course outlines: science 2013-14

7/31/2019 Course Outlines: Science 2013-14

1/20

Chinese International School

Course Outline 2013-2014Department: Science

Year 07Year 08Year 09Year 10Year 11Year 12Year 13


2/20

1

The Middle Years Programme & ScienceYear 7: 2013-2014

The Middle Years Programme (MYP) is a 5 year course (CIS Yr 7-11) which leads to certification at the endof Year 5 (CIS Year 11) in Sciences from the International Baccalaureate Organization (IBO). The CISScience program covers the main concepts of Biology, Chemistry and Physics. The department has a strongcommitment to practical laboratory work.

AimsLearning about Science in the MYP is an active process, integrating both `hands-on' and `mind-on'experiences. Students actively participate in scientific investigations, developing experimental planning,analysis and technical skills. Students are expected to view learning as a personal activity, namelysomething that they do, not something done to them. Thus, there is less emphasis on the presentation ofinformation by a teacher and more on guiding students via investigations and other suitable enquiry-typeactivities.

TOPIC TITLES and GUIDING QUESTIONS for Yr 7At the beginning of each unit students are issued with a clear list of learning & skill objectives.

Yr 7 Unit MYP Unit Question Assessment &Criteria

A B C D E F

SEMESTER 1

*Gardening(all year, subject toweather conditions)

How do plants grow? Nil

1 Safety in Scienceclasses

How can I make sureeveryone is safe in sciencelessons?

Bunsen Burner -correct use x

2 Acids and Bases Investigating pH in soil x x

Test x

3 Variety of Life Why is there such a varietyof life in our environment?

Should we try to maintainthis variety?

Endangered

species

x x

Test xSEMESTER 2

4 Energy How can energy transfers beuseful for us?

Investigating Wind-up toys x x x

Investigating Bouncing Balls x x x

Test x

5 Staying alive How can I look after mybody?

Disease brochure x x

Test x

6 Magnetism &Electricity

Are magnets andelectromagnets useful?

Electromagnets x x x

7 Growing up How do I think & act whilegrowing up? How am Ichanging? How can I lookafter myself?

nil

November 2013 Kadoorie Farm Day Field Trip - Can we increase the awareness of our relationship withthe environment to bring about positive change through conservation and education?

Chinese International SchoScience Department


3/20

9/25/13 MYP Science Yr 8 Outline 2013-14 - Google Drive


The Middle Years Programme (MYP) is a 5 year course (CIS Yr 7-11) which leads to certification at the end of

Year 5 (CIS Year 11) in Sciences from the International Baccalaureate Organization (IBO). The CIS Science

program covers the main concepts of Biology, Chemistry and Physics. The department has a strong

commitment to practical laboratory work.

Aims

Learning about Science in the MYP is an active process, integrating both `hands-on' and `mind-on'

experiences.

Students actively participate in scientific investigations, developing experimental planning, analysis and

technical skills. Students are expected to view learning as a personal activity, namely something that they do,

not something done to them. Thus, there is less emphasis on the presentation of information by a teacher and

more on guiding students via investigations and other suitable enquiry-type activities.

TOPIC TITLES and GUIDING QUESTIONS for Yr 8

At the beginning of each unit students are issued with a clear list of learning & skill objectives.

Yr8 Unit MYP Unit Question Assessment &

Criteria

A B C D E F

SEMESTER 1

1 Matter and

Elements

How do substances behave? What affects the

ways things

dissolve

x x

Separating

supermixture

x

Test x2 Food and

Digestion

Why do we need to eat? The way we eat x x

Unknown foods x

Concentration of

Glucose

x

Test x

3 Electricity &

electronics

How does electricity flow? Investigating

resistance in a

wire

x x

SEMESTER 2

4 Using Forces How do forces affect

structures?

Bending Beams x x x

Forces on

superstructures

x x

Test x

Hookes Law x

5 Earth & Space Why is Earth the only planet

with life in the solar system?

nil

6 Forensics

CIS CSI

How do scientists help the

police catch criminals?

nil


4/20

9/25/13 Revised MYP Science Yr 9 outline 2012-13 June notes - Google Drive


The Middle Years Programme (MYP) is a 5 year course (CIS Yr 7-11) which leads to certification at the end ofYear 5 (CIS Year 11) in Sciences from the International Baccalaureate Organization (IBO). The CIS Science



Aims


experiences.





TOPIC TITLES and GUIDING QUESTIONS for Yr 9At the beginning of each unit students are issued with a clear list of learning & skill objectives.

Yr9 Unit Title MYP Unit Question Assessment &

Criteria

A B C D E F

SEMESTER ONE

1 Plants (10) Why in the world do we need

plants?

Plant use essay x x

Factors affect

starch

x

Test x

2 Ecology (6) What is the relationship

between an organism and its

environment?

Beach transect x

* Nov 7-82 day fieldtrip

Food webs poster x

3 Energy (18) How is it possible to create a

model of our climate?

Essay: Global

Warming Project

x x

Penguin

experiment

x x

Test x

SEMESTER 2

4 Elements,

mixtures and

compounds (9)

What on Earth is the Universe

made from?

Preparing a

chromatogram

x

5 Chemical

Reactions (13)

What is the impact of making

and using useful chemicals onan industrial scale

Making Salts x

Lab in Chaos x


5/20

9/25/13 Revised MYP Science Yr 9 outline 2012-13 June notes - Google Drive

Test x

6 Bugs, drugs and

biotechnology

(11)

How do microbes and drugs

impact my life?

Disease Essay x x

Growth ofyeast/bread

making

x x

Test x

Sciences Assessment Criteria

During the year students will be assessed several times against these criteria to determine which level they are

achieving for each criterion. The criteria requirements are adjusted to be age appropriate across Yr7-11

At the start of each assessment students are issued with a rubric that outlines what is required to have

success for that particular assessment.

Criteria description

Criterion A: one world Maximum 6One world enables students to gain a better understanding of the role of science in society and allows them

to explore how scientific developments and applications are applied and used to address specific problems

or issues in local and global contexts.

Students should be able to:

explain the ways in which science is applied and used to address a specific problem or issue

discuss the effectiveness of science and its application in solving the problem or issue

discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental implicationsof the use of science and its application in solving specific problems or issues.

Criterion B: communication in science Maximum 6

Students should be able to communicate scientific observations, ideas, arguments and practical experiences

using appropriate scientific vocabulary, language and conventions (including graphs, diagrams and tables) in asuitable format. Acknowledge sources of information appropriately.

Criterion C: knowledge and understanding of science Maximum 6

Students are expected to have a knowledge and understanding of scientific information (facts, laws, formulae,

units, concepts, theories and models) encountered during the course.

They should be able to comment on the nature of science and appreciate that over time factual knowledge can

change and models, theories and laws can be revised. Students should be able to select and use appropriate

information to solve problems and display critical-thinking skills.

Criterion D scientific inquiry Maximum 6

Students should be able to: (i) state a problem or idea in a form which can be tested by an experiment; (ii)

develop a suitable hypothesis; (iii) plan how to control key variables; (iv) plan an appropriate experiment,

including the selection of procedures and apparatus; (v) evaluate the procedure and the reliability of the resultsobtained; (vi) suggest improvements to the procedure

Criterion E: processing data Maximum 6

Students should be able to organize qualitative and quantitative data, to transform data from a variety of

sources by numerical calculation or into diagrammatic form, and to draw and explain appropriate conclusions.

Criterion F: attitudes in science Maximum 6

Hands-on student involvement in practical work is important to the sciences in the MYP. This criterion focuses

on the basic skills required for successful practical work, including the importance of safety and cooperation in

the laboratory, and the development of manipulative and observational skills. Work effectively as part of a

team. Shows respect for the living and non-living environment.

Student assessed workVarious forms of assessment tasks will be used to cover the above IB MYP criteria. These may take the form


6/20

9/25/13 MYP Science Yr10 outline 2012-13 June notes - Google Drive

The Middle Years Programme & ScienceYear 10: 2013 - 2014

Triumphs of science

The Middle Years Programme (MYP) is a 5 year course (CIS Yr 7-11) which leads to certification at the end ofYear 5 (CIS Year 11) in Sciences from the International Baccalaureate Organization (IBO). The CIS Science


commitment to practical laboratory work.Year 10 science will focus on the following three major themes: ThePeriodic Table, The Newtonian Revolution and Homo Sapiens. Topics covered within this framework are:

Trends in the periodic table, chemical bonds, nanotechnology, motion with constant acceleration, Newtons

three laws of motion, the universal law of gravity, uniform circular motion, mechanical energy, the structure of

cells, osmosis, and human reproduction.

During CEP year 10 students will explore the science of amusement parks. All activities will take place during

one full day at Ocean Park and link back to the three major themes above.

10X Science Creative Time (10X-CST) is 10+ lessons of creative time grouped together throughout the year. In

this time students are free to do anything science related under guidance of their science teacher: Projects,

competitions, collaboration with other schools, academic support, extended academic progress, parent talks,etc. At the end of the year, we plan to display/document their efforts at a science fair with alumni as

judges/speakers/muses.

Aims


experiences.







(number in bracket indicates # of lessons)

Yr 10 Unit MYP Unit Question Assessment &

Criteria

A B C D E F

SEMESTER 1

1 The Elements

(12)

How has our ability to predict the

behaviour of matter been improved by

the organisation of the elements?

Test x

Halogens in

society

x x

The pop test x

2/3 Cells (10) Howisayear10studentdifferentto

Nepenthesattenboroughii?

How salty is a

potato?

x x x

Test x

2/3 Understanding

motion (10)

Howisthelanguageofmathematicsand

technologyusedtocommunicatemotion?

Kinematics

experiment

x x x

Test x

SEMESTER 2

4/5 Dynamics, work

and energy (12)

Why can't you break Newton's Laws? Travelling seeds x x x

Test x


7/20


4/5 Human

reproduction (12)

Science Essay x x

Test x

6 Chemical

bonding (12)

Do the benefits of Nanotechnology

outweigh the concerns?

Finding formula of

Magnesium Oxide

x

Test x

Sciences Assessment Criteria

During the year students will be assessed several times against these criteria to determine which level they are


At the start of each assessment students are issued with a rubric that outlines what is required to have


Criteria description

Criterion A: one world Maximum 6

One world enables students to gain a better understanding of the role of science in society and allows them





discuss the effectiveness of science and its application in solving the problem or issue

discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental implicationsof the use of science and its application in solving specific problems or issues.



using appropriate scientific vocabulary, language and conventions (including graphs, diagrams and tables) in asuitable format. Acknowledge sources of information appropriately.



units, concepts, theories and models) encountered during the course.

They should be able to comment on the nature of science and appreciate that over time factual knowledge can

change and models, theories and laws can be revised. Students should be able to select and use appropriate

information to solve problems and display critical-thinking skills.

Criterion D scientific inquiry Maximum 6


develop a suitable hypothesis; (iii) plan how to control key variables; (iv) plan an appropriate experiment,

including the selection of procedures and apparatus; (v) evaluate the procedure and the reliability of the resultsobtained; (vi) suggest improvements to the procedure








team. Shows respect for the living and non-living environment.

Student assessed work

Various forms of assessment tasks will be used to cover the above IB MYP criteria. These may take the form


8/20


of experiment reports, essays, research presentations, tests etc.

The type and number of assessments will vary from year to year, and unit to unit.

Students will be given clear instructions for each task (rubric) outlining the scope of assessments and what

needs to be done to be successful in completing the task.

All assessed work will be discussed with students when issued in class.

Work will also be discussed with students in a feedback session after completion of the task.

Student assessed work will be filed in a portfolio that is kept by the teacher. Students may view this work at

any time. They will keep a record in this portfolio so they can monitor their progress through out the year. On

occasion students will take home assessed work for Criteria A,B,D,E to show parents/guardians who will be

asked to sign the work. This work will then be returned to the teacher for filing.


9/20

9/25/13 MYP Science Yr11 outline2013-2014 - Google Drive


The Middle Years Programme (MYP) is a five-year course (CIS Yr 7-11) which leads to certification at the end

of Year 5 (CIS Year 11) in Sciences from the Internat ional Baccalaureate Organizat ion (IBO). The CIS

Science program covers the main concepts of Biology, Chemistry and Physics. The department has a strong


Aims

Learning about Science in the MYP is an active process, integrating both hands-on and mind-on

experiences. Students actively participate in scientific investigations, developing experimental planning,

analysis and technical skills. Students are expected to view learning as a personal activity, namely something

that they do, not something done to them. Thus, there is less emphasis on the presentation of information by a

teacher and more on guiding students via investigations and other suitable enquiry-type activities.



Yr 11 Unit MYP Unit Question Assessment &

Criteria

A B C D

SEMESTER 1

1 Acids & Rates

of Reaction

Why and how do we need to control chemical

reactions?

Rates of reaction x

Test x

2 Biochemical basis of

life

What are the potential consequences of our

creation of GMOs?

Cloning Cauliflower x

GMO essay x x

3 Mendelian Genetics Why are we similar and why are we different? Test (combined

topics 2 & 3)

x

SEMESTER 2

4 Radioactivity and

Nuclear Energy

Why do we continue to develop a technology

that has the potential to cause damage?

Nuclear Technology x x

Test x

5 Electrochemistry How can we use electricity in chemistry? Electrochemical cells x


10/20


Test x

6 Evolution Evolution - theory or myth?

7 Pressure and Gases Does pressure, especially gas pressure,

have any impact on my life?

Water rockets x x

8 Homeostasis &

Neurobiology

How does our body maintain life in the face

of internal and external challenges?

Sciences Assessment CriteriaDuring the year students will be assessed several times against these criteria to determine which level they are


At the start of each assessment students are issued with a rubric that outlines what is required to achieve


Criterion A: one world Maximum 6

One world enables students to gain a better understanding of the role of science in society and allows them





discuss the effectiveness of science and its application in solving the problem or issue discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental implicationsof the use of science and its application in solving specific problems or issues.



using appropriate scientific vocabulary, language and conventions (including graphs, diagrams and tables) in a

suitable format. Acknowledge sources of information appropriately.



units, concepts, theories and models) encountered during the course. They should be able to comment on the

nature of science and appreciate that over time factual knowledge can change and models, theories and laws

can be revised. Students should be able to select and use appropriate information to solve problems anddisplay critical-thinking skills.

Criterion D: scientific inquiry Maximum 6


develop a suitable hypothesis; (i ii) plan how to control key variables; (iv) plan an appropriate experiment,

including the selection of procedures and apparatus; (v) evaluate the procedure and the reliability of the results

obtained; (vi) suggest improvements to the procedure







11/20




team. Shows respect for the living and non-living environments.

Student assessed work

Various forms of assessment tasks will be used to cover the above IB MYP criteria. These may take the form

of experiment reports, essays, research presentations, tests etc. The type and number of assessments willvary from year to year, and unit to unit.

Students will be given clear instructions for each task (rubric) outlining the scope of assessments and what

needs to be done to be successful in completing the task. All assessed work will be discussed with students

when issued in class. Work will also be discussed with students in a feedback session after completion of the

task.

Student assessed work will be filed in a portfolio that is kept by the teacher or on managebac. Students may

view this work at any time. They will keep a record in this portfolio so they can monitor their progress

throughout the year. On occasion students will take home their assessed work for Criteria A, B, D, E to show

parents/guardians who will be asked to sign the work. This work will then be returned to the teacher for filing.


12/20

Sheet1

Physics SL 2013-2015Topic (as in syllabus) Description Hours

Year 12Forces and fields, Thermal Physics, Electricity,Waves

1.1, 1.2 The realm of physics 3

2.1, 1.3, 2.2 Kinematics, vectors, and dynamics 14

2.3 Work, energy and power 3

2.4 Uniform circular motion 2

3.1, 3.2 Thermal physics 7

4.1 4.5 Oscillations and waves 10

5.1, 5.2 Electric currents 7

6.1, 6.2, 6.3Gravitational force and field, Magnetic force and

field, Electric force and field7

48%

Year 13 Options, atomic & nuclear physics, energy andpower productionOption 1 15

Option 2 15

7.1 7.3 Atomic and nuclear physics 9

8.1 8.6 Project: Energy, power and climate change 18EXAM REVISION

52%


13/20

Sheet1

Physics HL 2013-2015Topic (as in syllabus) Description Hours

Year 12Forces and fields, waves, nuclear and quantumphysics

1.1, 1.2 The realm of physics 3

6.1, 2.1, 1.3, 9.1, 2.2Gravitational force and field, kinematics, vectors,

projectile motion and dynamics18

2.3 Work, energy and power 3

2.4, 9.2, 9.4Gravitational potential and energy, uniform circular

motion, orbital motion6

6.2, 6.3, 9.3Magnetic force and field, electric force, field,

potential and energy7

7.1 7.3, 13.2 Atomic and nuclear physics 14

5.1, 5.2 Electric currents 74.1 4.5 Oscillations and waves 10

11.1 11.4 Wave phenomena 9

12.1 12.3 Electromagnetic induction 6

13.1 Quantum physics 10

52%

Year 13 Electromagnetic phenomena, relativity,thermodynamics, energy and power productionG1 G6 Electromagnetic waves 22

H1 H8 Relativity 223.1, 3.2 Thermal physics 7

10.1 10.3 Thermodynamics 6

11.5, 8.1 8.6 Project: Energy, power and climate change 2114.1, 14.2 Project: Digital technology 8

EXAM REVISION


14/201

Examin2015

UpdatedSep13

TopicrunningorderCISBiologySL2012-14

Year12(subjecttoalteration)

IBHrs Comments

August2013 Topic1:Statisticalanalysis

Selectionsintroducedwithuncertaintiesaspects

reinforcedthroughoutcourse

2 Canbecoveredwhilstdoingpracticalworkand

t-testingenetics.Asforobj1.1.6

Majorplanninglabs

Sept-Nov2013 Topic3:Thechemistryoflife 15

3.1Chemicalelementsandwater 2

3.2Carbohydrates,lipidsandproteins 2 VitClab(goodplanningIntrotocriteria)

TEST1

3.3DNAstructure 1

3.4DNAreplication 1

3.5Transcriptionandtranslation 2

TEST2

Dec13-Feb14 Topic2:Cells 12

2.1Celltheory 3

2.2Prokaryoticcells 1

2.3Eukaryoticcells 3 Beetrootlab

2.4Membranes 3

2.5Celldivision 2

TEST3

3.6Enzymes 2 Enzymelab

3.7Cellrespiration 2

3.8Photosynthesis 3

TEST4

Mar-June2014 4.1Chromosomes,genes,allelesandmutations 2

4.2Meiosis 3

4.3Theoreticalgenetics 5

4.4GeneticengineeringandBiotechnology 5

6.6Reproduction 3

TEST5.

Exam2014 TopicrunningorderCISBiologySL2012-14

Year13(subjecttoalteration)

IBHrs Comments

August2014 6.2TheTransportsystem 3

6..4Gasexchange 2 ExerciseLab.

TEST6

Sept-Nov2014 6.1Digestion 3

OptionAHumanNutrition&Health 15

6.3DefenceagainstInfectiousdiseases 2 Bacteriallab

TEST7

Dec14-Feb15 Ecology&Evolution 15

5.1Communities&ecosystems 5 SimpsonsDiversityIndex

5.2Thegreenhouseeffect 3 Ecologylab.

5.3Population 2

5.4Evolution 3

5.5Classification 3

March/April15 OptionGEcology&Conservation 15

May-June15 ENDOFYEARIBMocks&IBEXAM


15/20

9/25/13 Biology HL 2013-2015 Yr12 topic schedule Aug 2012 - Google Drive

NEWYR12

UpdateAug2013 ProposedTopicrunningorderCISBiologyHL

2013-15maychange

IBHrs Comments

August2013 Topic1:Statisticalanalysis

Selectionsintroducedwithuncertaintiesaspects

reinforcedthroughoutcourse

2 AddasappropriateegChisqin

genetics

Sept2013 Topic3:Thechemistryoflife 15

3.1Chemicalelementsandwater 2

3 .2Car bohydr ates,lipidsandpr oteins 2

7.5Proteins 1

7.6Enzymes 2

3.6Enzymes 2

TEST1

Nov2013 Topic2:Cells 12

2.1Celltheory 3

2.2Prokaryoticcells 1

2.3Eukaryoticcells 3

2.4Membranes 3

2.5Celldivision 2

DecJan2014 Topic7:Nucleicacidsandproteins 11

3.3DNAstructure 1

3.4DNAreplication 1

3.5Transcriptionandtranslation 2

7.1DNAstructure 2

7.2DNAreplication 2

7.3Transcription 2

7.4Translation 2

Jan2014 Topic5Ecology&evolution

5.5Classification 3

Jan/Feb2014 Topic9:Plantscience 11

9.1Plantstructureandgrowth 4

9.2Tr ansportinangiospermophytes 4

9.3Reproductioninangiospermophytes 3

March2014 Topic4:Genetics 15

4.1Chromosomes,genes,allelesandmutations 2

4.2Meiosis 3

4.3Theoreticalgenetics 5

4.4Geneticengineeringandbiotechnology 5

Topic10:Genetics 6

10.1Meiosis 2

10.2Dihybridcrossesandgenelinkage 3

10.3Polygenicinheritance 1


16/20


March/April2014 SelectionsfromTopic8:Cellrespirationand

photosynthesis&Topic3

10

Topic3.8Photosynthesis 3

Topic8.2Photosynthesis 5

Topic3.7Cellrespiration(taughtsem2yr13) 2

Topic8.1Cellrespiration(taughtSem2yr13) 5

ENDOFYEAREXAM

May/June2014 6.6Reproduction 3

Topic11:Humanhealthandphysiology

11.4Reproduction 5


17/20


Yr13 Yr13 Yr13 Yr13

AUGUST2014 Reproductioncomplete

August

/Sept2014


6.5Nerves,(hormonesandhomeostasislater) 6

Oct/Nov2014 OptionE:Neurobiologyandbehaviour 15/2

2

Core(SLandHL) 15

E1Stimulusandresponse 2

E2Perceptionofstimuli 4

E3Innateandlearnedbehaviour 4

E4Neurotr ansmittersandsynapses 5

Extension(HLonly) 7

E5Thehumanbrain 4

E6Furtherstudiesofbehaviour 3

Nov/Jan2014-15 Topic6&11:Humanhealthandphysiology

6.3Defenceagainstinfectiousdisease 3

11.1Defenceagainstinfectiousdisease 4

Nov/Jan2014-15 OptionF:Microbesandbiotechnology 15/2

2

Core(SLandHL) 15

F1Diversityofmicrobes 5

F2Microbesandtheenvironment 4

F3Microbesandbiotechnology 3

F4Microbesandfoodproduction 3

Extension(HLonly) 7F5Metabolismofmicrobes 2

F6Microbesanddisease 5

Jan/Feb

2015

11.3Thekidney 4

11.2Musclesandmovement 4


6.1Digestion 3

6.2Thetransportsystem 3


6.4Gasexchange 26.5(Nerves)hormonesandhomeostasis 6

Mar2015 SelectionsfromTopic8:Cellrespirationand

photosynthesis&Topic3

Topic3.7Cellrespiration 2

Topic8.1Cellrespiration 5

Mar/April2015 Topic5Ecology&evolution

5.1Communities&evolution 5

5.2Thegreenhouseeffect 3

5.3Populations 2

5.4Evolution 3

ENDOFCOURSE&


18/20


EXAMs


19/20

Macintosh HD:Users:metheridge:Downloads:TimelineChemSLYear12_2013.docx

Year 12 Chemistry SL Timeline 2013 2014

Dates are approximate. This timeline may need to be revised, depending on

how much time is missed in intra-school activities

Date Syllabus Topics taught

Term 1

27Aug 27 Sept 1, 11 Quantitative Chemistry

2 Oct 18 Oct 2.1, 2.2, 2.3 Atomic Structure

21 Oct 3 Nov Project Week (Week 8)/Mid term break

4 Nov 8 Nov 10.1 Redox basics, formulae of compounds

11 Nov 29 Nov 3 Periodicity

10 Dec 20 Dec 4 Bonding

21 Dec 5 Jan Christmas holidaysTerm 2

6 Jan 18 Jan 4 Bonding, shapes of molecules

20 Jan 29 Jan 5 Energetics

31 Jan 9 Feb Chinese New Year

10 Feb 7 Mar 5 Energetics (Mocks Yr 13, 10 - 28 Feb)

10 Mar 11 Apr 7 Equilibrium

14 21 Apr Easter Holiday

Term 3

22 Apr 2 May Exam revision / Study leave (starts 29 Apr)

5 16 May Year 12 Exams

19 May 13 Jun 8 Acids and Bases

16 Jun 20 Jun Extended Essay week

21 June School finishes

RobW

23 August 2013


20/20

Year 13 Chemistry HL Timeline 2013 2014

Dates are approximate. This timeline may need to be revised, depending on

how much time is missed in intra-school activities

Date Syllabus Topics taught

Term 1

27Aug 11 Oct 10, 20, Option G Organic and Further Organic Chemistry

15 26 Oct Project Week (working on EE)/Mid term break

29 Oct 15 Nov 10, 20, Option G Organic and Further Organic Chemistry

19 Nov 19 Dec 6, 16 Kinetics

20 Dec 6 Jan Christmas holidays

Term 2

7 Jan 24 Jan 9, 19 Redox, voltaic and electrolytic cells25 Jan 29 Jan Revision

30 Jan 9 Feb Chinese New Year

10 28 Feb Revision, Study Leave, Mocks

3 Mar 4 Apr Option A Modern Analytical Chemistry

7 11 Apr Finish MAC / Revision

14 21 Apr Easter Holiday

Term 3

22 25 Apr Exam revision (Course finishes 23 Apr)

28 Apr 2 May Yr 13 Study leave

20 June School finishes

RobW

23 August 2013

course outlines: science 2013-14

Documents