Chemistry, Grade 11 (University Preparation)
SCH3U
Chemistry, Grade 11 (University Preparation)
Course Description
This course provides you with the opportunity for an in-depth study of the concepts and processes associated with biological systems. You will study theory and conduct investigations in the areas of metabolic processes, molecular genetics, homeostasis, and population dynamics. Emphasis will be placed on the achievement of the detailed knowledge and refined skills needed for further study in various branches of the life sciences and related fields.
| Unit Titles and Descriptions | Time and Sequence |
|---|---|
| Matter, Chemical Trends, and Chemical Bonding Students will develop an understanding of the structure of an element that allows us to predict its physical and chemical properties. They will investigate the physical and chemical properties of compounds based on the type of chemical bond formed. The appropriate use of chemicals will be examined in order to minimize the risks to human health and the environment. | 21 hours |
| Chemical Reactions Students will demonstrate an understanding that chemicals react in predictable ways and will investigate different types of chemical reactions. They will assess the significant implications of chemical reactions and their applications for society and the environment. | 22 hours |
| Quantities in Chemical Reactions Students will be introduced to the mole concept and how it can be used to describe chemical reactions quantitatively. They will also apply an understanding of quantitative relationships in determining the efficiency of chemical reactions and how such reactions can be optimized. | 21 hours |
| Solutions and Solubility In this unit, students will demonstrate an understanding that properties of solutions can be described qualitatively and quantitatively, and can be predicted. They will assess the unique physical and chemical properties of water in supporting living organisms. Students will also analyse the origins of water pollution along with a variety of economic, social, and environmental issues related to drinking water. | 23 hours |
| Gases and Atmospheric Chemistry Students will demonstrate an understanding of how the properties of gases are predictable and can be described qualitatively and quantitatively. They will evaluate the ways in which human activities and technology can have a cumulative effect on air quality. Students will also describe and evaluate Canadian initiatives to reduce air pollution, including ways to reduce their own carbon footprint. | 22 hours |
| Final Exam | 2 hours |
Resources required by the student
Note: This course is entirely online and does not require or rely on any textbook. All recommended resources are intended to guide a student toward the items they may want to utilize throughout the course. It should be noted that failure to obtain the recommended items will not prevent a student from completing the course. Students are provided options at all assessment points and can complete the course without investing in speciality items.
- A scientific calculator (online or hand-held)
- A scanner, smart phone camera, or similar device to upload handwritten or hand-drawn wor
Overall Curriculum Expectations
| A. Scientific Investigation Skills and Career Exploration | |
| 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 a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields. |
| B. Dynamics | |
| B1 | analyse technological devices that apply the principles of the dynamics of motion, and assess the technologies’ social and environmental impact; |
| B2 | investigate, in qualitative and quantitative terms, forces involved in uniform circular motion and motion in a plane, and solve related problems; |
| B3 | demonstrate an understanding of the forces involved in uniform circular motion and motion in a plane. |
| C. Energy and Momentum | |
| C1 | analyse, and propose ways to improve, technologies or procedures that apply principles related to energy and momentum, and assess the social and environmental impact of these technologies or procedures; |
| C2 | investigate, in qualitative and quantitative terms, through laboratory inquiry or computer simulation, the relationship between the laws of conservation of energy and conservation of momentum, and solve related problems; |
| C3 | demonstrate an understanding of work, energy, momentum, and the laws of conservation of energy and conservation of momentum, in one and two dimensions. |
| D. Gravitational, Electric and Magnetic Fields | |
| D1 | analyse the operation of technologies that use gravitational, electric, or magnetic fields, and assess the technologies’ social and environmental impact; |
| D2 | investigate, in qualitative and quantitative terms, gravitational, electric, and magnetic fields, and solve related problems; |
| D3 | demonstrate an understanding of the concepts, properties, principles, and laws related to gravitational, electric, and magnetic fields and their interactions with matter. |
| E. The Wave Nature of Light | |
| E1 | analyse technologies that use the wave nature of light, and assess their impact on society and the environment; |
| E2 | investigate, in qualitative and quantitative terms, the properties of waves and light, and solve related problems; |
| E3 | demonstrate an understanding of the properties of waves and light in relation to diffraction, refraction, interference, and polarization. |
| F. Revolutions in Modern Physics: Quantum Mechanics and Special Relativity | |
| F1 | analyse, with reference to quantum mechanics and relativity, how the introduction of new conceptual models and theories can influence and/or change scientific thought and lead to the development of new technologies; |
| F2 | investigate special relativity and quantum mechanics, and solve related problems; |
| F3 | demonstrate an understanding of the evidence that supports the basic concepts of quantum mechanics and Einstein’s theory of special relativity. |
Teacher and Learning Strategies
Several teaching strategies will be employed throughout this course just like when students are in a traditional classroom. These strategies include:
Direct Input – From the readings and videos posted in the “Read & Watch” sections of the course modules. Some materials are produced by the instructor, while others reference Open Source materials found on the web.
Summarizing and Note-Taking – From the readings and videos posted in the “Read & Watch” sections of the course modules.
Demonstrations – Found in both the “Read & Watch” and “The Laboratory” sections of the course modules. These demonstrations are either recorded on video or a type of simulation controlled by the students.
Independent Learning Activities – Inquiry based labs using PhET simulations are found in the “The Laboratory” section of the course Modules.
Cooperative Group Work – Participation in Discussion Forums are an integral part of this course. Asking and answering questions with your classmates are expected for each Unit.
Problem Solving – Using critical thinking skills and utilizing algebra, students will be required to apply their knowledge to solve unique and novel challenges.
The Report Card
The report card will focus on two distinct but related aspects of student achievement; the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.
| A Summary Description of Achievement in Each Percentage Grade Range and Corresponding Level of Achievement | ||
|---|---|---|
| Percentage Grade Range | Achievement Level | Summary Description |
| 80-100% | Level 4 | A very high to outstanding level of achievement. Achievement is above the provincial standard. |
| 70-79% | Level 3 | A high level of achievement. Achievement is at the provincial standard. |
| 60-69% | Level 2 | A moderate level of achievement. Achievement is below, but approaching, the provincial standard. |
| 50-59% | Level 1 | A passable level of achievement. Achievement is below the provincial standard. |
| below 50% | Level R | Insufficient achievement of curriculum expectations. A credit will not be granted. |
Assessment, Evaluation and Reporting Strategies of Student Performance
In response to Growing Success Assessment, Evaluation and Reporting in Ontario Schools, this course uses the following strategies:
Teaching and Learning Strategies
| Lecture | Assignments | Independent Study |
|---|---|---|
| Demonstrations | Problem Solving | Self/Peer Analysis |
| Readings | Research Projects | Inquiry / Discovery |
| Structured Discussions | Practical Exercises | Case Studies |
| Video Presentations |
Assessment for learning: Involves teachers using evidence about students’ knowledge, understanding and skills to inform their teaching. Sometimes referred to as ‘formative assessment’, it usually occurs throughout the teaching and learning process to clarify student learning and understanding.
Assessment as learning: Will occur when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning.
Assessment of learning: assists teachers in using evidence of student learning to asses achivements against outcomes and standards. Sometimes referred to as ‘summative assessment‘, it usually occurs at defined key ppoints during a unit of work or at the end of a unit, term or semester, and may be used to rank or grade students. The effectiveness of assessment of learning for grading or ranking depends on the validity and reliablity of activities. Its effectiveness as an opportunity for learning depends on the nature and quality of the feedback.
Assessment/Evaluation Strategies
| Assessment for Learning | Assessment as Learning | Assessment of Learning | |
|---|---|---|---|
| Conversation | – Student teacher conferences – Small group discussions – Pair work – Peer-feedback | – Student teacher conferences – Small group discussions – Pair work – Debate – Oral pre-tests – Oral quizzes | – Student teacher conferences – Question and answer session – Oral tests |
| Observation | – Class discussions – Independent study in class – Self analysis – Peer Analysis | – Whole class discussions – Debate – Self analysis – Peer Analysis | – PowerPoint presentations – Performance tasks – Debate |
| Student Product | – Assignment – Quizzes – note book checks – Learning Logs (anecdotal) | – Quiz – Journals – Assignment – Rough drafts – Portfolios – Posters (rubric/scale) – Graphic organizers – Homework checks – Entrance tickets – Exit tickets | – Quiz – Assignment – Tests – Posters (rubric) – Exam – Essays |
Final Mark Calculation
Courses will be calculated as follows
| Percentage Breakdown | Methods |
|---|---|
| 40% | Tests |
| 10% | Quizzes |
| 10% | Discussion Forum Participation |
| 10% | Labs |
| 30% | Final Exam |
| 100% | Total |
In order to be granted a credit for the course, the student must obtain a grade of 50% or higher. The final grade of this course will consist of the following breakdown:
70% of the grade will be based on coursework completed throughout the semester. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration may be made to more recent evidence of achievement.
30% of the grade will be based on a final evaluation in the form of an examination administered at the end of the course.
* Note: A student whose achievement is below 50% at the end of a course will not obtain a credit for the cours
Program Planning Considerations
Below are a list of considerations taken while developing the course. For details on each topic, please visit, The Ontario Curriculum, Grades 11 and 12: Science, 2008 (Revised)
Instructional Approaches – See above “Teaching and Learning Strategies”
Health and Safety in Science – All of the labs are performed online, reducing the need for students to perform potentially dangerous scientific experiments without teacher supervision.
Planning Science for Students with Special Education Needs – Since school enrolls students on a continual basis, the pacing of its courses are controlled by the student.
Program Considerations for English Language Learners – Participation in Discussion Forums will give students a chance to present their ideas in a safe, low pressure environment. The self-pacing and multiple learning modalities of the course are also relevant.
Environmental Education – Many of the problems explored in class are directly related to environmental issues and the role that Chemistry has in making sense of these issues.
Antidiscrimination Education – Most of the examples, sample problems and review questions are designed to be independent of culture so that they can be understood by anyone.
Critical Thinking and Critical Literacy in Science – This course is designed to build on itself so material that was learned in the beginning is continually being reused throughout the course. This forces students to continually evaluate and apply the content throughout the course.
Literacy, Mathematical Literacy, and Investigation (Inquiry/Research) Skills – Many of the lab activities are inquiry based and the use of Algebra is a necessary step in problem solving.
The Role of Information and Communications Technology in Science – This is pretty inherent by the nature of this being an online course with all of the modules requiring students to navigate through and discuss online resources.
Career Education – Students are given exposure to a variety of fields within the sciences through the diverse application of Chemistry problem solving examples.
Resources
This learning platform is continually evolving and there are a common set of resources that will be helpful to the students in conjunction with this.
Kahn Academy Chemistry – Students can make use of this extensive video library, interactive challenges, and assessments.
PhET Simulations – PhET provides fun, interactive, research-based simulations of Chemical phenomena. It enables students to make connections between real-life phenomena and the underlying science, deepening their understanding and appreciation of the Chemical world.