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Diploma del Bachillerato Internacional · IB Diploma

Chemistry · SL

Papers, samples and curriculum documents for this course. · ⁨Papeles, muestras y documentos curriculares para este curso.⁩

← Exams · ⁨Exámenes⁩

Handouts, exercise sheets and slides

Shared topic documents retain their source course and topic titles. Use your chosen board’s specification for coverage, tier and exam requirements.

Handouts · ⁨Material de apoyo⁩ · A-Level Chemistry · ⁨A-Level Química⁩ (37)
Exercise sheets · ⁨Hojas de ejercicios⁩ · A-Level Chemistry · ⁨A-Level Química⁩ (90)
Presentation slides · ⁨Diapositivas de presentación⁩ · A-Level Chemistry · ⁨A-Level Química⁩ (37)

Course units and learning goals · ⁨Unidades del curso y objetivos de aprendizaje⁩

These lessons teach selected course objectives. Check the remaining coverage gaps; the material is not a complete preparation programme. · ⁨Estas lecciones enseñan objetivos del curso seleccionados. Revisa los vacíos de cobertura restantes; el material no es un programa completo de preparación.⁩

Lessons · ⁨Lecciones⁩ →Vocabulary practice · ⁨Práctica de vocabulario⁩ →
Structure 1.1 · Introduction to the particulate nature of matter
  • Temperature on the kelvin scale.
  • At fixed amount and volume, pressure is proportional to kelvin temperature. At fixed temperature and amount, pressure is inversely proportional to volume. State which quantities are fixed before choosing a relationship.
  • Use approved apparatus with a temperature range and pressure limit set by the teacher. Allow thermal equilibrium and record pressure against kelvin temperature. Never heat an improvised sealed vessel.
absolute temperature
Temperature on the kelvin scale
ideal gas
A gas model with specified simplifying assumptions
Structure 1.2 · The nuclear atom
  • Attraction between oppositely charged ions.
  • To explain a bulk property, name the structure, particles, forces and mobile charge carriers. Simple molecular substances can have strong covalent bonds inside molecules but weak attractions between molecules.
  • Compare substances using evidence such as melting point, conductivity when solid and molten, and solubility. One property rarely proves a structure; use a pattern of evidence.
ionic bond · ⁨enlace iónico⁩
Attraction between oppositely charged ions
delocalized electron
An electron not confined to one atom or bond
Structure 1.3 · Electron configurations
  • Attraction between oppositely charged ions.
  • To explain a bulk property, name the structure, particles, forces and mobile charge carriers. Simple molecular substances can have strong covalent bonds inside molecules but weak attractions between molecules.
  • Compare substances using evidence such as melting point, conductivity when solid and molten, and solubility. One property rarely proves a structure; use a pattern of evidence.
ionic bond · ⁨enlace iónico⁩
Attraction between oppositely charged ions
delocalized electron
An electron not confined to one atom or bond
Structure 1.4 · Counting particles by mass: the mole
  • The SI unit of amount of substance.
  • Calculate the amount available for each reactant and divide by its coefficient. The smaller ratio limits the reaction. Use that reactant to calculate the maximum product before comparing actual yield.
  • Write the balanced equation first, include units in molar masses, then convert each given mass or solution volume into amount. Convert cubic centimetres to cubic decimetres before using concentration in moles per cubic decimetre.
mole
The SI unit of amount of substance
limiting reagent
The reactant that limits the possible product amount
Structure 1.5 · Ideal gases
  • Temperature on the kelvin scale.
  • At fixed amount and volume, pressure is proportional to kelvin temperature. At fixed temperature and amount, pressure is inversely proportional to volume. State which quantities are fixed before choosing a relationship.
  • Use approved apparatus with a temperature range and pressure limit set by the teacher. Allow thermal equilibrium and record pressure against kelvin temperature. Never heat an improvised sealed vessel.
absolute temperature
Temperature on the kelvin scale
ideal gas
A gas model with specified simplifying assumptions
Structure 2.1 · The ionic model
  • Attraction between oppositely charged ions.
  • To explain a bulk property, name the structure, particles, forces and mobile charge carriers. Simple molecular substances can have strong covalent bonds inside molecules but weak attractions between molecules.
  • Compare substances using evidence such as melting point, conductivity when solid and molten, and solubility. One property rarely proves a structure; use a pattern of evidence.
ionic bond · ⁨enlace iónico⁩
Attraction between oppositely charged ions
delocalized electron
An electron not confined to one atom or bond
Structure 2.2 · The covalent model
  • Attraction between oppositely charged ions.
  • To explain a bulk property, name the structure, particles, forces and mobile charge carriers. Simple molecular substances can have strong covalent bonds inside molecules but weak attractions between molecules.
  • Compare substances using evidence such as melting point, conductivity when solid and molten, and solubility. One property rarely proves a structure; use a pattern of evidence.
ionic bond · ⁨enlace iónico⁩
Attraction between oppositely charged ions
delocalized electron
An electron not confined to one atom or bond
Structure 2.3 · The metallic model
  • Attraction between oppositely charged ions.
  • To explain a bulk property, name the structure, particles, forces and mobile charge carriers. Simple molecular substances can have strong covalent bonds inside molecules but weak attractions between molecules.
  • Compare substances using evidence such as melting point, conductivity when solid and molten, and solubility. One property rarely proves a structure; use a pattern of evidence.
ionic bond · ⁨enlace iónico⁩
Attraction between oppositely charged ions
delocalized electron
An electron not confined to one atom or bond
Structure 2.4 · From models to materials
  • Attraction between oppositely charged ions.
  • To explain a bulk property, name the structure, particles, forces and mobile charge carriers. Simple molecular substances can have strong covalent bonds inside molecules but weak attractions between molecules.
  • Compare substances using evidence such as melting point, conductivity when solid and molten, and solubility. One property rarely proves a structure; use a pattern of evidence.
ionic bond · ⁨enlace iónico⁩
Attraction between oppositely charged ions
delocalized electron
An electron not confined to one atom or bond
Structure 3.1 · The periodic table: classification of elements
  • Attraction between oppositely charged ions.
  • To explain a bulk property, name the structure, particles, forces and mobile charge carriers. Simple molecular substances can have strong covalent bonds inside molecules but weak attractions between molecules.
  • Compare substances using evidence such as melting point, conductivity when solid and molten, and solubility. One property rarely proves a structure; use a pattern of evidence.
ionic bond · ⁨enlace iónico⁩
Attraction between oppositely charged ions
delocalized electron
An electron not confined to one atom or bond
Structure 3.2 · Functional groups: classification of organic compounds
  • An atom group determining characteristic reactions.
  • Distinguish addition, substitution, oxidation and polymerization by tracing bonds before and after reaction. Conditions and reagents belong to the reaction arrow; they are not interchangeable labels.
  • Draw displayed or structural formulae with the correct number of bonds at each carbon. Use a carbon count to check a proposed synthesis. At advanced level, track reagents and conditions through multistep routes.
functional group
An atom group determining characteristic reactions
isomer
A compound sharing a formula but differing in structure
Reactivity 1.1 · Measuring enthalpy change
  • Transferring energy to the surroundings.
  • Use energy transferred = mass × specific heat capacity × temperature change. Convert joules to kilojoules before dividing by reaction amount. An exothermic molar enthalpy change has a negative sign.
  • Use insulation and a lid, measure starting temperatures consistently, stir, and record a temperature-time series. Estimate the reaction temperature from an appropriate extrapolation rather than ignoring cooling during measurement.
exothermic · ⁨exotérmica⁩
Transferring energy to the surroundings
enthalpy change
Heat change at constant pressure for a stated process
Reactivity 1.2 · Energy cycles in reactions
  • Transferring energy to the surroundings.
  • Use energy transferred = mass × specific heat capacity × temperature change. Convert joules to kilojoules before dividing by reaction amount. An exothermic molar enthalpy change has a negative sign.
  • Use insulation and a lid, measure starting temperatures consistently, stir, and record a temperature-time series. Estimate the reaction temperature from an appropriate extrapolation rather than ignoring cooling during measurement.
exothermic · ⁨exotérmica⁩
Transferring energy to the surroundings
enthalpy change
Heat change at constant pressure for a stated process
Reactivity 1.3 · Energy from fuels
  • Assessment across production, use and disposal.
  • Define the functional unit before comparing products. The same delivered service, such as carrying one litre of water a hundred times, is fairer than comparing one object with another regardless of lifetime.
  • List system boundaries, energy sources and assumptions. Compare water demand, emissions and waste separately before making a judgement. Explain whose priorities affect the decision and where the data are uncertain.
life-cycle assessment
Assessment across production, use and disposal
functional unit
The common service used for a fair comparison
Reactivity 2.1 · How much? The amount of chemical change
  • The SI unit of amount of substance.
  • Calculate the amount available for each reactant and divide by its coefficient. The smaller ratio limits the reaction. Use that reactant to calculate the maximum product before comparing actual yield.
  • Write the balanced equation first, include units in molar masses, then convert each given mass or solution volume into amount. Convert cubic centimetres to cubic decimetres before using concentration in moles per cubic decimetre.
  • The volume delivered between two burette readings.
  • Calculate the known amount first, apply the stoichiometric ratio, then divide by the unknown solution volume in cubic decimetres. Use concordant titres as required by the school method and report the accepted values.
  • Rinse the burette with its solution and the pipette with the solution it transfers. Rinse the flask with distilled water. Add titrant slowly near the endpoint, swirl, and read the meniscus at eye level. Use a white tile and appropriate eye protection.
mole
The SI unit of amount of substance
limiting reagent
The reactant that limits the possible product amount
titre
The volume delivered between two burette readings
equivalence point · ⁨punto de equivalencia⁩
The point of stoichiometric reaction completion
Reactivity 2.2 · How fast? The rate of chemical change
  • The energy barrier for a reaction pathway.
  • A product-time graph has a steeper gradient where rate is larger. A tangent estimates instantaneous rate; a secant gives average rate over an interval. The final plateau reflects the total collected product under the stated conditions.
  • For gas production, check apparatus for leaks, start timing consistently and record volume at regular intervals. Keep concentration, reactant amount and surface area controlled when changing temperature.
activation energy
The energy barrier for a reaction pathway
rate · ⁨velocidad⁩
Change in a measured quantity per unit time
Reactivity 2.3 · How far? The extent of chemical change
  • A state with equal forward and reverse reaction rates.
  • A concentration or pressure change disturbs the balance. The system responds toward a new equilibrium. Temperature changes can also change the equilibrium constant; a catalyst changes how quickly equilibrium is reached.
  • State the balanced equation and whether the forward reaction is exothermic before predicting a temperature effect. Count gas coefficients when considering pressure; pressure has no composition effect when gaseous amounts are equal on both sides.
equilibrium · ⁨equilibrio⁩
A state with equal forward and reverse reaction rates
reversible reaction
A reaction that can proceed in both directions
Reactivity 3.1 · Proton transfer reactions
  • The volume delivered between two burette readings.
  • Calculate the known amount first, apply the stoichiometric ratio, then divide by the unknown solution volume in cubic decimetres. Use concordant titres as required by the school method and report the accepted values.
  • Rinse the burette with its solution and the pipette with the solution it transfers. Rinse the flask with distilled water. Add titrant slowly near the endpoint, swirl, and read the meniscus at eye level. Use a white tile and appropriate eye protection.
titre
The volume delivered between two burette readings
equivalence point · ⁨punto de equivalencia⁩
The point of stoichiometric reaction completion
Reactivity 3.2 · Electron transfer reactions
  • Loss of electrons.
  • Predict products using the specified electrolyte and electrode material. In an aqueous solution, hydrogen or oxygen may form because water-related species compete. Molten salts contain only the ions of the salt.
  • Use a low-voltage direct-current supply, approved electrodes, and the school risk assessment. Collect gases only by an approved method. Keep chlorine demonstrations teacher-controlled; do not ask students to generate hazardous gases independently.
oxidation
Loss of electrons
reduction · ⁨reducción⁩
Gain of electrons
Reactivity 3.3 · Electron sharing reactions
  • An atom group determining characteristic reactions.
  • Distinguish addition, substitution, oxidation and polymerization by tracing bonds before and after reaction. Conditions and reagents belong to the reaction arrow; they are not interchangeable labels.
  • Draw displayed or structural formulae with the correct number of bonds at each carbon. Use a carbon count to check a proposed synthesis. At advanced level, track reagents and conditions through multistep routes.
functional group
An atom group determining characteristic reactions
isomer
A compound sharing a formula but differing in structure
Reactivity 3.4 · Electron-pair sharing reactions
  • An atom group determining characteristic reactions.
  • Distinguish addition, substitution, oxidation and polymerization by tracing bonds before and after reaction. Conditions and reagents belong to the reaction arrow; they are not interchangeable labels.
  • Draw displayed or structural formulae with the correct number of bonds at each carbon. Use a carbon count to check a proposed synthesis. At advanced level, track reagents and conditions through multistep routes.
functional group
An atom group determining characteristic reactions
isomer
A compound sharing a formula but differing in structure
Practical · Experimental programme
  • A quantified limitation on a measured result.
  • For a product or quotient, adding fractional uncertainties is a common maximum-uncertainty approximation. For a difference, add absolute uncertainties. A nonzero intercept can reveal an offset or an incomplete model.
  • Show units on axes and choose a sensible scale. Plot uncertainty bars where justified, draw a best-fit line rather than joining every point, and estimate steepest and shallowest plausible gradients when the course method calls for them.
uncertainty
A quantified limitation on a measured result
systematic error
A consistent measurement bias

Preparing for this qualification · ⁨Preparación para esta cualificación⁩

  • Structure and reactivity replace the old topic/option model. Entropy and spontaneity is AHL; all other topics still require exact SL/AHL statement separation from the guide.
  • Paper 1A MCQ + 1B experimental/data work, Paper 2 short/extended responses; SL 1.5/1.5 h, HL 2/2.5 h; weights 36%/44%. Scientific investigation 20%, 3,000 words.
  • Practical work 20 h plus collaborative sciences project 10 h and investigation 10 h; use the current chemistry data booklet.

Teaching coverage still needed · ⁨Cobertura docente aún necesaria⁩

  • Full 2025 SL understanding and guidance statements are not established by the brief. Focus cases do not cover complete bonding, acid-base, mechanism or spectroscopy objectives.
  • Full experimental-technique objectives and current data booklet need acquisition.

Specifications and sample documents · ⁨Especificaciones y documentos de muestra⁩

Course materials · ⁨Materiales del curso⁩

Course preparation · ⁨Preparación del curso⁩

Documents are available. Board-specific notes, assessments and interactive past-paper practice are not yet available for every course. · ⁨Los documentos están disponibles. Las notas específicas de la entidad evaluadora, las evaluaciones y la práctica interactiva deantiguos exámenes no están disponibles aún para todos los cursos.⁩

Lessons · ⁨Lecciones⁩ →

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