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Choosing the option

One of the questions I am asked most when I run workshops is: How do you choose which option to teach? So what is the answer?

Take a look at the photograph of bikers enjoying themselves at the famous Ace Café just outside London, U.K. It may be a little fanciful but we can make connections to all the four options:

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 B: The proteins (B.2), fats (B.3) carbohydrates (B.4) and vitamins (B.5) which are all covered in Option B : Biochemistry can all be found in the food from the cafe eaten by the bikers.

Option C: The energy required to manufacture the motorcycles, the fuel rating of the gasoline (petrol) used in the engine, (C.2), the environmental impact of carbon dioxide, particulates and nitrogen oxide emissions (C.5) and the lead-acid storage battery (C.6) all form part of Option C: Energy.

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.

The point is that you can take almost any situation and by being imaginative can make connections with all four of the options. All of the options relate to Chemistry and Society and in a sense there is no need to emphasise ‘Aim 8’ when studying the options as they embody what it concerns. In the past some of the options were more academic (e.g. Option A: Modern analytical chemistry and Option G : Further organic chemistry) whereas others relied more on memory. Now that all four options have the same four strands this is much less true. All of the options have their merits so the simple answer is that it really does not matter which one you teach. Some might claim that Option D (or possibly also Option B) are best for potential medical students but there is no evidence that this is really true. My advice is to go initially with the one you feel most comfortable with teaching and as you become more experienced ‘take a risk’ and teach another that you are less confident about. This will increase your own knowledge and enjoyment of chemistry and give you more examples and anecdotes for when you teach the Core/AHL.

Three facts are worth remembering:

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.

2. Whichever option you choose to teach, ultimately you have no control over which option each student chooses to answer in the examination. Sadly some students think they know the answers to an option they have not studied but often they give only journalistic answers and score zero marks as there is not enough chemistry in their answer. Yes, a natural source of the greenhouse gas methane (C.5) is cows’ farts, but the answer required to score the marks must involve some mention of the anaerobic decomposition of organic matter. Impress upon your students that they should only answer questions on the option you have taught.

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.

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