SCH4U

Academy Of Distance Education

COURSE OUTLINE FOR CHEMISTRY GRADE 12

Development Resource :The Ontario Curriculum, Science Grades 11 and 12

School :Academy of Distance Education

Department :Science

Course Developer : Department of Science

Development Date :March 2011

Revision date :March 2011

Course Title :Chemistry, Grade 12

Course Type :University Preparation

Course Code :SCH4U

Credit Value :1.0

Number of Scheduled hours :110

Prerequisite : Chemistry Grade 11, SPH3U

 

Origin of Course

This course has been developed by the Department of Distance Education’s department of Science using the
“Ontario Curriculum Grades 11 and 12 Science policy document, 2008.”

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.

 

Overall Curriculim Expectations and Strands:

The Chemistry course is divided into 6 strands

 

Strand A : Scientific Investigation Skills and Career Exploration

Overall Expectations

By the end of this course, students will:

  • demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analyzing and interpreting, and communicating);

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

 

Strand B : Organic Chemistry

Overall Expectations

By the end of this course, students will:

  • 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;

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

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

 

Strand C : Structure and Properties

Overall Expectations

By the end of this course, students will:

  • 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;

 

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

 

  • 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.

 

Strand D : Energy Changes and Rates of Reaction

Overall Expectations

By the end of this course, students will:

  • 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;
  • Investigate and analyse energy changes and rates of reaction in physical and chemical processes, and solve related problems;

 

demonstrate an understanding of energy changes and rates of reaction.

 

Strand E : Chemical systems and Equilibrium

Overall Expectations

By the end of this course, students will:

  • Analyse chemical equilibrium processes, and assess their impact on biological, biochemical, and technological systems;
  • Investigate the qualitative and quantitative nature of chemical systems at equilibrium, and solve related problems;
  • Demonstrate an understanding of the concept of dynamic equilibrium and the variables that cause shifts in the equilibrium of chemical systems.

 

 

Strand F : Electrochemistry

Overall Expectations

By the end of this course, students will:

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

Outline of the Course Content

 

Unit 1

Organic chemistry

22 hours

Unit 2

Structure and Properties

22 hours

Unit 3

Energy changes and Rates of reaction

23 hours

Unit 4

Chemical Systems and Equilibrium

23 hours

Unit 5

Electrochemistry

20 hours

Total

 

 

110 hours

 

Teaching/ Learning Strategies (Synchronous and Asynchronous)

 

A Variety of teaching/ learning strategies will be used in this course to meet the needs of the different learning styles all meant to accommodate e-learning and e-teaching.:

 

Direct teaching strategies

  • lecture and note taking (virtual class discussions synchronous and asynchronous)

  • work and task sheets (electronic)

  • demonstrations (virtual)

  • teacher led review

 

Indirect teaching strategies

  • debates (virtual class discussions)

  • oral presentations

  • guided internet search

 

Independent learning activities

  • Case Studies

  • Lab based Inquiry

  • Research work

  • Mind Maps

 

Cooperative strategies

  • Small group cooperative group work

  • Small group discussions

  • Brainstorming

  • jigsaws

 

Assessment / Evaluation Strategies

A variety of assessment/ evaluation strategies will be used to assess students’ learning of the course expectations and also their progress in the four categories of the achievement chart, including opportunities for self and peer- assessment. Changes that have been made and meant for the 2010/2011 and on are mentioned below:

 

Based on the documents introduced in 2010 and others documents namely, “Education Policyand Program Update April 2010” ; “ Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, 2010” the “ Ontario Student Record, 2010”; the “ Ontario Student transcript, 2010” and a host of other documents including many Policy/Program memoranda, the Academy of Distance Education will extensively use the three types of assessment; Assessment for Learning; Assessment as Learning; and Assessment of Learning. The three types will be maintained through the use of diagnostic, formative and summative strategies coupled with linking of the Categories in the achievement chart in each curricular document to enhance student learning in many different dimensions thus achieving balanced and accurate assessment of the learning process.

 

 

Observation (formal/informal) of students’ daily class work, homework, and their participation in class discussions

 

Performance strategies

  • Research and design projects

  • Portfolios

  • Multimedia presentations

  • Lab investigations

 

Paper/ Pencil strategies

  • Work Sheets

  • Essays and Reports

  • Tests and Quizzes

  • Exams

 

Assessment tools include :

  • Checklists

  • Marking schemes

  • Rating scales

  • Rubrics

  • Anecdotal records with suggestions for improvement

 

Evaluation:

Students learning of the course expecations will be evaluated in accordance with the four categories of the achievement chart.

 

Term Evaluation : accounts for 70% of the overall grade for the course, and will be carried out throughout the academic year. This will consist of quizzes, tests, assigments, lab reports and projects.

 

Quizzes 10%

Labs 15%

Projects 15%

Tests 30%

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70%

 

Summative Evaluation : this will account for 30% of the overall grade for the course, and
will be carried out towards the end of the academic year

 

Final Examination 20%

Cumulative performance task 10%

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Total 30%

 

 

Main Resources

Main Textbook: Chemistry 12 (Nelson)
Print and electronic resources will also be used in various activities as appropriate