Acid-base titration
Use burette and pipette technique, phenolphthalein or methyl orange, repeat titres, a clear results table, and linked calculations.
Loading page…
Loading blog content…
Loading page…
Loading blog content…
Practise the careful technique, observation language, calculations, and evaluation behind common Year 3 and Year 4 IP Chemistry practicals.
Last updated: 2026-07-10
Student stage
Year 3 to Year 4
Guided lab
1.5 hours
Mock format
50 min lab + 10 min review
It focuses on practical technique and evidence. The broader IP Chemistry tuition page remains the route for ongoing theory, school-sequence, and written-paper support.
Practical coverage is matched to the student's school, year, current topic, and assessment notice. IP school sequences are not identical, so these topic families describe the planned scope, not a fixed national Year 1 to Year 4 syllabus.
The programme brief emphasises frequently reused O-Level-style lab families. The precise method, chemicals, and assessment format can still vary by school.
Use burette and pipette technique, phenolphthalein or methyl orange, repeat titres, a clear results table, and linked calculations.
Test unknown salts systematically, separate test from result, and record precipitates, gases, and changes with precise language.
Connect colour or temperature changes to the chemistry, control quantities, and explain energy evidence rather than only naming the topic.
Measure gas volume, use a gas syringe, or time an obscured-mark reaction while keeping variables and the endpoint consistent.
Guided lab - 1.5 hours
The tutor can pause at the set-up, observation, table, graph, or explanation stage to repair the exact habit that is weak. This fits a student who needs instruction and repetition.
Practical mock - 1 hour
The planned format uses 50 minutes for the practical and 10 minutes for questions, marking, and immediate feedback. This fits a student who already knows the method but needs timed WA practice.
A practical WA can test both hands-on work and the thinking that follows it. The transferable target is a complete evidence chain: make a fair measurement, record it clearly, present the pattern, and explain what the evidence supports.
Choose and handle apparatus safely, then control the important variables.
Separate observations from inferences and use tables with units and sensible precision.
Choose graph axes and scales that reveal the relationship without distorting the data.
Use the result to answer theory questions, evaluate the method, and suggest a workable improvement.
Each page has one job. Use the broad overview when the need is still unclear, then move to the lower-secondary or subject page when the student's level and practical family are known.
Start with the broad programme map, then choose the page that matches the student's level and subject.
Open this routeYear 1 to Year 2 work on separation techniques, reactions, gas tests, tables, graphs, and practical WA habits.
Open this routeYear 3 to Year 4 practice in optics, electricity, mechanics, and thermal physics.
Open this routeYear 3 to Year 4 practice in food tests, osmosis, microscopy, biological drawing, and enzymes.
Open this routeThese routes support the practical page without duplicating its job. Use notes for concept review, tuition for ongoing school support, and later practical hubs for the JC progression.
Review the Year 3 and Year 4 concepts needed to explain practical results.
Open this routeUse this for ongoing theory, school-sequence, calculations, and WA support.
Open this routeContinue into JC volumetric analysis, qualitative analysis, kinetics, planning, and evaluation.
Open this routeA cross-subject guide to linking a specific limitation to its effect and a workable improvement.
Open this routeUse this when the immediate need is a timed rehearsal rather than a topic lesson.
Open this routeThe student should know common test logic and observation language, but still record what actually happens. A memorised answer that contradicts the experiment is not useful evidence.
Technique, initial and final readings, precision, repeat titres, table structure, and calculation working can all matter. The final concentration alone does not show whether the method was reliable.
No. IP schools can sequence topics and internal assessments differently. These pages describe useful practical families and transferable lab skills, not a promise that every school will run the same experiment in the same term.
Share the student's school, year, subject, upcoming WA date, and any practical notice or worksheet the school has issued. That lets us check whether the planned lab is a useful match.
For practical, lab, and experiment courses, Eclat Institute keeps centre-held attendance records and may also issue an internal attendance or completion document based on participation and internal assessment.
Official references: MOE private-school certificate guidance · SEAB practical requirement for private candidates · SEAB registration declaration note.