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Ways of chemistry instruction and learning

Chemistry can be taught using a number of different methods. Chemistry naturally lends itself to an experimental approach, thus it is anticipated that this will be represented throughout the course.

It is up to individual teachers to choose a sequence that works for their classrooms because the sequence in which the curriculum is organized does not necessarily reflect the order in that it ought to be taught. If desired, portions of the alternative material can be taught alongside the fundamental or the AHL (additional higher level) curriculum, or it can be taught separately.


Students in Group 4 at standard level (SL) & higher level (HL) follow the same core curriculum, use the same internal assessment (IA) system, and study some of the same options. While group 4 science students at both the SL and HL levels engage in the same skills and activities, students at the HL level are required to learn particular topics deeper and in the AHL (additional higher level)  content as well as the common alternatives. Between SL and HL, there is a difference in both breadth and depth. Employ an IB chemistry tutor in India from IBGA to discuss more!

All Diploma Programme subjects should be taught for 150 hrs at SL and 240 hrs at HL. Practical activities must be completed by SL students for 40 hours and HL students for 60 hours. The group 4 project will take 10 hours, and the internal assessment inquiry will take 10 hours. (Only a couple of hours' worth of research can be done after the moderator-submission deadline and still count toward the overall number of hours needed for the practical work scheme.

IBGA’s teaching approach

Chemistry can be taught using a number of different methods. Chemistry naturally lends itself to an experimental approach, thus it is anticipated that this will be represented throughout the course.

Mathematical Skills helped to develop in IBDP Chemistry Learners

All chemistry students enrolled in the Diploma Program should be able to:

  • Perform addition, subtraction, multiplication, and division among other fundamental arithmetic operations.
  • Calculate with reciprocals, approximations, percentages, decimals, fractions, means, and ratios..
  • Use standard notation (3.6 106, for instance).
  • Use inverse and direct proportions.
  • Solve basic algebraic problems
  • Plot graphs for two variables with linear and non-linear correlations (using appropriate scales and axes).
  • Understanding how to interpret graphs, especially how to interpret areas, intercepts, and changes in gradients
  • Interpreting information in a variety of formats (for example, histograms, bar charts, and pie charts).

Inquiry in Chemistry

Every inquiry is a unique work of art based on various measurements or data acquired. Student data collection should ideally be done independently. When each student independently gathered his/her own data or conducted his/her own measurements, data or measurements from a group test may occasionally be used.

In some instances, group information or measurements from chemistry experiments may be merged to generate sufficient information for individual analysis. Even in this instance, every student ought to have recorded and collected their own data, and they ought to be very explicit about whose data are theirs. Contact an

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Internal Assessment

There are several evaluation criteria that have been identified for internal assessment. Each evaluation criterion includes level descriptors that describe certain achievement levels as well as a suitable range of marks. The level descriptors emphasize success, while for the lesser levels failure to succeed may be mentioned in the description.

Group 4 project synopsis

Any group 4 project is a cooperative activity where a variety of group 4 subjects collaborate on a science or technology topics, allowing for the sharing of ideas and perspectives from various disciplines in accordance with goal 10—that is, to "develop a knowledge of the connections between scientific disciplines and their impact on all other areas of knowledge." Both a theoretical and practical approach may be taken for the project. Schools from various regions should work together.

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