Incorporating IM, TOK, 'Utilization' etc.

  • Core & AHL
  • Incorporating IM, TOK, 'Utilization' etc.

Relating the topics to International-mindedness, TOK, 'Utilization' etc.

One of the greatest differences between teaching IB Diploma chemistry and teaching chemistry in national systems is that huge emphasis is put on encouraging students to think about the nature of knowledge and placing their understanding of chemistry in the widest possible context. In addition to the purely chemical content of the core and AHL, teachers must address the Nature of Science and Theory of Knowledge issues, International-mindedness and show how each topic relates to other topics, other Diploma subjects and real life situations (Utilization). Because the Nature of Science will be assessed I have given it a separate section. This section provides material to enhance the quality of your teaching for each topic but will not be assessed (except possibly there could be a question on International-Mindedness). It may also help some students when it comes to writing their TOK essay or giving their TOK seminar.

International-mindedness

Who discovered penicillin? Was it the Scottish bacteriologist, Alexander Fleming (1881-1955) who worked in London and who first published his findings in 1929 or the Nicaraguan born Clodomiro Picado Twight (1887-1944) who was a citizen of Costa Rica and who used penicillin to inhibit the proliferation of the bacteria staphylococcus and streptococcus and who published his findings whilst he was working in Paris in 1927.

Including international-mindedness in your teaching of chemistry takes up very little extra time. Often it is a case of just making students aware of the links. One of the omissions on the IB Diploma chemistry syllabus is that there is very little mention of the history of chemistry. Often international-mindedness can be found in the history of our subject and to put topics in context of their historical setting can very much enhance both the culture and understanding of a topic. It can also help to encourage a more holistic approach. International-mindedness can also be found if links are made to other regions of the IB 'Dart board'. For example, looking at the geography of where the heavy chemical industries are located in the world, the use of a universal chemical language or the worldwide economic effects of chemistry. For each topic I have suggested in detail with examples several places where links can be made to international-mindedness.

Theory of Knowledge

Theory of Knowledge is introduced and explained in the ‘IB Core’ section of this chemistry website and many examples are included there which show how Theory of Knowledge in an integral part of understanding chemistry. In this section some detailed specific examples are given for each topic. This is not a comprehensive list but I hope it can give you some useful ideas to include as you cover each topic. You do not need to spend a great deal of extra time as you do this – often just a few words can help students to see the underlying assumptions or encourage them to question the nature of what they are studying. This can enhance not only their enjoyment of the subject but will often awaken their interest more and lead to a much greater understanding and ultimately a higher mark when tested. There is one more potential benefit. TOK essay examiners actively look for, and reward, references or examples written by students in their essays to support arguments that are taken from work covered in their normal subject lessons, such as chemistry.

'Utilization'

I think there are two strands to 'Utilization'. It is good to teach chemistry holistically so I have made a separate section on relating each of the eleven core (and AHL) topics to the other ten as you are teaching. Sometimes the new programme makes specific reference to these links within chemistry but I think it is something you should always strive to be doing anyway as it really helps students when it comes to the data response question(s) in Paper 3.The other strand is more nebulous. For certain sub-topics, links are suggested to other Diploma subjects and to real life situations. It is fine if the student is studying the other subject mentioned but may mean little if the student is not studying that subject. In many ways the links to real life situations are more useful and should be accessible to all students.

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