IB Chemistry, Structure to Reactivity
The IB Diploma Chemistry course (first assessment 2025) is organised into two interlinked strands, Structure (S1–S3) and Reactivity (R1–R3), taught in 150 hours at SL and 240 hours at HL, with HL students also studying additional higher level (AHL) content. Assessment is 80% external: Paper 1 (36%; Paper 1A multiple-choice questions and Paper 1B data-based questions linked to experimental work) and Paper 2 (44%; short-answer and extended-response questions), lasting 1 h 30 min each at SL and 2 h and 2 h 30 min at HL. The remaining 20% is the Internal Assessment, a 10-hour scientific investigation written up in at most 3,000 words.
Structure · S1
Models of the particulate nature of matter
- S1.1SL and HL
Introduction to the particulate nature of matter
Elements, compounds and mixtures, separation techniques, and the kinetic molecular model of the states of matter and changes of state.
- S1.2SL and HL
The nuclear atom
Protons, neutrons and electrons, isotopes, and calculating relative atomic mass from isotopic abundances.
HL adds: AHL: interpreting mass spectra to find the relative atomic mass of an element from its isotopic composition.
- S1.3SL and HL
Electron configurations
Emission spectra and energy levels in the hydrogen atom, and filling orbitals (Aufbau principle, Hund's rule, Pauli exclusion) up to Z = 36.
HL adds: AHL: calculating ionization energy from the convergence limit of the hydrogen spectrum and explaining trends and discontinuities in first and successive ionization energies.
- S1.4SL and HL
Counting particles by mass: The mole
The mole and Avogadro's constant, molar mass, empirical and molecular formulas, molar concentration and Avogadro's law.
- S1.5SL and HL
Ideal gases
The ideal gas model and its limitations, the gas laws and the ideal gas equation PV = nRT, and how real gases deviate from ideal behavior.
Structure · S2
Models of bonding and structure
- S2.1SL and HL
The ionic model
Ion formation, ionic bonding and lattice structures, and how lattice enthalpy explains the properties of ionic compounds.
- S2.2SL and HL
The covalent model
Lewis formulas, coordination bonds, VSEPR shapes, bond and molecular polarity, intermolecular forces, giant covalent structures and chromatography.
HL adds: AHL: resonance and delocalization (including benzene), expanded octets with 5 and 6 electron domains, formal charge, sigma and pi bonds, and hybridization.
- S2.3SL and HL
The metallic model
Metallic bonding as cations in a sea of delocalized electrons, explaining electrical conductivity, malleability and melting-point trends.
HL adds: AHL: transition elements have delocalized d-electrons, which helps explain their high melting points and conductivity.
- S2.4SL and HL
From models to materials
Using the bonding triangle to place materials on a continuum of ionic, covalent and metallic bonding; alloys and addition polymers.
HL adds: AHL: condensation polymers (polyesters, polyamides) formed with the loss of small molecules such as water.
Structure · S3
Classification of matter
- S3.1SL and HL
The periodic table: Classification of elements
Periodic trends in atomic radius, ionic radius, ionization energy, electron affinity and electronegativity, the acid–base character of oxides, and oxidation states.
HL adds: AHL: transition elements, including variable oxidation states, colored complexes explained by d-orbital splitting, and magnetic properties.
- S3.2SL and HL
Functional groups: Classification of organic compounds
Representing organic molecules, functional groups and homologous series, IUPAC nomenclature, structural isomers, and identification by IR spectroscopy, mass spectrometry and 1H NMR.
HL adds: AHL: stereoisomerism (cis–trans and optical isomers) and deeper spectroscopic analysis, including splitting patterns in high-resolution 1H NMR.
Reactivity · R1
What drives chemical reactions?
- R1.1SL and HL
Measuring enthalpy changes
Exothermic and endothermic reactions, energy profiles, and measuring ΔH by calorimetry with Q = mcΔT.
- R1.2SL and HL
Energy cycles in reactions
Bond enthalpies and Hess's law, including using standard enthalpies of formation and combustion to calculate enthalpy changes.
HL adds: AHL: Born–Haber cycles to calculate lattice enthalpies of ionic compounds.
- R1.3SL and HL
Energy from fuels
Complete and incomplete combustion of fuels, fossil fuels and biofuels, the environmental impact of carbon emissions, and fuel cells.
- R1.4HL only
Entropy and spontaneity
Entropy as a measure of energy dispersal, the Gibbs energy equation ΔG = ΔH − TΔS, and how temperature decides whether a reaction is spontaneous; ΔG is also linked to the position of equilibrium.
Reactivity · R2
How much, how fast and how far?
- R2.1SL and HL
How much? The amount of chemical change
Balanced equations and reacting masses, gas volumes and solution concentrations, the limiting reactant, percentage yield and atom economy.
- R2.2SL and HL
How fast? The rate of chemical change
Measuring rates, collision theory, activation energy, Maxwell–Boltzmann distributions, and the effects of temperature, concentration, surface area and catalysts.
HL adds: AHL: rate equations and orders from experimental data, rate constants, reaction mechanisms with a rate-determining step, and the Arrhenius equation.
- R2.3SL and HL
How far? The extent of chemical change
Dynamic equilibrium, the equilibrium constant expression K, the meaning of its magnitude, and Le Châtelier's principle.
HL adds: AHL: the reaction quotient Q, calculating K and equilibrium concentrations, and the relationship ΔG° = −RT ln K.
Reactivity · R3
What are the mechanisms of chemical change?
- R3.1SL and HL
Proton transfer reactions
Brønsted–Lowry acids and bases, conjugate pairs, amphiprotic species, the pH scale, Kw, strong vs weak acids and bases, and neutralization.
HL adds: AHL: pOH, Ka, Kb, pKa and pKb calculations, the pH of salt solutions, pH titration curves, indicators and buffer solutions.
- R3.2SL and HL
Electron transfer reactions
Oxidation states, redox half-equations, the activity series, primary and secondary cells, electrolysis of molten salts, and redox reactions of organic compounds.
HL adds: AHL: standard electrode potentials, E°cell and ΔG° = −nFE°, electrolysis of aqueous solutions and electroplating.
- R3.3SL and HL
Electron sharing reactions
Radicals formed by homolytic fission, and the initiation, propagation and termination steps of free-radical substitution of alkanes with halogens.
- R3.4SL and HL
Electron-pair sharing reactions
Nucleophiles and electrophiles, heterolytic fission, nucleophilic substitution of halogenoalkanes, electrophilic addition to alkenes, and Lewis acids and bases (electron-pair acceptors and donors).
HL adds: AHL: SN1 vs SN2 mechanisms, electrophilic addition of hydrogen halides with Markovnikov's rule, and electrophilic substitution of benzene.
IB-style practice
S1.4
How many atoms are in 0.50 mol of CO2? (L = 6.02 × 1023 mol−1)
Syllabus flashcards
Your Internal Assessment
The scientific investigation is 20% of your grade. What strong ones have in common:
Start with a narrow, focused research question that names the independent and dependent variables and the system, e.g., 'How does the concentration of HCl (0.25–2.00 mol dm−3) affect the initial rate of reaction with magnesium ribbon at 25 °C?'
Write for the four assessment criteria, each worth 6 marks: Research design, Data analysis, Conclusion and Evaluation. Keep within the 3,000-word limit, because the moderator stops reading after that.
Plan for enough data to show a trend: use at least five values of the independent variable with three or more repeats each, run a short pilot to choose sensible ranges, and state how each controlled variable is kept constant and why.
Record raw data with instrument uncertainties and the correct number of decimal places, then process it clearly: show one worked example calculation, propagate uncertainties, and plot graphs with labelled axes, units, error bars and a justified line of best fit.
Make the conclusion answer your research question directly with numbers from your data, and relate it to the underlying chemistry and published (literature) values, including a percentage error where one is meaningful.
In the evaluation, name specific methodological weaknesses (random vs systematic), explain how each affected the results and in which direction, and suggest realistic improvements and extensions. Generic remarks like 'human error' earn little credit.