Chemistry, Grade 12 (University Preparation)
SCH4U
Chemistry, Grade 12 (University Preparation)
Course Description
This course enables students to deepen their understanding of chemistry through the study of organic chemistry, the structure and properties of matter, energy changes and rates of reaction, equilibrium in chemical systems, and electrochemistry. Students will further develop their problem-solving and investigation skills as they investigate chemical processes, and will refine their ability to communicate scientific information. Emphasis will be placed on the importance of chemistry in everyday life and on evaluating the impact of chemical technology on the environment.
| Unit Titles and Descriptions | Time Allocated |
|---|---|
| Organic Chemistry Organic compounds have predictable chemical and physical properties determined by their respective structures. Organic chemical reactions and their applications have significant implications for society, human health, and the environment. | 25 hours |
| Structure and Properties of Matter The nature of the attractive forces that exist between particles in a substance determines the properties and limits the uses of that substance. Technological devices that are based on the principles of atomic and molecular structures can have societal benefits and costs. | 20 hours |
| Energy Changes and Rates of Reaction Energy changes and rates of chemical reactions can be described quantitatively. Efficiency of chemical reactions can be improved by applying optimal conditions. Technologies that transform energy can have societal and environmental costs and benefits. Energy Changes and Rates of Reaction Energy changes and rates of chemical reactions can be described quantitatively. Efficiency of chemical reactions can be improved by applying optimal conditions. Technologies that transform energy can have societal and environmental costs and benefits. | 20 hours |
| Chemical Systems and Equilibrium Chemical systems are dynamic and respond to changing conditions in predictable ways. Applications of chemical systems at equilibrium have significant implications for nature and industry. | 23 hours |
| Electrochemistry Oxidation and reduction are paired chemical reactions in which electrons are transferred from one substance to another in a predictable way. The control and applications of oxidation and reduction reactions have significant implications for industry, health and safety, and the environment. | 20 hours |
| Final Assessment | |
| Exam This course includes a proctored exam worth 30% of your final grade. | |
| Total | 110 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
Using a variety of instructional strategies, the teacher will provide numerous opportunities for students to develop skills of inquiry, problem solving, and communication as they investigate and learn fundamental concepts. The integration of various aspects of scientific knowledge will provide a powerful tool for reasoning and problem solving, and is reflected in a meaningful blend of both process and content.
| Lecture | Assignments | Independent Study |
|---|---|---|
| Demonstrations | Problem Solving | Self/Peer Analysis |
| Readings | Research Projects | Inquiry / Discovery |
| Structured Discussions | Practical Exercises | Case Studi |
| Video Presentations |
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
Three forms of assessment will be used throughout this course.
Assessment for learning: This will occur before the introduction of a new concept to determine student readiness and to obtain information about student interests and student preferences.
Assessment as learning: This will occur frequently and in an ongoing manner during instruction, to enable students to monitor their progress toward achieving their learning goals (self–assessment).
Assessment of learning: This will occur at or near the end of a period of learning, this summary is used to make judgments about the quality of student learning using established criteria, to assign a value to represent that quality and to communicate information about achievement to students and parents. Evidence of student achievement for evaluation is collected over time from three different sources–observations, conversations, and student products. Using multiple sources of evidence increases the reliability and validity of the evaluation of student learning.
| Assessment for Learning | Assessment as Learning | Assessment of Learning | |
|---|---|---|---|
| Conversation | Student-teacher conferences Small group discussions Whole Class Discussion Peer-feedback Forums | Classroom discussion Self-evaluation (decision making charts) Debate Glossary making | Student-Teacher discussions Forums |
| Observation | Class discussions Presentations | Lab performances (taking direction) Steps in problem solving Class discussions | Labs Project |
| Student Product | Practice Problem Worksheets Check Your Learning Questions Forum Posts | Check Lists Success Criteria Learning Logs Discussion Forum Posts | Assignments Tests Exams |
A student’s final grade is reflective of their most recent and consistent level of achievement. The balance of the weighting of the categories of the achievement chart throughout the course is:
- Knowledge/Understanding 25%
- Thinking/Inquiry 25%
- Communication 25%
- Application 25%
Final Mark Calculation
Calculation of the Term Mark will be based upon the Categories of the Achievement Chart. This chart is meant to assist teachers in planning instruction and learning activities for the achievement of the curriculum expectations. It is also used in designing assessment and evaluation tools and in providing feedback to students. Each mathematical topic will contain each category in the chart due to the integrated nature of the discipline in mathematics. Final marks will be calculated as follows
| Percentage Breakdown | Methods |
|---|---|
| 40% | Tests |
| 20% | Assignments |
| 5% | Discussion Forum Participation |
| 5% | Labs/Projects |
| 30% | Final Exam |
| 100% | Total |
In addition to the final grade, the report card also shows student achievement of learning skills and work habits throughout the course. These are not included in the calculation of the final grade for this course. The six areas are Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-Regulation. The learning skills are evaluated using a four-point scale (E-Excellent, G-Good, S-Satisfactory, N-Needs Improvement). The separate evaluation and reporting of the learning skills in these six areas reflect their critical role in students’ achievement of the curriculum expectations. To the extent possible, the evaluation of learning skills, apart from any that may be included as part of a curriculum expectation in a course, should not be considered in the determination of percentage grades.
Students who enroll in Leslie Academy High School courses are subject to the general policies of Leslie Academy High School. When students enroll in an online course the following roles and responsibilities and expectations are also required.
| Evaluation Throughout the Semester | 70% | Final Evaluation | 30% |
|---|---|---|---|
| Unit Tests (5 x 7%) | 35% | Final summative evaluation • a comprehensive Exam | 30% |
| Assignments / Research / Report – Dynamics (8%) – Energy and Momentum (8%) – Fields (7%) – The Wave Nature of Light (7%) – Modern Physics (5%) | 35% |
Students who enroll in Leslie Academy High School courses must follow the following expectations which are in addition to the Leslie Academy High School Student Code of Conduct:
Demonstrate honesty and integrity while engaged in online learning, including while in chat rooms, posting assignments and blogging. Profanity, sexist or racially motivated language or harassment will not be tolerated in any form of communication in Leslie Academy High School courses. The Principal will make the final decision on the consequences of any of these actions
Respect others’ work environments
Follow the Acceptable use of internet, social media and online learning platform policies
Students are expected to:
Complete and submit all assignments and assessments within 8 weeks of the enrolment date
Follow and adhere to the Acceptable Use Policy for Leslie Academy High School online learning platform
Attend an approved location, with an approved proctor, for the final exam
Present proof of identification, including a picture, when enrolling in the course, and at the final exam
Students must be aware that:
Activities online are not private to the student. The teacher will have access to all material placed online by individual students, and the teacher reserves the right to remove inappropriate content
Passwords should remain private and not shared with any individual
Any request for inappropriate personal information from you must be reported to the Principal IMMEDIATELY
Any attempt to access unauthorized content, impersonate another user, or destroy or delete data of another user may result in expulsion from the course.
Maple Ridge Academy will make it clear to the students and parents/guardians early in the school year that they are responsible for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher and in a form approved by the teacher. Students must understand that there will be consequences for not completing assignments for evaluation or for submitting those assignments late. Where in the teacher’s professional judgment it is appropriate to do so, a number of strategies will be used to encourage the student to modify his/her behavior. Some of these may include:
Asking the student to clarify the reason for not completing the assignment taking into consideration legitimate reasons for missed deadlines.
Helping students develop better time management skills. Maintaining ongoing communication with students and/or parents about due dates and late assignments, and scheduling conferences with parents if the problem persists.
Setting up a student contract
Reviewing the need for extra support for English Language learners.
Providing alternative assignments or tests/exams where, in the teacher’s professional judgment, it is reasonable and appropriate to do so.
Deducting marks for late assignments, up to and including the full value of the assignment.
Students and parent/guardians will be informed in a timely fashion via phone call, face to face conference, e-mail and if need be a formal letter about the importance of submitting assignments for evaluation when they are due and about the consequences for students who submit assignments late or fail to submit assignments. If the above measures have been put into place and the behavior of the student has not provided sufficient evidence, then 0 will be inserted as the mark for the missed assignment.
Plagiarism occurs when a student presents another person’s work as their own. At the beginning of each course, teachers will review careless plagiarism and dishonest plagiarism with the student. Teachers will use a variety of software and commercial search engines to detect material that has been plagiarized. Plagiarism includes:
Incorrectly paraphrased material
Lack of correct citation
Cutting and pasting from websites, articles, etc., with no intention of citing the work
Copying another student’s/ person’s work and presenting it as your work
Handing in portions of online essays
Having another person write your assignments, assessments and evaluations
Academic dishonesty is a breach of Leslie Academy High School policies on plagiarism and cheating. Any case of academic dishonesty will be reported to the School administration and one or more of the following consequences will be implemented:
The student’s parent/guardian will be informed
Student will receive zero on the assignment
Student will be given the opportunity to demonstrate expectations on an alternate assignment
Documentation of the incident will be placed in the student’s file
A task related to the ethics and morals of cheating and/or plagiarism will be assigned
Academic assistance will be made available
Student may be suspended/expelled from the course if more than one incident occurs
Program Planning Considerations
Teachers must adapt the instructional program in order to facilitate the success of these students in their classrooms. Appropriate adaptations include:
Use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, and scaffolding; previewing of textbooks; pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages);
Use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity);
Use of assessment accommodations (e.g., granting of extra time; use of oral interviews, demonstrations or visual representations, or tasks requiring completion of graphic organizers or cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).
Information and communications technology (ICT) provides a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ learning in science. Computer programs can help students collect, organize, and sort the data they gather and to write, edit, and present multimedia reports on their findings. Technology also makes it possible to use simulations – for instance, when field studies on a particular topic are not feasible or dissections are not acceptable.
Ongoing scientific discoveries and innovations coupled with rapidly evolving technologies have resulted in an exciting environment in which creativity and innovation thrive, bringing about new career opportunities. Today’s employers seek candidates with strong critical-thinking and problem-solving skills and the ability to work cooperatively in a team – traits that are developed through participation in the science program. Through science courses, students will develop a variety of important capabilities, including the ability to identify issues, conduct research, carry out experiments, solve problems, present results, and work on projects both independently and as a team. Students are also given opportunities to explore various careers related to the areas of science under study and to research the education and training required for these.
Resources
McGraw-Hill Ryerson Chemistry 12, McGraw-Hill Ryerson © 2011.
Nelson Chemistry 12 University Preparation, Nelson Education Ltd. © 2012.