared on British A level syllabuses but it has subsequently disappeared from most pre-university syllabuses with the IB being somewhat of an exception. Essentially - Delocalization of electrons
Delocalization of electrons
14.3 Delocalization of electrons (2h) Pause for thought Benzene provides one of the classic examples of delocalization. It can be used to illustrate the many different ways in which delocalization is depicted in chemistry. Essentially delocalization in bonding means that a pair of electrons are no longer fixed as a bonding pair between two atoms but are free to move between atoms. One way of representing delocalisation is through the use of resonance hybrids. These use double-headed arrows and show the extreme forms of the bonding with the true structure
- Ionic bonding
- Topics 5 & 15
Topics 5 & 15
Energetics Introduction If bonding is “the key to understanding Chemistry” (see Topics 4 & 14) then Energetics is equally important as it underpins the whole of bonding. There are several ways in which Chemistry can be defined but essentially when a chemical reaction occurs bonds are broken and new bonds are formed. Breaking bonds requires energy and energy is emitted when new bonds are formed. At Standard Level this topic looks at the enthalpy change that occurs during a chemical reaction. We use the word enthalpy and not energy but- Exo- & endo-thermic reactions
Exo- & endo-thermic reactions
5.1 Exothermic and endothermic reactions (1h) Pause for thought It is not difficult to find enthalpy level diagrams in books or on the Internet and most teachers will draw out simple ones themselves. The typical diagram below which actually gives the values for two specific reactions, one exothermic and one endothermic is from the website avogadro.co.uk. What is perhaps not appreciated is the labelling of the y-axis. It is an enthalpy diagram so it should be labelled enthalpy as above - the problem is that no scale can ever be - Enthalpy calculations
Enthalpy calculations
5.2 Calculation of enthalpy changes (3h) Pause for thought One of the best practicals for students to do is to determine the enthalpy of combustion of a flammable liquid using a spirit burner underneath a beaker containing a known mass of water (see right). The experiment is fraught with problems such as incomplete combustion, heat loss and mass loss through evaporation when finding the mass of the burner before and after the combustion. However the calculations involved in determining the result cover this sub-topic well and the experiment also lends - Hess's law
Hess's law
5.3 Hess's law (2h) Pause for thought Energy cycle, enthalpy level diagram or simultaneous equations? All three methods can be used to solve Hess's law problems. Take as an example Question 15 on the SL Energetics multiple choice test. Qu.15. The enthalpy change for the dimerisation of two mol of nitrogen dioxide to form one mol of dinitrogen tetroxide is + 123 kJ. 2NO2(g) → N2O4 ∆H = + 123 kJ - Bond enthalpies
Bond enthalpies
5.4 Bond enthalpies (2h) Pause for thought Be careful when you make up questions using average bond enthalpies to arrive at enthalpy changes for a reaction. Usually it will give results that are quite close to the literature values - but not always. Consider the case of using average bond enthalpies for determining the enthalpy of combustion of methane. CH4(g) + 2O2(g) → CO2(g) + 2H2O(l) Using the values from Table 10 of the IB Data Booklet the energy that has to be put in - Born-Haber cycle
Born-Haber cycle
15.2 Born-Haber cycle (2.5h) Pause for thought A Born-Haber cycle is simply a special case of Hess’s Law. It refers to the enthalpy change of formation of an ionic compound. It can either proceed directly or in a series of separate steps which involve several different enthalpies changes which assume that the salt formed is 100% ionic. Most of these enthalpy changes can be measured experimentally so the purpose of the Born-Haber cycle is either to find an unknown enthalpy value or to compare the experimental or theoretical value with - Entropy
Entropy
15.3 Entropy (1.5h) Pause for thought Entropy is paradoxically probably one of the hardest and one of the easiest topics to teach! Hardest because a full understanding of entropy really requires a knowledge of statistical thermodynamics; easiest because at this level it can be related simply to the idea of disorder and the questions asked in the examination are usually very straightforward. If you tell your students that 'nature tends to disorder' which is a very simplified form of the second law of thermodynamics (The total entropy change of an - Spontaneity
Spontaneity
15.4 Spontaneity (2.5h) Pause for thought The word 'spontaneous' provides a good example to use when discussing the importance of the correct use of language in chemistry. Language is one of the four ways of knowing addressed in the TOK syllabus. Sometimes when students have difficulty answering a question it is because they have not understood the language used in the question rather than the underlying chemical theory (see Language of Chemistry). In everyday English spontaneous means 'off the cuff' or carrying out an action or thought without prior preparation
- Exo- & endo-thermic reactions
- Topics 6 & 16
Topics 6 & 16
Kinetics Introduction Most students will have come across the factors that affect the rate of a chemical reaction before they start the IB Diploma programme; however they tend to have only a superficial knowledge about the underlying explanations. At Standard Level the programme explains why concentration, temperature, surface area (see right) and adding a suitable catalyst can all affect the rate in terms of the collision theory and the Maxwell-Boltzmann distribution curves. Students are also expected to understand how the rate of reaction can be determined practically by a variety- Rates of reaction
Rates of reaction
6.1 Rates of reaction (2h) Pause for thought Although students know the factors that affect the rate of a chemical reaction, it is very noticeable when marking the answers to Paper 2 questions that when they are asked to define the term rate of reaction many of the answers show a woeful ignorance. The whole of Topic 6 depends upon understanding exactly what is meant by the term and how it can be applied and measured. The basic definition is that the rate of a chemical reaction is the increase in - Collision theory
Collision theory
6.2 Collision theory (3h) Pause for thought Many books and teachers claim that increasing the temperature by 10 oC (10 K) will double the rate of the reaction. This is a useful 'rule of thumb' but that is all it is. In fact it works reasonably well when the temperature increases from 298 K to 308 K for typical reactions in which the activation energy is about 50 kJ mol-1 (50000 J mol-1) This can be shown by substituting into the Arrhenius equation and finding the values of the rate - Rate expression
Rate expression
16.1 Rate expression (3h) Pause for thought I was searching around on the Internet and came across a worksheet with questions on the rate expression. The first two questions are 1) Write the following for the reaction N2 + 3H2 → 2NH3 The rate expression for the reaction The order of the reaction in each of the reagents The overall order of the reaction 2) The rate constant for the reaction HNO3 + NH3 → NH4NO3 is 14.5 L / mol.sec. If - Reaction mechanism
Reaction mechanism
16.2 Reaction mechanism (1h) Pause for thought Just a question that a student of mine once asked which you might like to reflect upon. We were looking at nucleophilic substitution reactions and specifically at Assessment statement 20.2.1 which asks students to explain why the hydroxide ion is a better nucleophile than water. During the discussion I confirmed the answer given by most of the students that the hydroxide ion is more electron rich and therefore it will be attracted more strongly to the δ+ carbon atom of the halogenoalkane. Her question - Activation energy
Activation energy
16.3 Activation energy (2h) Pause for thought Normal 0 false false false EN-GB X-NONE X-NONE MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin:0cm; mso-para-margin-bottom:.0001pt; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} The relationship between the value of k, the rate constant, and temperature is given by the Arrhenius equation: k = A exp(–Ea/RT) where k is the rate constant, A is another constant known as the Arrhenius constant, Ea is the activation energy
- Rates of reaction
- Topics 7 & 17
Topics 7 & 17
Equilibrium Introduction Equilibrium is another key concept that runs right through the whole of chemistry. Technically all reactions are reversible and so can reach a state of equilibrium but in practice many do go virtually to completion. For example, the equilibrium constant for the reaction between zinc metal and copper(II) sulfate solution is in the order of 1 x 1037. Over the years the IB has gradually reduced what needs to be covered under equilibrium. At Standard Level essentially students need to know the difference between dynamic and static equilibrium
- Topic 1
- Relationships between topics
Relationships between topics
A holistic approach to teaching chemistry There is a tendency in many national systems now for teachers to teach chemistry in modules. One of the results of this is that teachers themselves lose a holistic approach to chemistry and students never gain it in the first place. I personally think that it is really good practice to relate the topic you are currently teaching to all the other ten topics on the Core/AHL part of the programme. This will not only give students a much better understanding of chemistry as- Topic 1
Topic 1
Relating 'Quantitative chemistry' to the other ten topics Atomic structure (Topics 2 & 12) 1. Calculating the non-integer relative atomic mass and abundance of isotopes (2.2.3) is related to the relative atomic mass and relative molecular mass (1.2.1). 2. Molar quantities of atoms and electrons (1.1.2) are used when using values for first ionization energies (12.1.1). Periodicity (Topics 3 & 13) 1. The formulas of the oxides of Period 3 (3.3.2) can be calculated from percentage composition or other empirical data (1.2.5). 2. The description of the reactions - Topics 4 & 14
Topics 4 & 14
Relating 'Bonding' to the other ten topics Quantitative chemistry (Topic 1) 1. Different types of bonding affect the properties of substances (4.5.1). These properties include solubility in non-polar and polar solvents. This involves the terms solute, solvent, solution and concentration (1.5). 2. The delocalization of π electrons explains the structure of benzene (14.3.1). Delocalization energy (which accounts for the extra stability of benzene) is measured in kJ mol-1. The concept of measuring amounts in moles is covered in (1.1). Atomic structure (Topics 2 & 12) 1. Ions are formed as - Topics 10 & 20
Topics 10 & 20
Relating 'Organic chemistry' to the other ten topics Quantitative Chemistry (Topic 1) 1. Assignment Statements 1.2.4 states "Distinguish between the terms empirical formula and molecular formula" whereas Assignment Statement 10.1.3 builds on this and states "Distinguish between empirical, molecular and structural formulas. 2. The description of the elimination of HBr from bromoakanes to form alkenes (20.3.1) requires the ability to deduce chemical equations when all reactants and products are given (1.3.1). Atomic structure (Topics 2 & 12) 1. The initiation step in the substitution reaction between methane and - Example of connections
Example of connections
Chlorination of methane This example looks at how the reaction of methane with chlorine can be used to illustrate several different topics. A PowerPoint version for use with your students can be downloaded at the foot of the page. Organic context One reaction that we all cover thoroughly is the chlorination of methane under Assessment Statement 10.2.3 for organic chemistry. We then go on to teach the free radical substitution mechanism breaking the reaction down into the three phases of initiation, propagation and termination. 1. Homolytic fission of Cl–Cl
- Topic 1
- Incorporating 'Aim 8', TOK, etc.
Incorporating 'Aim 8', TOK, etc.
Relating the topics to 'Aim 8', TOK and the International Dimension One of the greatest differences between teaching IB Diploma Chemistry and teaching Chemistry in national systems is that huge emphasis is put on encouraging students to think about the nature of knowledge and placing their understanding of Chemistry in the widest possible context. In addition to the purely chemical content of the core and AHL, teachers must address Theory of Knowledge issues, the 'International Dimension' of Chemistry, and ‘Aim 8’ which encompasses the moral, ethical, social, economic and environmental- Topic 1
Topic 1
Including TOK, 'Aim 8' and the 'International Dimension' in Quantitative chemistry There are three references to Theory of Knowledge given in the teacher’s notes for Topic 1: Quantitative chemistry, but none for 'Aim 8' or the International Dimension. Yet Quantitative chemistry is concerned with amounts and their measurement and can provide many examples where all three of these areas can easily be incorporated into your teaching. Theory of Knowledge The three references to TOK listed in the syllabus concern the magnitude of Avogadro’s constant; whether the use of state - Topics 2 & 12
Topics 2 & 12
Including TOK, 'Aim 8' and the 'International Dimension' in Atomic structure Theory of Knowledge The IB syllabus for Topic 2: Atomic structure starts by asking what is the significance of the model of an atom in the different areas of knowledge. Are the models and theories that scientists create accurate descriptions of the natural world or are they primarily useful interpretations for prediction, explanation and control of the natural world? “Seeing is believing” – perhaps even though we know the limitations of this statement we will always question the nature - Topics 3 & 13
Topics 3 & 13
Including TOK, 'Aim 8' and the 'International Dimension' in Periodicity The topic ‘Periodicity’ provides fertile ground for examples in Theory of Knowledge, ‘Aim 8’ and the International Dimension. In the introduction to Topic 3 the syllabus mentions that Lavoisier’s work with oxygen, which overturned the phlogiston theory of heat (it should really be combustion not heat!) could be discussed as an example of a paradigm shift. It also states that the discovery of the elements and the arrangement of them is a story that exemplifies how scientific progress is made - Topics 4 & 14
Topics 4 & 14
Including TOK, 'Aim 8' and the 'International Dimension' in Bonding Theory of Knowledge The syllabus makes no mention of TOK under ‘teachers notes’ for Bonding in Topic 4 but does have two references at Higher Level for Topic 14. These question whether hybridization is a real process or a mathematical device and the role of dreams (i.e. less rational ways of knowing) in making scientific breakthroughs, such as Kekulé’s proposal for the cyclic structure of benzene. I think there are many fertile areas to discuss TOK under the topic of - Topics 5 & 15
Topics 5 & 15
Including TOK, 'Aim 8' and the 'International Dimension' in Energetics The syllabus is rather bare when it comes to suggesting connections between Energetics and TOK, 'Aim 8' and the International Dimension. In fact there are only two references and both of these are to TOK. Topic 5.2.4 asks what criteria we use in judging whether discrepancies between experimental values and theoretical values are due to experimental limitations or theoretical assumptions. For Higher Level students the IB has itself provided a wonderful illustration of this problem in the values it has - Topics 6 & 16
Topics 6 & 16
Including TOK, 'Aim 8' and the 'International Dimension' in Kinetics Theory of Knowledge There is only one reference to TOK on the core part of the programme concerning Kinetics. Assessment statement 6.1.2 states that the empirical nature of the topic should be emphasized. Experimental results can support the theory but cannot prove it. There is also a reference to TOK in the AHL but it is actually very similar to the one in the core. Assessment statement 16.2.2 states that agreement between the rate equation and a suggested mechanism only - Topics 7 & 17
Topics 7 & 17
Including TOK, 'Aim 8' and the 'International Dimension' in Equilibrium Theory of Knowledge There are no connections given to TOK for either Topic 7 or Topic 17 in the syllabus but the concept of dynamic equilibrium lends itself to several TOK issues. 1. Predictions not explanations When I am marking examination scripts I find that students often confuse predictions with explanations. There are two classic cases where this occurs. One is in Option G: Further organic chemistry where students try to explain the addition of hydrogen halides to asymmetrical - Topics 8 & 18
Topics 8 & 18
Including TOK, 'Aim 8' and the 'International Dimension' in Acids and bases Acids and bases provides good examples relating to three of these components. There are two references to TOK in Topic 8 on the syllabus. Assessment statement 8.1.1 which concerns the different definitions of acids and bases suggests discussing the value of using different theories to explain the same phenomenon. Assessment statement 8.4.4. on pH suggest that the distinction between natural and artificial scales could be discussed. There are also two references to 'Aim 8' in the syllabus. These - Topics 9 & 19
Topics 9 & 19
Including TOK, 'Aim 8' and the 'International Dimension' in Oxidation and reduction Theory of Knowledge There are two references relating oxidation and reduction to TOK given in the IB Chemistry Subject Guide. Assessment Statement 9.1.2 looks at whether the concept of oxidation numbers is "real" and Assessment Statement 9.1.3 looks at language and questions the gains and losses caused by replacing older names with a systematic language. I have a particular issue with oxidation numbers as they are based on a false assumption. Namely that to assign oxidation numbers to - Topics 10 & 20
Topics 10 & 20
Including TOK, 'Aim 8' and the 'International Dimension' in Organic Chemistry Theory of Knowledge Organic Chemistry obviously lends itself to many different connections. The syllabus has two specific links to TOK for Topic 10. Assessment Statement 10.1.3 on the different types of formulas refers to the value of models. I have written a page on Modelling under ICT but this is more for computer simulations. It is certainly worth looking at modelling in Chemistry in more depth and this is covered in below in Example 1. Assessment Statement 10.1.6 relates
- Topic 1
- Multiple choice tests
Multiple choice tests
Multiple choice tests by topic Since Paper 1 consists entirely of multiple choice questions it makes sense to give students practice at doing these types of questions. This can be particularly helpful if you teach students for whom English is not their first language as they need as much exposure as possible to these type of questions where the precise meaning of words if often crucial. It can be useful to give them as a test after you have finished teaching a topic as it is a quick and easy- SL Questions by topic
SL Questions by topic
Information for teachers about the SL tests The SL Paper 1 multiple choice examination consists of 30 questions covering all eleven Core topics. However, the number of questions set on each topic relates to the recommended time to be spent teaching each topic. Thus there is usually only one question on Topic 11 : Measurement and data processing as the time allocated to this is only two hours whereas there are usually four or five questions on Organic Chemistry as the time allocated for Topic 10 is 12 hours. In order- Topic 1 (1)
Topic 1 (1)
Quantitative chemistry (First test) For each question choose the answer you consider to be the best. 1. How many molecules are present in 27.0 g of distilled water? A. 2.7 x 1024 B. 1.5 C. 9.0 x 1023 D. 4.5 2. How many moles of carbon dioxide will be formed when 32.0 g of methane, CH4, burns completely in oxygen? A. 1.0 B. 2.0 C. 4.0 D. 8.0 3. How many oxygen atoms are present in 0.5 mole of pentahydrated copper(II) sulfate, CuSO4.5H2O? - Topic 1 (2)
Topic 1 (2)
Quantitative chemistry (Second test) For each question choose the answer you consider to be the best. 1. What amount of atoms, in mol, is present in 128 g of sulfur dioxide? A. 1.20 x 1024 B. 3.60 x 1024 C. 2 D. 6 2. Which is the correct expression for converting the mass of a substance in grams to the amount in moles? A. mass molar mass B. 1 molar mass C. mass x molar mass - Topic 2
Topic 2
Atomic structure For each question choose the answer you consider to be the best. 1. Which is the correct definition of the atomic number of an atom? A. The total number of neutrons and protons in the nucleus of an atom B. The total number of neutrons, protons and electrons in an atom C. The number of electrons in the outer energy level of an atom D. The number of protons in the nucleus of an atom 2. What is the symbol for a species that contains - Topic 3
Topic 3
Periodicity For each question choose the answer you consider to be the best. 1. An element is in period 3 and group 5 of the periodic table. How many electrons are present in the highest occupied energy level of this element? A. 3 B. 5 C. 13 D. 15 2. Which species has the same arrangement of electrons as a Mg2+ ion? A. Na atom B. F+ ion C. Ne atom D. O- ion 3. Which element is a transition metal? A. - Topic 4 (1)
Topic 4 (1)
Bonding (First test) For each question choose the answer you consider to be the best. 1. What are the correct formulas for magnesium sulfate and aluminium phosphide? A. Mg(SO4)2 and AlPO4 B. MgSO4 and AlPO4 C. Mg(SO4)2 and AlP D. MgSO4 and AlP 2. Which is the correct formula for iron(III) hydroxide? A. Fe2(OH)3 B. Fe3OH C. Fe(OH)3 D. Fe3(OH)2 3. Which describes ionic bonding best? A. The electrostatic attraction between nuclei and pairs of electrons B. The electrostatic attraction between positive ions and - Topic 4 (2)
Topic 4 (2)
Bonding (Second test) For each question choose the answer you consider to be the best. 1. Which correctly describes a process that occurs in the following reaction? 2Al(s) + 3O2(g) → 2Al2O3(s) A. Each aluminium atom gains two electrons B. Each aluminium atom loses two electrons C. Each aluminium atom gains three electrons D. Each aluminium atom loses three electrons 2. Which statements accurately describe the structure of solid sodium chloride? - Topic 5
Topic 5
Energetics For each question choose the answer you consider to be the best. 1. Which is an exothermic process? A. K(s) → K(g) B. H2O(l) → H+(aq) + OH-(aq) C. Cl(g) + e- → Cl-(g) D. Mg(g) → Mg+(g) + e- 2. When some solid ammonium nitrate was dissolved in water the temperature decreased from 22 oC to 3 oC. What can be deduced from this observation? A. The dissolving is endothermic and ∆H is positive. B. The dissolving is endothermic and ∆H is negative. C. The - Topic 6
Topic 6
Kinetics For each question choose the answer you consider to be the best. 1. Which are correct units for the rate of a reaction? A. mol dm-3 B. mol dm-3 s-1 C. mol s-1 D. mol dm-3 s 2. Which statement best defines rate of reaction? A. The time taken for the reaction to reach completion. B. The speed at which the reaction occurs. C. The change in concentration of a reactant or product over time. D. The increase in concentration of a reactant over time - Topic 7
Topic 7
Equilibrium For each question choose the answer you consider to be the best. 1. Which are correct statements concerning a chemical reaction in a state of equilibrium? I. The rate of the forward reaction is equal to the rate of the reverse reaction II. The concentrations of reactants and products do not change III. The forward and reverse reactions are still continuing A. I and II only B. I and III only C. II and III only D. I, II and III - Topic 8
Topic 8
Acids and bases For each question choose the answer you consider to be the best. 1. Which species act as Brønsted - Lowry acids in the following reactions? NH2-(aq) + H2O(l) ⇌ NH3(aq) + OH-(aq) CH3NH2(aq) + H2O(l) ⇌ CH3NH3+ (aq) + OH-(aq) I. NH3(aq) II. CH3NH3+ (aq) III. - Topic 9
Topic 9
Oxidation and reduction For each question choose the answer you consider to be the best. 1. Which is correct statement about reduction? A. It involves the loss of hydrogen. B. It involves the addition of oxygen. C. It involves the addition of electrons. D. It involves an increase in oxidation number. 2. In which species does manganese have an oxidation number of +3? A. MnSO4 B. KMnO4 C. Mn2O3 D. MnO2 3. What is the oxidation number of sulfur in sodium thiosulfate, Na2S2O3? A. +6 - Topic 10 (1)
Topic 10 (1)
Organic chemistry (First test) For each question choose the answer you consider to be the best. 1. What is the IUPAC name of the following hydrocarbon? A. hexane B. 2-methylpentane C. 2,2-dimethylbutane D. ethylbutane 2. Which is the correct formula for 2-bromo-3-methylbutane? A. CH3CBr2CH(CH3)CH3 B. CH3CHBrCH2CH(CH3)2 C. CH3CBr2C(CH3)2 D. CH3CH(CH3)CHBrCH3 3. How many structural isomers are there with the molecular formula C4H10? A. 2 B. 3 C. 4 D. 5 4. What is the IUPAC name for CH3CH2CH2CH2CHO ? A. - Topic 10 (2)
Topic 10 (2)
Organic chemistry (Second test) For each question choose the answer you consider to be the best. 1. What is the IUPAC name for the following hydrocarbon? A. hexane B. 2-methylpentane C. 4-methylpentane D. 1,2-dimethylbutane 2. How many structural isomers are there with the molecular formula C6H14? A. 3 B. 4 C. 5 D. 6 3. What is the correct IUPAC name for this compound? A. 2-chloro-3-methylpentane B. 3-chloro-3-methylbutane C. 2-chloro-3-methylbutane D. 2-methylchlorobutane 4. Which compound is a member of the same homologous - Topic 11
Topic 11
Measurement & data processing For each question choose the answer you consider to be the best. 1. Which are reduced when repeated measurements of a physical quantity are made? A. both random and systematic errors B. only systematic errors C. only random errors D. neither systematic nor random errors 2. What is the best way to minimise the random uncertainty when performing an acid-base titration? A. Use a different pipette B. Use a pH meter rather than an indicator to determine the end point C. Repeat
- Topic 1 (1)
- HL Questions by topic
HL Questions by topic
Information for teachers about the HL tests The HL Paper 1 multiple choice examination consists of 40 questions covering all eleven Core topics and the nine AHL topics. However, the number of questions set on each topic relates to the recommended time to be spent teaching each topic. Thus there is usually only one question on Topic 11 : Measurement and data processing as the time allocated to this is only two hours whereas there are usually about seven questions on Organic Chemistry as the time allocated for Topics 10 and 20- Topic 1 (1)
Topic 1 (1)
Quantitative chemistry (First test) For each question choose the answer you consider to be the best. 1. How many molecules are present in 27.0 g of distilled water? A. 2.7 x 1024 B. 1.5 C. 9.0 x 1023 D. 4.5 2. How many moles of carbon dioxide will be formed when 32.0 g of methane, CH4, burns completely in oxygen? A. 1.0 B. 2.0 C. 4.0 D. 8.0 3. How many oxygen atoms are present in 0.5 mole of pentahydrated copper(II) sulfate, - Topic 1 (2)
Topic 1 (2)
Quantitative chemistry (Second test) For each question choose the answer you consider to be the best. 1. What amount of atoms, in mol, is present in 128 g of sulfur dioxide? A. 1.20 x 1024 B. 3.60 x 1024 C. 2 D. 6 2. Which is the correct expression for converting the mass of a substance in grams to the amount in moles? A. mass molar mass B. 1 molar mass C. mass x molar mass - Topics 2 & 12 (1)
Topics 2 & 12 (1)
Atomic structure (First test) For each question choose the answer you consider to be the best. 1. Which is the correct definition of the atomic number of an atom? A. The total number of neutrons and protons in the nucleus of an atom B. The total number of neutrons, protons and electrons in an atom C. The number of electrons in the outer energy level of an atom D. The number of protons in the nucleus of an atom 2. Which statement about isotopes is correct? - Topics 2 & 12 (2)
Topics 2 & 12 (2)
Atomic structure (2) For each question choose the answer you consider to be the best. 1. What is the symbol for a species that contains 8 protons, 9 neutrons and 10 electrons? A. 178N3- B. 179F- C. 178F- D. 178O2- 2. How many protons, neutrons and electrons are present in an atom of 40Ar? 3. Which species represents a pair of isotopes? species number of protons number of neutrons number of electrons W 15 15 15 X 16 16 18 - Topics 3 & 13 (1)
Topics 3 & 13 (1)
Periodicity (First test) For each question choose the answer you consider to be the best. 1. Which species has the same arrangement of electrons as a Mg2+ ion? A. Na atom B. F+ ion C. Ne atom D. O- ion 2. Which best defines electronegativity? A. The energy required for an atom in the gaseous state to gain one electron. B. The attraction between the nucleus and the outermost electron of an atom. C. The attraction of an atom for a bonded pair of electrons. D. - Topics 3 & 13 (2)
Topics 3 & 13 (2)
Periodicity (Second test) For each question choose the answer you consider to be the best. 1. An element is in period 3 and group 5 of the periodic table. How many electrons are present in the highest occupied energy level of this element? A. 3 B. 5 C. 13 D. 15 2. Which best describes the trends of electronegativity values within the periodic table? A. The values increase across a period (from left to right) and decrease down a group. B. The values increase across - Topics 4 & 14 (1)
Topics 4 & 14 (1)
Bonding (First test) For each question choose the answer you consider to be the best. 1. What are the correct formulas for magnesium sulfate and aluminium phosphide? A. Mg(SO4)2 and AlPO4 B. MgSO4 and AlPO4 C. Mg(SO4)2 and AlP D. MgSO4 and AlP 2. Metal M shows only one oxidation state when it forms compounds. The formula of the oxide of M is M2O3? Which is the correct formula for another of the compounds M forms? - Topics 4 & 14 (2)
Topics 4 & 14 (2)
Bonding (Second test) For each question choose the answer you consider to be the best. 1. Which are the correct formulas for their respective ions? 2. What is the correct formula for an ionic compound formed between a Group 2 element, A, and a Group 6 element, B. A. AB B. A2B6 C. AB3 D. A3B 3. Which is most likely to result in the formation of an ionic bond? A. When two highly electronegative elements - Topics 5 & 15 (1)
Topics 5 & 15 (1)
Energetics (1) For each question choose the answer you consider to be the best. 1. When some solid ammonium nitrate was dissolved in water the temperature decreased from 22 oC to 3 oC. What can be deduced from this observation? A. The dissolving is endothermic and ∆H is positive. B. The dissolving is endothermic and ∆H is negative. C. The dissolving is exothermic and ∆H is positive. D. The dissolving is exothermic and ∆H is negative. 2. Which of the following conditions always apply to - Topics 5 & 15 (2)
Topics 5 & 15 (2)
Energetics (2) For each question choose the answer you consider to be the best. 1. Which is an exothermic process? A. K(s) → K(g) B. H2O(l) → H+(aq) + OH-(aq) C. Cl(g) → Cl-(g) + e- D. Mg(g) → Mg+(g) + e- 2. Which is a correct statement about an endothermic reaction? A. The bonds in the reactants are stronger than in the products and ∆H is positive. B. The bonds in the products are stronger than in the reactants and ∆H is positive. C. The - Topics 6 & 16 (1)
Topics 6 & 16 (1)
Kinetics (First test) For each question choose the answer you consider to be the best. 1. Which are correct units for the rate of a reaction? A. mol dm-3 B. mol dm-3 s-1 C. mol s-1 D. mol dm-3 s 2. Which is a correct statement about the rate of a chemical reaction? A. It can only be determined experimentally. B. It can be deduced from the chemical equation for the reaction. C. It can be predicted from the sign and value of the enthalpy change, - Topics 6 & 16 (2)
Topics 6 & 16 (2)
Kinetics For each question choose the answer you consider to be the best. 1. Which statement best defines rate of reaction? A. The time taken for the reaction to reach completion. B. The speed at which the reaction occurs. C. The change in concentration of a reactant or product over time. D. The increase in concentration of a reactant over time 2. Which of the following could be used to follow the rate of a reaction? I. Change in temperature as - Topics 7 & 17 (1)
Topics 7 & 17 (1)
Equilibrium (1) For each question choose the answer you consider to be the best. 1. Which statements about a closed system at equilibrium are always correct? I. Energy cannot enter or leave the system II. None of the products can escape III. The concentrations of the reactants and products are equal A. I and II only B. I and III only C. II and III only D. I, II and III 2. Which is the correct expression for the equilibrium constant - Topics 7 & 17 (2)
Topics 7 & 17 (2)
Equilibrium (2) For each question choose the answer you consider to be the best. 1. Which are correct statements concerning a chemical reaction in a state of equilibrium? I. The rate of the forward reaction is equal to the rate of the reverse reaction II. The concentrations of reactants and products do not change III. The forward and reverse reactions are still continuing A. I and II only B. I and III only C. II and III only D. I, II and III - Topics 8 & 18 (1)
Topics 8 & 18 (1)
Acids and bases (1) For each question choose the answer you consider to be the best. 1. Which is a Brønsted - Lowry conjugate acid/ base pair? A. H3O+ / OH- B. OH- / O2- C. H2SO4 / SO42- D. NH4+ / NH2- 2. Which species act as Brønsted - Lowry acids in the following reactions? NH2-(aq) + H2O(l) ⇌ NH3(aq) + OH-(aq) CH3NH2(aq) + H2O(l) ⇌ CH3NH3+ (aq) - Topics 8 & 18 (2)
Topics 8 & 18 (2)
Acids and bases (2) For each question choose the answer you consider to be the best. 1. In which reaction is HSO4-(aq) acting as a Brønsted - Lowry base? A. HSO4-(aq) + NH3(aq) → SO42-(aq) + NH4+(aq) B. HSO4-(aq) + OH-(aq) → SO42-(aq) + H2O(l) C HSO4-(aq) + CH3COOH(aq) → H2SO4(aq) + CH3COO-(aq) D. HSO4-(aq) + CH3NH2(aq) → SO42-(aq) + CH3NH3+(aq) 2. Which species act as Brønsted - Lowry bases in the reaction between nitric acid and sulfuric acid? HNO3 + H2SO4 ⇌ - Topics 9 & 19 (1)
Topics 9 & 19 (1)
Oxidation and reduction (First test) For each question choose the answer you consider to be the best. 1. Which is correct statement about reduction? A. It involves the loss of hydrogen. B. It involves the addition of oxygen. C. It involves the addition of electrons. D. It involves an increase in oxidation number. 2. What is the oxidation number of sulfur in sodium thiosulfate, Na2S2O3? A. +6 B. +4 C. +2 D. -2 3. What are the oxidation numbers of the elements in sulfuric acid, - Topics 9 & 19 (2)
Topics 9 & 19 (2)
Oxidation and reduction (Second test) For each question choose the answer you consider to be the best. 1. In which species does manganese have an oxidation number of +3? A. MnSO4 B. KMnO4 C. Mn2O3 D. MnO2 2. What change occurs to vanadium during the conversion of VO3-(aq) to VO2+? A. It undergoes reduction and its oxidation number changes from + 5 to +4. B. It undergoes reduction and its oxidation number changes from +3 to +2 C. It undergoes oxidation and its oxidation number changes - Topics 10 & 20 (1)
Topics 10 & 20 (1)
Organic chemistry (First test) For each question choose the answer you consider to be the best. 1. What is the IUPAC name of the following hydrocarbon? A. hexane B. 2-methylpentane C. 2,2-dimethylbutane D. ethylbutane 2. What is the IUPAC name for CH3CH2CH2CH2CHO ? A. pentan-1-ol B. pentanone C. pentanoic acid D. pentanal 3. Which three compounds form part of a homologous series? A. C2H2, C2H4, C2H6 B. CH3OH, C2H5OH, C3H7OH C. CH3CH2CH2CH2OH, CH3CH2CH(OH)CH3, CH3CH(CH3)CH2OH D. CH3CH2CHO, CH3COCH3, CH3CH2CH2OH - Topics 10 & 20 (2)
Topics 10 & 20 (2)
Organic chemistry (Second test) For each question choose the answer you consider to be the best. 1. What is the IUPAC name for the following hydrocarbon? A. hexane B. 2-methylpentane C. 4-methylpentane D. 1,2-dimethylbutane 2. How many structural isomers are there with the molecular formula C6H14? A. 3 B. 4 C. 5 D. 6 3. Which compound is a member of the same homologous series as 1-bromobutane? A. 1-bromopropane B. 1-chlorobutane C. 1-bromobut-1-ene D. 1,1-dibromobutane 4. Which statement is true about a free - Topic 11
Topic 11
Measurement & data processing For each question choose the answer you consider to be the best. 1. Which are reduced when repeated measurements of a physical quantity are made? A. both random and systematic errors B. only systematic errors C. only random errors D. neither systematic nor random errors 2. What is the best way to minimise the random uncertainty when performing an acid-base titration? A. Use a different pipette B. Use a pH meter rather than an indicator to determine the end point C. Repeat
- Topic 1 (1)
- SL Questions by topic
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| Topics 10 & 20 (1) | Relationships between topics |
| Syllabus problems | Topics 9 & 19 |
| Introduction | Teaching the topics |
| Enthalpy calculations | Bond enthalpies |
Summary
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Selected Pages
Dynamic equilibrium - free
Once you have explained the concept of dynamic equilibrium it is worth challenging your students by asking them to suggest how it could be shown experimentally that either chemical or physical equilibrium... more»
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The relationship between the value of k, the rate constant, and temperature is given by the Arrhenius equation: k = A exp(–Ea/RT) where k is the rate constant, A is another... more»
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Just a question that a student of mine once asked which you might like to reflect upon. We were looking at nucleophilic substitution reactions and specifically at Assessment statement 20.2.1 which asks... more»
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The wide variety of periodic tables available has been referred to already in the title page on Topics 3 &13. Periodic tables also provide a good example of the International Dimension in... more»
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1. Given that the standard entropy of gaseous water is 189 J K-1 mol-1 and the standard entropy of liquid water is 69.9 J K-1 mol-1 calculate the standard entropy change when one mol... more»
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I was searching around on the Internet and came across a worksheet with questions on the rate expression. The first two questions are 1) Write the following for the reaction N2 +... more»
- ► Introduction
- ►▼ Syllabus
- ►▼ Teaching the topics
- ►▼ Topic 1
- ►▼ Topics 2 & 12
- ►▼ Topics 3 & 13
- ►▼ Topics 4 & 14
- ►▼ Topics 5 & 15
- ►▼ Topics 6 & 16
- ►▼ Topics 7 & 17
- ►▼ Relationships between topics
- ►▼ Incorporating 'Aim 8', TOK, etc.
- ►▼ Multiple choice tests
- ►▼ SL Questions by topic
- ► Topic 1 (1)
- ► Topic 1 (2)
- ► Topic 2
- ► Topic 3
- ► Topic 4 (1)
- ► Topic 4 (2)
- ► Topic 5
- ► Topic 6
- ► Topic 7
- ► Topic 8
- ► Topic 9
- ► Topic 10 (1)
- ► Topic 10 (2)
- ► Topic 11
- ►▼ HL Questions by topic
- ► Topic 1 (1)
- ► Topic 1 (2)
- ► Topics 2 & 12 (1)
- ► Topics 2 & 12 (2)
- ► Topics 3 & 13 (1)
- ► Topics 3 & 13 (2)
- ► Topics 4 & 14 (1)
- ► Topics 4 & 14 (2)
- ► Topics 5 & 15 (1)
- ► Topics 5 & 15 (2)
- ► Topics 6 & 16 (1)
- ► Topics 6 & 16 (2)
- ► Topics 7 & 17 (1)
- ► Topics 7 & 17 (2)
- ► Topics 8 & 18 (1)
- ► Topics 8 & 18 (2)
- ► Topics 9 & 19 (1)
- ► Topics 9 & 19 (2)
- ► Topics 10 & 20 (1)
- ► Topics 10 & 20 (2)
- ► Topic 11
- ►▼ SL Questions by topic
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