SCH3U – Chemistry
Course Type : | University Preparation |
Credit Value : | 1.0 |
Prerequisite : | Science Grade 10 Academic, SNC2D |
Course Description
This course, SCH3U – Chemistry, is designed to focus students on the features of chemistry and develop their knowledge of the subject. Students will also be introduced to chemical and chemical bonds. They will also solve the problems related to chemical reactions and their interconnections. Also, students will be able to learn about the solutions, solubility and the nature of gases in atmospheric chemistry.
The students will develop their analytical skills through practical activities and theoretical sessions. They will learn about the characteristics of matter in terms of the quality and the quantity. Furthermore, the course explains how chemical reactions occurring in society and the environment are everywhere. This makes students have a critical mind on the part of chemistry in the world.
Chemistry Grade 11 (SCH3U) lays a strong foundation for future science studies. It also fosters a deeper appreciation for the practical uses of chemistry in everyday life.
Outline of Course Content
Unit
Titles and Descriptions
Time and Sequence
Unit 1
Elements and Compounds
Building on knowledge of atoms and elements gained in earlier grades, students will explore the subatomic properties of elements and the mechanisms by which a limited number of elements combine to become an enormous variety of stable compounds. Students will use empirical data and atomic theory to explain trends in the periodic table, and the nature of ionic and covalent bonds.
28 hours
Unit 2
Quantitative Chemistry
Having understood the nature of covalent bonding in some detail, students will start using two specific bonds — carbon- carbon, and carbon-hydrogen — to conceptually model chemical reactions such as combustion. The combustion of hydrocarbons is a reaction that is relatively straight-forward, so it is used to further model quantitative chemistry — the use of moles to describe numbers of molecules, the calculation of molar rations, the prediction of the quantities of products after a reaction has taken place, and so forth. Along the way, students will explore some of the technological and environmental considerations that are important to carbon chemistry. By the end of the unit, quantitative chemistry will be applied to a range of organic and inorganic contexts.
28 hours
Unit 3
The Gaseous Physical State
The study of gases has been a long concern of physical chemists: in fact, much of our knowledge of atomic structure and our calculations in quantitative chemistry have their roots in classic experiments on gases. These experiments will be explored, along with the mathematical formulae that they helped us to derive. Having acquired a strong understanding of the concept of molar ratios, students will use these calculations to solve a variety of problems involving the gaseous state. In this unit, students will also be introduced to the concepts of pressure and kinetic molecular theory. Technological and environmental considerations will be studied through guided independent work.
28 hours
Unit 4
Stoichiometry and the Importance of Balance
With foundations in different types of bonding, quantitative chemistry, and kinetic molecular theory, students are now ready to investigate problems involving solutions, solubility, and the elec tronic basis of pH. At this level, all of these studies have at their root a strong requirement for skillful stoichiometry — the understanding of how chemical equations balance in “real life”. From the context of investigating variable solubility of polyatomic salts, different types of reaction will be explicitly classified and described. This will lead to a discussion of the activity series of metals, which ties back to the discussion near the beginning of the course about periodic table trends.
25 hours
Final Evaluation
The final assessment task is a three hour exam worth 30% of the student’s final mark.
3 hours
Total
110 hours
It is important that students have opportunities to learn in a variety of ways: individually and cooperatively;
independently and with teacher direction; through hands-on activities; and
through the study of examples followed by practice;
all of which will be used throughout this course.
The expectations in this science course call for an active, experimental approach to learning, and require all students to participate regularly in laboratory activities. Laboratory activities can reinforce the learning of scientific concepts and promote the development of the skills of scientific investigation and communication. Where opportunity allows, students might be required, as part of their laboratory activities, to design and conduct research on a real scientific problem for which the results are unknown. Connections between science and technology and between science and the world beyond the school will be integrated into students’ learning of scientific concepts and skills. Where possible, concepts will be introduced in the context of real-world problems and issues. Students will also be provided with a variety of opportunities to broaden their understanding of scientific investigation. Many activities used in all the units are developing skills necessary for success in the final examination.
Assessment is a systematic process of collecting information or evidence about student learning. Evaluation is the judgment we make about the assessments of student learning based on established criteria. The purpose of assessment is to improve student learning. This means that judgments of student performance must be criterion�?�referenced so that feedback can be given that includes clearly expressed next steps for improvement.
The assessment will be based on the following processes that take place in the classroom:
Assessment FOR Learning | Assessment AS Learning | Assessment OF Learning |
---|---|---|
During this process the teacher seeks information from the students in order to decide where the learners are and where they need to go. | During this process the teacher fosters the capacity of the students and establishes individual goals for success with each one of them. | During this process the teacher reports student’s results in accordance to established criteria to inform how well students are learning. |
Conversation | Conversation | Conversation |
Classroom discussion Self-evaluation Peer assessment | Classroom discussion Small group discussion | Presentations of research Debates |
Observation | Observation | Observation |
Drama workshops (taking direction) Steps in problem solving | Group discussions | Presentations Group Presentations |
Student Products | Student Products | Student Products |
Reflection journals (to be kept throughout the duration of the course) Check Lists Success Criteria | Practice sheets Socrative quizzes | Projects Poster presentations Tests In Class Presentations |
Tools of varying complexity are used by the teacher to facilitate this. For the more complex evaluations, the criteria are incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students.
anecdotal | tests |
---|---|
quizzes | culminating activities including: |
Labs/performance tasks | �?� labs/performance tasks |
presentations | �?� research reports |
research | �?� presentations |
labs | �?� portfolios |
Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the unit. In every case, the desired demonstration of learning is articulated clearly and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.
The evaluation of this course is based on the four Ministry of Education achievement categories of knowledge and understanding (25%), thinking (25%), communication (25%), and application (25%). The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning.
The percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.
A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:
- 80% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.
- 20% of the grade will be based on a final exam administered at the end of the course. The exam will contain a summary of information from the course and will consist of well−formulated multiple-choice questions. These will be evaluated using a checklist.
Unit Number | Description | Evaluation Weight | KICA |
---|---|---|---|
Unit 1 | Strand 1: Scientific investigation skills and career exploration Strand 2: Forces, Work and Energy | Quiz 3% Total 14% | 25ƒ25ƒ25ƒ25 |
Unit 2 | Strand 1: Scientific investigation skills and career exploration Strand 3: Energy and Momentum | Quiz 3% Total 14% | 25ƒ25ƒ25ƒ25 |
Unit 3 | Strand 1: Scientific investigation skills and career exploration Strand 4: Electric, Gravitational and Magnetic Fields | Quiz 3% Total 14% | 25ƒ25ƒ25ƒ25 |
Unit 4 | Strand 1: Scientific investigation skills and career exploration Strand 5: The Wave Nature of Light | Quiz 3% Total 14% | 25ƒ25ƒ25ƒ25 |
Unit 5 | Strand 1: Scientific investigation skills and career exploration Strand 6: Revolutions in Modern Physics: Quantum Mechanics and Special Relativity | Quiz 3% Total 14% | 25ƒ25ƒ25ƒ25 |
Culminating activity | 10% | 25ƒ25ƒ25ƒ25 | |
Final Exam | 20% | 25ƒ25ƒ25ƒ25 | |
Total | 100% | ||
The percentage grade represents the quality of the students’ overall achievement of the expectations for the course and reflects the corresponding achievement as described in the achievement charts and will be 70% of the overall grade for the course; the Final evaluations will be 30% of the overall grade, incorporating a student/teacher conference and final exam. | |||
Percentage of the Mark | Categories of Mark Breakdown | ||
70% | Assignments (25%) Tests (30%) Labs and Quiz (15%) | ||
30% | Culminating Activity (5%) and In Class discussion and presentations (Observations and Conversation (5%) Final Exam (20%) |
Main Resources: Textbook
Nelson Physics 12 University Preparation © 2012
Frequently Asked Questions (FAQ)
They include chemical properties and bonding, quantitative relationships in reactions, solutions and solubility, atmospheric chemistry, and the behaviour of gases.
There are four major units, each spanning about 25–28 hours, followed by a final exam worth 30% of the final mark.
You’ll complete quizzes, tests, lab work, and assignments throughout the course, and finish with a culminating activity and a final exam.
You must have completed Grade 10 Academic Science (SNC2D) or its equivalent.
Regular lab activities reinforce key concepts and develop scientific inquiry skills, contributing to your overall assessment in both formative and summative ways.