Chemistry
Grade 12, University Preparation (SCH4U)

 

Course Title : Chemistry, Grade 12, University Preparation (SCH3U)
Course Name : Chemistry
Course Code : SCH4U
Grade : 12
Course Type : University Preparation
Credit Value : 1.0
Prerequisite : Chemistry 11, University Preparation, SCH3U
Curriculum Policy Document: Science, The Ontario Curriculum, Grades 11 and 12, 2008 (Revised)
Course Developer: USCA Academy
Department: Science
Date: June 2019
Most Recent Revision Date: June 2019

Course Description


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

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.

B1. assess the social and environmental impact of organic compounds used in everyday life, and propose a course of action to reduce the use of compounds that are harmful to human health and the environment;

B2. investigate organic compounds and organic chemical reactions, and use various methods to represent the compounds;

B3. demonstrate an understanding of the structure, properties, and chemical behaviour of compounds within each class of organic compounds.

C1 assess the benefits to society and evaluate the environmental impact of products and technologies that apply principles related to the structure and properties of matter;

C2. investigate the molecular shapes and physical properties of various types of matter;

C3. demonstrate an understanding of atomic structure and chemical bonding, and how they relate to the physical properties of ionic, molecular, covalent network, and metallic substances.

D1. analyse technologies and chemical processes that are based on energy changes, and evaluate them in terms of their efficiency and their effects on the environment;

D2. investigate and analyse energy changes and rates of reaction in physical and chemical processes, and solve related problems;

D3. demonstrate an understanding of energy changes and rates of reaction.

E1 analyse chemical equilibrium processes, and assess their impact on biological, biochemical and technological systems;

E2. investigate the qualitative and quantitative nature of chemical systems at equilibrium, and solve related problems;

E3. demonstrate an understanding of the concept of dynamic equilibrium and the variables that cause shifts in the equilibrium of chemical systems.

F1 analyse technologies and processes relating to electrochemistry, and their implications for society, health and safety, and the environment;

F2. investigate oxidation-reduction reactions using a galvanic cell, and analyse electrochemical reactions in qualitative and quantitative terms;

F3. demonstrate an understanding of the principles of oxidation-reduction reactions and the many practical applications of electrochemistry.

Outline of Course Content

Unit Titles and Descriptions Time and Sequence
Unit 1 Review of Basic Chemistry

The purpose of this unit is to ensure that students have the necessary analytical, mathematic and communication skills necessary for success in this course. Review from prior courses, including nomenclature, the mole, types of reactions, and mathematical calculation and prediction of reaction products and reactants are surveyed.

07 hours
Unit 2 Organic Chemistry

Students will demonstrate an understanding of the structure, properties and chemical behaviour of compounds within each class of organic compounds. They will investigate organic compounds and organic chemical reactions, and represent the compounds in various ways. They will assess the social and environmental impact of organic compounds used in everyday life, and develop action plans to reduce the use of compounds that are harmful to humans and the environment.

20 hours
Unit 3 Structure of Matter

Students will demonstrate an understanding of atomic structure and chemical bonding, and how they relate to the physical properties of ionic, molecular, covalent network, and metallic substances. They will investigate the molecular shapes and physical properties of various types of matter. They will assess the benefits to society and evaluate the environmental impact of products and technologies that apply principles related to the structure of properties of matter.

20 hours
Unit 4 Energy Changes and Rates of Reactions

Students will demonstrate an understanding of energy changes and rates of reaction. They will investigate and analyse energy changes and rates of reaction in physical and chemical processes, and solve related problems. They will analyse technologies and chemical processes that area based on energy changes, and evaluate them in terms of their efficiency and their effects on the environment.

20 hours
Unit 5 Chemical Systems and Equilibrium

Students will demonstrate an understanding of the concept of dynamic equilibrium and the variables that cause shifts in the equilibrium of chemical systems. They will investigate the qualitative and quantitative nature of chemical systems at equilibrium, and solve related problems. They will analyse chemical equilibrium processes, and assess their impact on biological, biochemical and technological systems.

20 hours
Unit 6 Electrochemistry

Students will demonstrate an understanding of the principles of oxidation-reduction reactions and the many practical applications of electrochemistry. They will investigate redox reactions using a galvanic cell, and analyse electrochemical reactions in qualitative and quantitative terms. They will analyse technologies and processes relating to electrochemistry, and their implications for society, heath and safety, and the environment.

20 hours
Final Evaluation

The final assessment task is a three-hour exam worth 20% of the student’s final mark.

3 hours
Total 110 hours

Weight

 

UNITS

 

Titles of all units in the course listed in sequence of delivery

 

 

UNITS

Approximate time for each unit adding up to 110 hours

OVERALL EXPECTATIONS

Taken from appropriate policy document

Assessment Strategies

√ Assessed

Categories

K

T

C

A

 

 

70%

Unit 1:  Scientific investigation skills

Unit 2: Organic Chemistry

 

24 hours

B1, B2, B3
A1
A2

Assignment                                                                4 %  

x

x

x

x

Unit Test                                                                     8%

x

x

x

 

Performance Method e.g. projects, presentations, demonstrations                                                            2%

x

x

x

x

Unit 1:  Scientific investigation skills

Unit 3: Structure and Properties of Matter

 

24 hours

C1, C2, C3
A1
A2

 

 

 

 

 

Assignment                                                                4 %

x

x

x

x

Unit Test                                                                     8%

x

x

x

x

Performance Method e.g. projects, presentations, demonstrations, lab                                                    2%

x

x

x

x

Unit 1:  Scientific investigation skills

Unit 4: Energy Changes and Rates of Reaction

23 hours

D1, D2, D3
A1
A2

 

 

 

 

 

Assignment                                                                 4%  

x

x

x

x

Unit Test                                                                     8%

x

x

x

x

Performance Method e.g. projects, presentations, demonstrations, lab                                                     2%

x

x

x

x

Unit 1:  Scientific investigation skills

Unit 5: Chemical Systems and Equilibrium

21 hours

E1, E2, E3
A1
A2

 

 

 

 

 

Assignment                                                                 4%       

x

x

x

x

Unit Test                                                                     8%                                                                          

x

x

x

x

Performance Method e.g. projects, presentations, demonstrations                                                            2%

x

x

x

x

Unit 1:  Scientific investigation skills

Unit 6: Electrochemistry

16 hours

F1, F2, F3
A1
A2

 

 

 

 

 

Assignment                                                                4 %  

x

x

x

x

Unit Test                                                                     8%

x

x

x

x

Performance Method e.g. projects, presentations, demonstrations                                                            2%

x

x

x

x

30%

                                             2 hours

Final Evaluation

Detail all final evaluation activities as related to course Overall Expectations

x

x

x

x

100%

                                 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: 

  • 70% 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
  • 30% of the grade will be based on a final exam administered at the end of the 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.

 

Textbook

Nelson Chemistry 12 University Preparation © 2012

  • Non-programmable, non-graphing scientific calculator
  • Lab simulation software
  • Various internet websites
  • Interactive Periodic Table

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 USCA 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, bullying/harassing, 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.


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