Chemistry 30IB SL Mr. Cavaliere (rm 216)

2019-2020 S1 The Chemistry 30IB Course covers the content of both the Alberta Diploma Chemistry Program of Studies and the International Baccalaureate Organization Chemistry Standard Level Program of Studies incorporating the IB Learner Profile, IB Theory of Knowledge and IB Approaches to Learning into lessons. The Chemistry 30 program consists of four units:

A. Thermochemical Changes B. Electrochemcial Changes C. Chemical Changes of Organic Compounds D. Chemical Equilibrium Focusing on Acid-Base Systems

Students will be encouraged to: a) Show interest in science-related questions and issues and confidently pursue personal interests and

career possibilities within science-related fields. b) Appreciate that scientific understanding evolves from the interaction of ideas involving people

with different views and backgrounds. c) Seek and apply evidence when evaluating alternative approaches to investigations, problems and

issues. d) Work collaboratively in planning and carrying out investigations and in generating and evaluating

ideas e) Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and

a sustainable environment f) Show concern for safety in planning, carrying out and reviewing activities, referring to the

Workplace Hazardous Materials Information System (WHMIS) and consumer product labeling information.

Unit A: Thermochemical Changes Themes: Energy, Change and Systems Overview: In this unit, students study energy as it relates to chemical changes and quantifying the energy involved in thermochemical systems, and consider the various aspects of energy use on society. General Outcome: There are two major outcomes in this unit.

Students will: 1. determine and interpret energy changes in chemical reactions 2. explain and communicate energy changes in chemical reactions

Key Concepts: • enthalpy of formation • energy diagrams • enthalpy of reaction • activation energy • ∆H notation • catalysts • Hess’ law • calorimetry • molar enthalpy • fuels and energy efficiency

Unit B: Electrochemical Changes Themes: Change and Energy Overview: In this unit, students study electrochemical change and analyze the matter and energy. General Outcomes: There are two major outcomes in this unit. 1. explain the nature of oxidation-reductions 2. apply the principles of oxidation-reduction to electrochemical cells.

Key Concepts: • oxidation • spontaneity • reduction • standard reduction potential • oxidizing agent • voltaic cell • reducing agent • electrolytic cell • oxidation-reduction (redox) agent • electrolysis • oxidation number • standard cell potential • half-reaction • Faraday’s law • disproportionation • corrosion

Unit C: Chemical Changes of Organic Compounds Themes: Change, Diversity and Energy

Overview: In this introduction to organic chemistry, students learn about common organic compounds and describe their properties and reactions. The significance of organic chemistry, in the context of technological applications and quality of life, is explored. General Outcomes: There are two major outcomes in this unit. 1. explore organic compounds as a common form of matter 2. describe chemical reactions of organic compounds

Key Concepts: • organic compounds • aliphatic and aromatic compounds • esterification • naming organic • saturated/unsaturated hydrocarbons • combustion reactions compounds • functional groups identifying • polymerization • structural formulas alcohols, carboxylic acids, esters • addition, substitution • monomers and halogenated hydrocarbons • elimination • polymers Unit D: Chemical Equilibrium Focusing on Acid-Base Systems Themes: Change, Systems and Equilibrium Overview: In this unit, the concept that chemical change eventually attains equilibrium is developed, followed by a focus on the quantitative treatment of reaction systems involving acid-base solutions. General Outcome: There are two major outcomes in this unit 1. explain that there is balance of opposing reactions in chemical equilibrium systems 2. determine quantitative relationships in simple equilibrium systems Key Concepts: • chemical equilibrium systems • Bronsted-Lowry acids and bases • reversibility of reactions • titration curves • Le Chatelier’s principle • conjugate pairs of acids and bases • equilibrium law expressions • amphiprotic/amphoteric substances • equilibrium constants • buffers • acid-base equilibrium • indicators

Resources: A) Nelson Chemistry Textbook and Laboratory Manual B) Teacher Notes C) Chemistry IB Study Guide D) Oxford Chemistry IB Textbook Evaluation: The mark will be based upon some or all of the following: a) chapter tests b) quizzes c) laboratory work d) assignment checks Mark Distribution and Determination: A cumulative marking system based on raw scores will be used. For Mr. Cavaliere’s Chemistry 30 class the final grade is based on the total raw score points(Total points). These will then be totaled up to determine the overall final grade that will be used as the class mark.

Labs/assignments Quizzes Tests/Exams Units Exam Your class mark will account for 70% of your grade for Chemistry 30IB. Your Alberta diploma exam mark will account for the other 30%. Grading Criteria and Codes Criteria Disclaimer

A wide range of assessment information is used in the development of a student’s final grade. At Archbishop MacDonald High School, individualized assessments provide specific information regarding student progress and overall performance in class. Student assessment may vary from student to student to adapt for differences in student needs, learning styles, preferences and paces. It should also be noted that not all assignments are used to determine the final grade, and that scale factors may have been used to determine the weight of individual assignments.

The following may appear for a student in a task in a course:

1. a numeric value 2. Late – this indicates that the assignment is has not been turned in on time. Late penalties

may apply. 3. Exempt – this is used for all items that are not to be included in that student’s grade

calculation. (see disclaimer) No change to course grade will result. 4. Missing – The student has missed an assessment BUT has the opportunity to complete

the required work. The work will be evaluated when submitted according to a timeline set up in consultation between the student and the teacher. Teacher has a duty to inform parents if the timeline is not being met. THIS CODE WILL CALCULATE AS A ZERO UNTIL THE CODE HAS BEEN REPLACED WITH A NUMERIC VALUE.

Course Materials: - binder with lined, unlined and graph paper - calculator (scientific notation) - pen, pencil, eraser and ruler Expectations: 1. Students are expected to be punctual to class and any bathroom activities done before class not during. 2. Regular attendance is important, however should you be absent please submit a note and obtain an

admit slip from Student Services. Otherwise, it will be considered an unexcused absence and could affect your grade.

3. Materials required for class should be brought to all lessons. 4. Notebooks are to be kept up to date and in presentable condition, since they are records required

throughout the entire year. Assignment checks for marks will be done periodically at random. 5. It is the student’s responsibility to maintain and update any notes or assignments following any

absence. 6. Attendance at scheduled examinations is mandatory. In the event of an excused absence the teacher

will determine if and when the remake test is to be administered. 7. Students on special projects by other teachers must have written permission by the set deadline. Marks

may be subtracted for late submission.

8. Assignments such as reports, labs, projects, etc. should be submitted by the set deadline. Marks may be subtracted for late submissions.

9. During classroom exams always bring course materials just in case of early completion. 10. During examinations your answer sheets should be kept in the center of the desk to prevent any

sharing of information. 11. Before an examination is distributed your desk should be clear of any unnecessary materials. Test

booklets, answers sheets, data booklets, and scrap paper should be handed back. There should be no passing around of any materials or calculators during the examination.

Teacher Contact - Students should approach teacher to determine appropriate time to discuss issues. ICT Outcomes: (the following is common to all Chemistry 20/30 Matric, Honours and IB) C1. Students will access, use and communicate information from a variety of technologies. 4.1 plan and perform complex searches, using more than one electronic source 4.2 select information from appropriate sources, including primary and secondary sources 4.4 communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues. C2. Students will seek alternative viewpoints, using information technologies. 4.1 consult a wide variety of sources that reflect varied viewpoints on particular topics C3. Students will critically assess information accessed through the use of a variety of technologies. 4.2 demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic (specific to 20IB & 30IB) C6. Students will use technology to investigate and/or solve problems. 4.1 investigate and solve problems of prediction, calculation and inference 4.2 investigate and solve problems of organization and manipulation of information 4.3 manipulate data by using charting and graphing technologies in order to test inferences and probabilities 4.4 generate new understandings of problematic situations by suing some form of technology to facilitate the process C7. Students will use electronic research techniques to construct personal knowledge and meaning. 4.1 use appropriate strategies to locate information to meet personal needs 4.2 analyze and synthesize information to determine patterns and links among ideas 4.3 use appropriate presentation software to demonstrate personal understandings F1. Students will demonstrate an understanding of the nature of technology. 4.2 solve mathematical and scientific problems by selecting appropriate technology to perform calculations and experiments. F2. Students will understand the role of technology as it applies to self, work and society. 4.1 use technology outside formal classroom settings 4.2 analyze how technological innovations and creativity affect the economy

4.3 demonstrate an understanding of new and emerging communication systems 4.4 evaluate possible potential for emerging technologies F3. Students will demonstrate a moral and ethical approach to the use of technology. 4.1 demonstrate an understanding of how changes in technology can benefit or harm society 4.2 evaluate the influence and results of digital manipulation on our perceptions (specific to 20IB & 30IB) 4.3 respect, ownership and integrity of information P1. Students will compose, revise and edit text. 4.1 continue to demonstrate the outcomes achieved in prior grades and course subjects P2. Students will organize and manipulate data. 4.1 manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/ or spreadsheets. P3. Students will communicate through multimedia. 4.1 select and use, independently, multimedia capabilities for presentations in various subject areas 4.2 support communication with appropriate images, sounds and music 4.3 apply general principles of graphic layout and design to a document in process P4. Students will integrate various applications 4.1 integrate a variety of visual and audio information into a document to create a message targeted for a specific audience. 4.2 apply principles of graphic design to enhance meaning and audience appeal 4.3 use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text. P6. Students will use communication technology to interact with others. 4.1 select and use the appropriate technologies to communicate effectively with a targeted audience.

Archbishop MacDonald High School Academic Honesty and Academic Integrity Code of Conduct 

Academic Honesty is a reflective practice; whereby students connect their understanding of academically honest practices into the demonstration of those practices in their work. Students must read, understand and act in accordance with the Academic Honesty Policy of Archbishop MacDonald High School, which will be posted on the website and embedded in the course outlines. It is the student’s responsibility to ensure that all work submitted is authentic in all respects. Work submitted is inclusive of written, oral, creative or other forms of assessment for a course. A student must be aware of and purposefully ensure that they are demonstrating appropriate academic behaviours as it relates to: Plaigarism This is defined as the representation of the ideas or work of another person as

the  [student’s] own   Collusion This is defined as supporting malpractice by allowing another student to submit

work completed by you; or submitting another [student’s] work as your own. Misconduct This is defined as the use of unauthorized communication of any form during an

assessment. Duplication of Work This is defined as the presentation of the same work for different assessment

components. Inappropriate Communication of Information

This is defined as the communication of assessment information to [students] who have yet to complete a similar assessment; or requesting others [students] to divulge information about an upcoming assessment that may provide the [student] with an unfair advantage.

Consequences Students are expected to value the attitudes and skills of being a principled communicator in all learning and assessment. Consequences for those who compromise the academic honesty and integrity policy to gain an advantage are listed below. The administration [Grade Coordinator] in conjunction with the teacher, from whose class the offence occurred, has the authority to impose one or more of the following consequences. 

A comment referring to the student’s lack of academic honesty will be reported on the student’s records.

A zero will be awarded for that particular assignment/exam. All extracurricular involvement may be suspended until the protocol reaches its logical conclusion.  Students reported and recorded with an incident of academic misconduct will be monitored during the school year.

In addition to the above sanctions, the administration [grade coordinator], has the authority to impose one or more of the following: 

o Suspension  o Expulsion 

IB OUTLINE

Students will study a core syllabus, and this is supplemented by the study of two options. Students are required to spend 40 hours on practical/investigative work. This includes 10 hours for the group 4 project. The group 4 project is an interdisciplinary activity in which all science students must participate. The exercise should be a collaborative experience where the emphasis is in the processes involved in scientific investigation.

Program of Studies is divided in two parts: the Core and the Option.

Core:

Topic 1: Stoichiometric relationships 1.1 Introduction to the particulate nature of matter and chemical change 1.2 The mole concept 1.3 Reacting masses and volumes Topic 2: Atomic structure 2.1 The nuclear atom 2.2 Electron configuration Topic 3: Periodicity 3.1 Periodic table 3.2 Periodic trends Topic 4: Chemical bonding and structure 4.1 Ionic bonding and structure 4.2 Covalent bonding 4.3 Intermolecular forces 4.4 Metallic bonding

Topic 5: Energetics/thermochemistry 5.1 Measuring energy changes 5.2 Hess’s law 5.3 Bond enthalpies

Topic 6: Chemical kinetics 6.1 Collision theory and rates of reaction Topic 7: Equilibrium 7.1 Equilibrium Topic 8: Acids and bases 8.1 Theories of acids and bases 8.2 Properties of acids and bases 8.3 The pH scale 8.4 Strong and weak acids and bases 8.5 Acid deposition

Topic 9: Redox processes 9.1 Oxidation and reduction 9.2 Electrochemical cells Topic 10: Organic chemistry 10.1 Fundamentals of organic chemistry 10.2 Functional group chemistry Topic 11: Measurement and data processing 11.1 Uncertainties and errors in measurement and results 11.2 Graphical techniques 11.3 Spectroscopic identification of organic compounds Options SL and HL Option A: Materials

Option B: Biochemistry

Option C: Energy

Option D: Medicinal chemistry

Assessment Outline A. External Assessment:

Paper 1 is made up of multiple-choice questions that test knowledge of the core. Overall weighting is 20%. Paper 2 tests knowledge of the core and is divided into two sections. These include data based questions that require students to analyze a given set of short-answer questions (Sec. A) and extended-response questions(Sec. B) involving writing a number of paragraphs, solving a substantial problem or carrying out substantial analysis or evaluation. Overall weighting is 36%. Paper 3 tests knowledge of the core and options and is divided into two sections with an overall weighting of 24%. Section A includes short-answer questions on skills and data analysis on the core and section B includes short-answer and extended-response questions on the options.

B. Practical Work and Internal Assessment: The internal assessment is worth 20% of the final assessment and consists of an interdisciplinary project and a mixture of short and long-term investigations.

IBDP Group IV Internal Assessment Criteria

Personal engagement

This criterion assesses the extent to which the student engages with the exploration and makes it their own. Personal engagement may be recognized in different attributes and skills. These could include addressing personal interests or showing evidence of independent thinking, creativity or initiative in the designing, implementation or presentation of the investigation.

Mark Descriptor

0 The student’s report does not reach a standard described by the descriptors below.

1

The evidence of personal engagement with the exploration is limited with little independent thinking, initiative or creativity. The justification given for choosing the research question and/or the topic under investigation does not demonstrate personal significance, interest or curiosity. There is little evidence of personal input and initiative in the designing, implementation or presentation of the investigation.

2

The evidence of personal engagement with the exploration is clear with significant independent thinking, initiative or creativity. The justification given for choosing the research question and/or the topic under investigation demonstrates personal significance, interest or curiosity. There is evidence of personal input and initiative in the designing, implementation or presentation of the investigation.

Exploration

This criterion assesses the extent to which the student establishes the scientific context for the work, states a clear and focused research question and uses concepts and techniques appropriate to the Diploma Program level. Where appropriate, this criterion also assesses awareness of safety, environmental, and ethical considerations.

Mark Descriptor

0 The student’s report does not reach a standard described by the descriptors below.

1–2

The topic of the investigation is identified and a research question of some relevance is stated but it is not focused. The background information provided for the investigation is superficial or of limited relevance and does not aid the understanding of the context of the investigation. The methodology of the investigation is only appropriate to address the research question to a very limited extent since it takes into consideration few of the significant factors that may influence the relevance, reliability and sufficiency of the collected data. The report shows evidence of limited awareness of the significant safety, ethical or environmental issues that are relevant to the methodology of the investigation*.

3–4 The topic of the investigation is identified and a relevant but not fully focused research question is described. The background information provided for the investigation is mainly appropriate and relevant and aids the understanding of the context of the investigation. The methodology of the investigation is mainly appropriate to address the research question but has limitations since it takes into consideration only some of the significant factors that may influence the relevance, reliability and sufficiency of the collected data. The report shows evidence of some awareness of the significant safety, ethical or environmental issues that are relevant to the methodology of the investigation*.

5–6 The topic of the investigation is identified and a relevant and fully focused research question is clearly described. The background information provided for the investigation is entirely appropriate and relevant and enhances the understanding of the context of the investigation. The methodology of the investigation is highly appropriate to address the research question because it takes into consideration all, or nearly all, of the significant factors that may influence the relevance, reliability and sufficiency of the collected data. The report shows evidence of full awareness of the significant safety, ethical or environmental issues that are relevant to the methodology of the investigation*.

* This indicator should only be applied when appropriate to the investigation. See exemplars in TSM.

Analysis

This criterion assesses the extent to which the student’s report provides evidence that the student has selected, recorded, processed and interpreted the data in ways that are relevant to the research question and can support a conclusion.

Mark Descriptor

0 The student’s report does not reach a standard described by the descriptors below.

1–2 The report includes insufficient relevant raw data to support a valid conclusion to the research question. Some basic data processing is carried out but is either too inaccurate or too insufficient to lead to a valid conclusion. The report shows evidence of little consideration of the impact of measurement uncertainty on the analysis. The processed data is incorrectly or insufficiently interpreted so that the conclusion is invalid or very incomplete.

3–4

The report includes relevant but incomplete quantitative and qualitative raw data that could support a simple or partially valid conclusion to the research question. Appropriate and sufficient data processing is carried out that could lead to a broadly valid conclusion but there are significant inaccuracies and inconsistencies in the processing. The report shows evidence of some consideration of the impact of measurement uncertainty on the analysis. The processed data is interpreted so that a broadly valid but incomplete or limited conclusion to the research question can be deduced.

5–6 The report includes sufficient relevant quantitative and qualitative raw data that could support a detailed and valid conclusion to the research question. Appropriate and sufficient data processing is carried out with the accuracy required to enable a conclusion to the research question to be drawn that is fully consistent with the experimental data. The report shows evidence of full and appropriate consideration of the impact of measurement uncertainty on the analysis. The processed data is correctly interpreted so that a completely valid and detailed conclusion to the research question can be deduced.

Evaluation

This criterion assesses the extent to which the student’s report provides evidence of evaluation of the investigation and the results with regard to the research question and the accepted scientific context.

Mark Descriptor

0 The student’s report does not reach a standard described by the descriptors below.

1–2 A conclusion is outlined which is not relevant to the research question or is not supported by the data presented. The conclusion makes superficial comparison to the accepted scientific context. Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are outlined but are restricted to an account of the practical or procedural issues faced. The student has outlined very few realistic and relevant suggestions for the improvement and extension of the investigation.

3–4 A conclusion is described which is relevant to the research question and supported by the data presented. A conclusion is described which makes some relevant comparison to the accepted scientific context. Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are described and provide evidence of some awareness of the methodological issues* involved in establishing the conclusion. The student has described some realistic and relevant suggestions for the improvement and extension of the investigation.

5–6 A detailed conclusion is described and justified which is entirely relevant to the research question and fully supported by the data presented. A conclusion is correctly described and justified through relevant comparison to the accepted scientific context. Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are discussed and provide evidence of a clear understanding of the methodological issues* involved in establishing the conclusion. The student has discussed realistic and relevant suggestions for the improvement and extension of the investigation.

Communication

This criterion assesses whether the investigation is presented and reported in a way that supports effective communication of the focus, process and outcomes.

Mark Descriptor

0 The student’s report does not reach a standard described by the descriptors below.

1–2 The presentation of the investigation is unclear, making it difficult to understand the focus, process and outcomes. The report is not well structured and is unclear: the necessary information on focus, process and outcomes is missing or is presented in an incoherent or disorganized way. The understanding of the focus, process and outcomes of the investigation is obscured by the presence of inappropriate or irrelevant information. There are many errors in the use of subject-specific terminology and conventions*.

3–4

The presentation of the investigation is clear. Any errors do not hamper understanding of the focus, process and outcomes . The report is well structured and clear: the necessary information on focus, process and outcomes is present and presented in a coherent way. The report is relevant and concise thereby facilitating a ready understanding of the focus, process and outcomes of the investigation. The use of subject-specific terminology and conventions is appropriate and correct. Any errors do not hamper understanding.

*For example, incorrect/missing labelling of graphs, tables, images; use of units, decimal places. For issues of referencing and citations refer to the “Academic honesty” section From IBO.org, Biology Guide, First Assessment, 2016, pages. 154 - 158

A8.1 Academic honesty A8.1.1 Policy

It is an IB requirement that every IB World School that offers the Diploma Programme has a policy to promote academic honesty. This policy must be shared with candidates before they begin the Diploma Programme and be followed by reminders throughout the two years of the programme. The way in which this policy is shared with candidates and teachers is left to the discretion of the head of school, or his or her nominee.

IB teachers are best placed to verify that candidates’ work complies with the IB’s expectations concerning academic honesty. Therefore, teachers must use appropriate means to ensure that candidates’ work is, to the best of their knowledge, the authentic work of the candidates. Schools are responsible for checking all candidates’ work prior to submission to the IB for assessment or moderation.

Further information can be found in the IB publication Academic honesty in the IB educational context.

A8.1.2 What constitutes academic misconduct?

Cases of alleged academic misconduct (previously referred to as malpractice) investigated by the IB typically include the following situations. Coordinators should take notice of these common breaches to the regulations when administering the Diploma Programme and developing the school’s academic honesty policy.

Lack of referencing

Diploma Programme candidates submit work for assessment in a variety of media that may include audio-visual material, text, graphs, images and/or data published in print or electronic sources. If a candidate uses the work or ideas of another person, the candidate must acknowledge the source using a standard style of referencing in a consistent manner. A candidate’s failure to acknowledge a source will be investigated by the IB as a potential breach of IB regulations that may result in a penalty imposed by the final award committee.

The IB does not prescribe which style(s) of referencing or in-text citation should be used by candidates; this is left to the discretion of appropriate faculty/staff in the school. Regardless of the reference style adopted by the school for a given subject, it is expected that the minimum information given includes: name of author, date of publication, title of source and page numbers as applicable.

Candidates are not expected to show expertise in referencing, but are expected to demonstrate that all sources have been acknowledged using a standard style consistently so that credit is given to all sources used (audio-visual material, text, graphs, images and/or data published in print or in electronic sources), including sources that have been paraphrased or summarized. When writing text a candidate must clearly distinguish between his or her words and those of others by the use of quotation marks (or other method like indentation) followed by an appropriate in-text citation accompanied by an entry in the bibliography.

Too much assistance and collusion

Although group working is a key element in components of certain subjects, coordinators are reminded that candidates are expected to present assessments in their own words and acknowledge the words or ideas of others where collaboration has occurred.

It is recommended that coordinators warn candidates against using the growing number of websites and organizations that claim to offer "help" with IB assessment tasks. None of these are endorsed by the IB and some are virtually indistinguishable from sites on the internet that offer custom-made assignments, usually for a fee, for candidates' use. Some sources of support may be acting in good faith, but nevertheless are offering a level of support and guidance that may not be permitted by the IB.

The level and kind of guidance permitted by the IB for any subject is outlined in the appropriate IB guide. If a coordinator is in any doubt as to what is permitted, contact IB Answers for advice.

Other forms of academic misconduct

Academic misconduct most commonly involves collusion or plagiarism and constitutes a breach of regulations. However, there are other ways in which a candidate may be in breach of regulations. For example, if he or she:

• duplicates work to meet the requirements of more than one assessment component • fabricates data for an assignment • takes unauthorized material into an examination room • disrupts an examination by an act of misconduct, such as distracting another candidate or creating a

disturbance • exchanges, supports, or attempts to support the passing on of information that is or could be related

to the examination • fails to comply with the instructions of the invigilator or other member of the school’s staff

responsible for the conduct of the examination • impersonates another candidate • steals examination papers • discloses or discusses the content of an examination paper with a person outside the immediate

school community within 24 hours after the examination.

From ibo.org, Handbook of Procedures, Section A8, Academic Honesty