SCH3U - Chemistry Grade 11, University Preparation

Course Title :Chemistry, Grade 11, University Preparation (SCH3U)
Course Name :Chemistry
Course Code :SCH3U
Grade :11
Course Type :University Preparation
Credit Value :1.0
Prerequisite :Science Grade 10 Academic, SNC2D
Curriculum Policy Document:Science, The Ontario Curriculum, Grades 11 and 12, 2008 (Revised)
Course Developer:USCA Academy
Development Date:June 2019
Development Date:Most Recent Revision Date: June 2019

Course Description

Chemistry Grade 11 SCH3U: This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment.

Overall Curriculum Expectations

Chemistry Grade 11 SCH3U: A1 demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

A2 identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

Chemistry Grade 11 SCH3U: B1 analyse the properties of commonly used chemical substances and their effects on human health and the environment, and propose ways to lessen their impact;

B2. investigate physical and chemical properties of elements and compounds, and use various methods to visually represent them;

B3. demonstrate an understanding of periodic trends in the periodic table and how elements combine to form chemical bonds..

Chemistry Grade 11 SCH3U: C1 analyse chemical reactions used in a variety of applications, and assess their impact on society and the environment;

C2. investigate different types of chemical reactions;

C3. demonstrate an understanding of the different types of chemical reactions.

Chemistry Grade 11 SCH3U: D1. analyse processes in the home, the workplace, and the environmental sector that use chemical quantities and calculations, and assess the importance of quantitative accuracy in industrial chemical processes;

D2. investigate quantitative relationships in chemical reactions, and solve related problems;

D3. demonstrate an understanding of the mole concept and its significance to the quantitative analysis of chemical reactions.

Chemistry Grade 11 SCH3U: E1 analyse the origins and effects of water pollution, and a variety of economic, social, and environmental issues related to drinking water;

E2. investigate qualitative and quantitative properties of solutions, and solve related problems;

E3. demonstrate an understanding of qualitative and quantitative properties of solutions.

Chemistry Grade 11 SCH3U: F1 analyse the cumulative effects of human activities and technologies on air quality, and describe some Canadian initiatives to reduce air pollution, including ways to reduce their own carbon footprint;

F2. investigate gas laws that explain the behaviour of gases, and solve related problems;

F3. demonstrate an understanding of the laws that explain the behaviour of gases.

Outline of Course Content

UnitTitles and DescriptionsTime and SequenceUnit 1Elements 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 hoursUnit 2Quantitative 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 hoursUnit 3The 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 hoursUnit 4Stoichiometry 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 Total110 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 LearningAssessment AS LearningAssessment 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.

Classroom discussion Self-evaluation Peer assessmentClassroom discussion Small group discussionPresentations of research Debates
Drama workshops (taking direction) Steps in problem solvingGroup discussionsPresentations Group Presentations
Student ProductsStudent ProductsStudent Products
Reflection journals (to be kept throughout the duration of the course)
Check Lists
Success Criteria
Practice sheets
Socrative quizzes
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.

quizzesculminating 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 NumberDescriptionEvaluation WeightKICA
Unit 1Strand 1: Scientific investigation skills and career exploration

Strand 2: Forces, Work and Energy
Quiz 3%
Assignment 5%
Test 6%

Total 14%
Unit 2Strand 1: Scientific investigation skills and career exploration

Strand 3: Energy and Momentum
Quiz 3%
Assignment 5%
Test 6%

Total 14%
Unit 3Strand 1: Scientific investigation skills and career exploration

Strand 4: Electric, Gravitational and Magnetic Fields
Quiz 3%
Assignment 5%
Test 6%

Total 14%
Unit 4Strand 1: Scientific investigation skills and career exploration

Strand 5: The Wave Nature of Light
Quiz 3%
Assignment 5%
Test 6%

Total 14%
Unit 5Strand 1: Scientific investigation skills and career exploration

Strand 6: Revolutions in Modern Physics: Quantum Mechanics and Special Relativity
Quiz 3%
Assignment 5%
Test 6%

Total 14%
 Culminating activity10%25ƒ25ƒ25ƒ25
 Final Exam20%25ƒ25ƒ25ƒ25
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 MarkCategories 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

Lab simulation software

Various internet websites

For the teachers who are planning a program in Science Education take into account several important areas. The areas of concern to all teachers that are outlined in the policy document of Ontario Ministry of Education, include the following:

  • teaching approaches
  • types of secondary school courses education for exceptional students
  • the role of technology in the curriculum
  • English as a second language (ESL) and English literacy development (ELD) career education
  • cooperative education and other workplace experiences health and safety in mathematics

It is important to ensure that all students, especially those with special education needs, are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence needed to succeed in a rapidly changing society. The context of special education and the provision of special education programs and services for exceptional students in Ontario are constantly evolving. Provisions included in the Canadian Charter of Rights and Freedoms and the Ontario Human Rights Code have driven some of these changes. Others have resulted from the evolution and sharing of best practices related to the teaching and assessment of students with special educational needs. Accommodations (instructional, environmental or assessment) allow the student with special education needs access to the curriculum without changes to the course curriculum expectations.

Environmental education teaches students about how the planet’s physical and biological systems work, and how we can create a more sustainable future. Good curriculum design following the resource document. This ensures that the student will have opportunities to acquire the knowledge, skills, perspectives and practices needed to become an environmentally literate citizen. The online course should provide opportunities for each student to address environmental issues in their home, in their local community, or even at the global level.

USCA helps students to become environmentally responsible. The first goal is to promote learning about environmental issues and solutions. The second goal is to engage students in practicing and promoting environmental stewardship in their community. The third goal stresses the importance of the education system providing leadership by implementing and promoting responsible environmental practices so that all stakeholders become dedicated to living more sustainably. Environmental education teaches students about how the planet’s physical and biological systems work, and how we can create a more sustainable future.

USCA provides a number of strategies to address the needs of ESL/ELD students to accommodate the needs of students who require instruction in English as a second language or English literacy development. Our teacher considers it to be his or her responsibility to help students develop their ability to use the English language properly. Appropriate accommodations affecting the teaching, learning, and evaluation strategies in this course may be made in order to help students gain proficiency in English, since students taking English as a second language at the secondary level have limited time in which to develop this proficiency. School determines the student’s level of proficiency in the English Language upon registration. This information is communicated to the teacher of the course following the registration and the teacher then invokes a number of strategies and resources to support the student in the course.

Throughout their secondary school education, students will learn about the educational and career opportunities that are available to them; explore and evaluate a variety of those opportunities; relate what they learn in their courses to potential careers in a variety of fields; and learn to make appropriate educational and career choices. The skills, knowledge and creativity that students acquire through this course are essential for a wide range of careers. Being able to express oneself in a clear concise manner without ambiguity in a second language, would be an overall intention of this course, as it helps students prepare for success in their working lives.

By applying the skills they have developed, students will readily connect their classroom learning to real−life activities in the world in which they live. Cooperative education and other workplace experiences will broaden their knowledge of employment opportunities in a wide range of fields. In addition, students will increase their understanding of workplace practices and the nature of the employer−employee relationship. Teachers should maintain links with community−based businesses to ensure that students have access to hands−on experiences that will reinforce the knowledge they have gained in school.

Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Students learn and achieve better in such environments. The safe and supportive social environment at UCSA is founded on healthy relationships between all people. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted. Healthy relationships do not tolerate abusive, controlling, violent, bullyingƒharassing, or other inappropriate behaviours. To experience themselves as valued and connected members of an inclusive social environment, students need to be involved in healthy relationships with their peers, teachers, and other members.

Critical thinking is the process of thinking about ideas or situations in order to understand them fully, identify their implications, make a judgement, and/or guide decision making. Critical thinking includes skills such as questioning, predicting, analysing, synthesizing, examining opinions, identifying values and issues, detecting bias, and distinguishing between alternatives. Students who are taught these skills become critical thinkers who can move beyond superficial conclusions to a deeper understanding of the issues they are examining. They are able to engage in an inquiry process in which they explore complex and multifaceted issues, and questions for which there may be no clear−cut answers.

The school library program in USCA can help build and transform  students’ knowledge in order to support lifelong learning in our information− and knowledge−based  society. The school library program of these schools supports student success across the curriculum by  encouraging students to read widely, teaching them to examine and read many forms of text for  understanding and enjoyment, and helping them improve their research skills and effectively use  information gathered through research. USCA teachers assist students in accessing a variety of online  resources and collections (e.g., professional articles, image galleries, videos, databases). Teachers at USCA  will also guide students through the concept of ownership of work and the importance of copyright in all  forms of media.


Information literacy is the ability to access, select, gather, critically evaluate, and create information. Communication literacy refers to the ability to communicate information and to use the information obtained to solve problems and make decisions. Information and communications technologies are utilized by all Virtual High School students when the situation is appropriate within their online course. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any other course or any business environment. Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred.

USCA provides varied opportunities for students to learn about ethical issues and to explore the role of ethics in both public and personal decision making. During the inquiry process, students may need to make ethical judgements when evaluating evidence and positions on various issues, and when drawing their own conclusions about issues, developments, and events. Teachers may need to help students in determining appropriate factors to consider when making such judgements. In addition, it is crucial that USCA teachers provide support and supervision to students throughout the inquiry process, ensuring that students engaged in an inquiry are aware of potential ethical concerns and address them in acceptable ways. Teachers will ensure that they thoroughly address the issue of plagiarism with students. In a digital world in which there is easy access to abundant information, it is very easy to copy the words of others and present them as one’s own. Students need to be reminded, even at the secondary level, of the ethical issues surrounding plagiarism, and the consequences of plagiarism should be clearly discussed before students engage in an inquiry. It is important to discuss not only dishonest plagiarism but also more negligent plagiarism instances.