Ib Chemistry Option C Past Papers

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Thereare four options and students must answer questions on one of them in Section B of Paper 3 of the external examination. For most teachers this means teaching just one of the four options to their students - 15 hours for Standard Level and 25 hours for Higher Level. Thus each option has 15 hours of common SL/HL material divided into sub-topics together with an additional 10 hours of material for Higher Level students. If you do the sums you will see that the options constitute 15 of the 110 hours (13.6%) of the theory part of the programme at Standard Level and 25 of the 180 hours (13.9%) of the theory part at Higher Level. This is approximately reflected in the external examination. At Standard Level Paper 3 contains 20 marks for the option out of the total of 35 marks. Since paper 3 counts 20% towards the total final mark this means that the Option is effectively worth 11.4 % of the final mark. At Higher Level the option counts for 30 out of the 45 marks allocated to the paper. Paper 3 at Higher Level counts 24% of towards the total mark so the option contributes 16% towards the final mark.

Most teachers tend to teach the option at the end of the course after they have taught the core (and AHL at Higher Level) although a few tend to integrate the option into the course throughout the two years. A few teachers do not formally teach any of the four options but give their students time to teach themselves the particular one option they wish to study. There is one advantage to this as it means that all the students in the same class do not have to study the same option. However I would strongly recommend not doing this. I have written many of the Paper 3 examinations and acted as Principal Examiner for marking the scripts many times. In the old programme (last exam November 2015) students had to study two options. Schools where the students answered questions from a variety of options almost always did less well than those where all the students answered the same two options. (The exception to this is schools with large numbers of candidates where students had been taught by different teachers in different classes and hence may have covered different options). It appears that this still holds true now that students only have to study one option. A few schools that have more time may actually teach two rather than one of the options to give their students more choice when it comes to the examination. Whilst I cannot see that this disadvantages the students (and they get to learn some more chemistry) I cannot see that it will have any real advantages as far as the examination goes either.

Option A: The alloys of iron and aluminium used to construct the motorbikes (A.2), the polymers used to make helmets (A.5) and materials such as kevlar used in protective clothing (A.9) are very much part of Option A : Materials.

Option D: If they eat too much in the cafe the bikers may need antacids (D.4), they may be stopped by the police and checked that they are not over the alcohol limit (D.9) and if they are involved in an accident they may need morphine (D.3). All these form part of Option D : Medicinal chemistry.

1. Every year some teachers make the claim to the effect that the questions on one (or more) of the options were easier to answer than the questions on the other options. When papers are written considerable care is taken to try to balance the paper and ensure a genuine 50:50 split between Objectives 1 and 2 and Objective 3. When all the papers are marked it is amazing how many students score roughly similar marks on the two options they attempted and there is no hard evidence that it is easier to score higher marks on any one option compared to the others despite the perceptions of teachers.

3. The option taken does not appear on the IB Diploma the student receives. This means that universities will know the final grade in chemistry a student receives but unless they ask specifically they will not know which option the student studied.

These links looks at each of the options in detail. Ideas for teaching are given for each sub-topic including key concepts and vocabulary, important points are emphasised and suggested resources such as video clips etc. are provided. A slide gallery is presented for each sub-topic which contains and explains al the syllabus content with tasks and worked answers. Past IB questions are copyright, therefore on this website completely new questions for each of the sub-topics are included. You can use these questions either as class tests or to give to students for homework or to work through in their own time. All the worked answers are provided. In addition there are quizzes (with worked answers) containing ten question for each of the sub-topics for all four of the options.

There could be several reasons for finding multiple choice exams in A level Chemistry difficult. It could be due to a lack of understanding of the subject material, not practicing enough with multiple choice questions, or not being familiar with the format of the exam. It is important to identify the specific areas that are causing difficulty and address them accordingly.

Improving performance on multiple choice exams in A level Chemistry requires a combination of studying and test-taking strategies. It is important to thoroughly review the material, practice with multiple choice questions, and familiarize oneself with the exam format. Additionally, utilizing strategies such as process of elimination and educated guessing can also improve performance.

Yes, there are several study techniques that can help with multiple choice exams in A level Chemistry. These include creating study guides, summarizing notes, making flashcards, and practicing with past exam questions. It is important to find a study technique that works best for you and stick to it.

When approaching a multiple choice exam in A level Chemistry, it is important to read the instructions carefully and take note of the marking scheme. It can also be helpful to skim through the entire exam before starting to answer questions. While answering the questions, use process of elimination and educated guessing to eliminate incorrect options and increase your chances of selecting the correct answer.

If you are still struggling with multiple choice exams in A level Chemistry, it may be helpful to seek additional support. This could include attending review sessions, seeking help from a tutor, or talking to your teacher or professor for extra guidance. It is also important to stay calm and focused during the exam and not get discouraged if you do not know the answer to a question.

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