SCH3U

Grade 11 Chemistry Course Outline

 

School Name: Academy of Distance Education

Department: Department of Science

Curriculum Policy Document: The Ontario Curriculum, Grades 11 and 12: Science, 2008
(revised).

Course Developer: Faisal Faarooq, Department of Science

 

Course Development Date: August 30, 2011

 

 

 

Course Title: Chemistry

 

Course Type: University Preparation

 

Course Level: Grade 11

 

Course Code: SCH3U

 

Credit Value: 1.0

 

Duration: 110 hours

Prerequisite: Gr. 10 Science, Academic SNC2D

 

 

 

Course Origin

This course is developed at the Academy of Distance Education’s Department of Science from the Ontario Curriculum document:
The Ontario Curriculum, Grades 11 and 12: Science, 2008 (revised).”

 

Course Rationale/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.

Prerequisite

Science, Grade 10, Academic (SNC2D).

 

Strands

The course consists of 6 strands: Matter and Chemical Bonding; Chemical Reactions; Quantities and Chemical Reactions; Solutions and Solubility; and Gases and Atmospheric Chemistry;

Strand1/Unit 1: Scientific Exploration Skills and Career Development.

Overall Expectations: Throughout the course, students will:

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.

 

Strand 2 / Unit 2: Matter and Chemical Bonding

Overall Expectations

By the end of this strand, students will:

  1. Analyse the properties of commonly used chemical substances and their effects on human health and the environment, and propose ways to lessen their impact.
  2. Investigate physical and chemical properties of elements and compounds, and use various methods to visually represent them.
  3. Demonstrate an understanding of periodic trends in the periodic table and how elements combine to form chemical bonds.

Strand 3 / Unit 3: Chemical Reactions

Overall Expectations

By the end of this strand, students will:

  1. Analyse chemical reactions used in a variety of applications, and assess their impact on society and the environment.
  2. Investigate different types of chemical reactions.
  3. Demonstrate an understanding of the different types of chemical reactions.

 

Strand 4 / Unit 4: Quantities and Chemical Reactions

Overall Expectations

By the end of this strand, students will:

 

7. 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.

8. Investigate quantitative relationships in chemical reactions, and solve related problems.

9. Demonstrate an understanding of the mole concept and its significance to the quantitative analysis of chemical reactions.

 

Strand 5 / Unit 5: Solutions and Solubility

Overall Expectations

By the end of this strand, students will:

 

10. Analyse the origins and effects of water pollution, and a variety of economic, social, and environmental issues related to
drinking water.

11. Investigate qualitative and quantitative properties of solutions, and solve related problems.

12. Demonstrate an understanding of qualitative and quantitative properties of solutions.

 

 

Strand 5 / Unit 6: Gases and Atmospheric Chemistry

Overall Expectations

By the end of this strand, students will:

 

13. 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.

14. Investigate gas laws that explain the behaviour of gases, and solve related problems.

15. Demonstrate an understanding of the laws that explain the behaviour of gases.

 

 

Course Content

The strand, Scientific Exploration Skills and Career Development, will be embedded within each of the remaining units of study in the course throughout the length of the course.

Strand 2/Unit 2

Matter and Chemical Bonding

20 hours

Strand 3/Unit 3

Chemical Reactions

20 hours

Strand 4/Unit 4

Quantities and Chemical Reactions

20 hours

Strand 5/Unit 5

Solutions and Solubility

22 hours

Strand 6/Unit 6

Gases and Atmospheric Chemistry

18 hours

 


Final Assessment

10 hours

Total: 110 hours

 

Teaching and Learning Strategies and Tools (both synchronous and asynchronous methods).

 

Because the course the nature of the teaching strategies of the course is electronic delivery, media for conveying learning will be either synchronous or asynchronous. Academy of Distance Education is dedicated to maximize possibility of establishing “comfort zone” for students while opportunities for learning successfully are continuously explored. For that reason, both of the mediums of electronic delivery mentioned above are equally utilized as per the need and suitability of each one in different situations.

 

Examples E- Teaching/ E-Learning Strategies in the course/courses:

  • Lectures/handouts/note taking (through on-line vehicles both synchronously and asynchronously)
  • Case Studies (both synchronously and asynchronously)
  • Brainstorming (in virtual class discussions as well as in face book or other social sites used for the purpose of e-learning and e-teaching)
  • Writing (research, essays, poems)
  • Homework, class work, assignments
  • Labs and demonstrations (mainly computer simulations to accommodate distance learning)
  • Small/large group discussions (virtual classes or one-on-one virtual situations)
  • Multimedia presentations (all on-line)
  • Guest speeches

 

Teaching/Learning Tools: (all designed to meet the requirements of e-schooling)

  • Textbook
  • Overhead projector, screen, electronic writing devices like the electronic pen pad and transparencies
  • Online software, CDs, DVDs, videos/films
  • Chart paper,
  • Posters
  • Online educational activities and games
  • Relevant scientific sites & magazines & articles

 

Assessment & Evaluation;

Assessment and evaluation at the Academy of Distance Education is based heavily on dividing the assessment strategies equally between comprehensive, on-site and supervised assessments and assessments conducted by the student alone and sent electronically or through other means by the student. The latter will include instances where the student does access-controlled on-line testing and quizzing where possibilities of extra-personal efforts are eliminated completely making sure that the student does the work. Other opportunities will allow for students meeting assessment requirements while seeking help from any source but making sure knowledge has been gained by the student through the help provided to him/her. All these systems are designed the benefits of e-learning and e-teaching are maximized and not diminished by factors that could be brought forth by the introduction of non-traditional classrooms.

In general, Assessment is a continuous process of gathering evidence to facilitate and enhance student learning, provide feedback, and improve instructional strategies. Evaluation is the process of judging the quality of student work in an assessment, on the basis of established criteria, and the assigning of a value to represent that quality. The purpose of evaluation is to summarize student progress at a given point in time.

 

In the 2010/2011 and beyond, Numerous and varied assessment opportunities will be given to students and various strategies and tools will be employed throughout the course in order to achieve maximum precision and fairness in assessing how well students learned the curricular expectations of each strand and the course. This will be an attempt meet ministry of education guidelines introduced for the 2010 and effective successive years until further notice of change. Diagnostic assessments will be used to determine prior learning, students’ strengths and for planning purposes and therefore will not be used to determine term or final grades for report cards. Formative assessments will be used regularly as a learning tool and feedback mechanism to improve student learning and instructional strategies. Summative assessments will be used to provide final professional judgment and evaluation of student learning of curricular expectations and therefore will be used to evaluate term work and the final assessment for reporting purposes. When planning assessments, the curricular expectations will be reviewed and linked to the achievement categories to which they relate. This is to ensure that all the expectations are accounted for in instruction, and that achievement of the expectations is assessed within the appropriate categories. All three types of assessments are still further regrouped into three parts: assessment for learning, feedback mechanisms meant to enhance student learning (formative and diagnostic); assessment as learning, self assessment and peer assessment tools done led and /or teachers in which students learn how to independently assess the level of their own learning (diagnostic , formative)’ and assessment of learning (summative only), which is led by the teacher alone and is used for purposes of evaluation and reporting of student achievement to parents and other stake holders.

 

Assessment Methods: The means through which student learning may be assessed (i.e., written, spoken, or done). In this course, students will use all three methods to demonstrate their learning: oral work (debates, discussions, presentations, skits), written work (tests, quizzes, reports, essays), and performances (labs, models, pamphlets, charts). Both synchronous and asynchronous opportunities are made available.

 

Assessment Strategies: The actual assessment instruments used as the process used for assessing student learning and the level of their achievement of meeting curricular expectations (e.g. journal). ADE will use conduct assessments both synchronously and asynchronously throughout the course. Below is a list of the most commonly used assessment strategies for this course:

  • Tests/Quizzes (done both on-line and a designated site with supervision)
  • Interviews/Conferences (Virtual class discussions)
  • Examinations (done only comprehensively at a site with supervision)
  • Multimedia Presentations (virtual class presentation synchronously
  • Assignments, Research Projects/Reports (on-line)

 

 

Assessment Tools: An instrument that is used to initiate or guide the assessment strategy or to track, monitor or record the assessment data (e.g. rubric). Below is a list of the most commonly used assessment tools for this course:

  • Check lists (learning skills, homework check, completion of a task, basically to check absence or presence of a concept, process, skill, or attitude)
  • Marking Scheme (tests/quizzes, assignments, worksheets, to quantify student response; value based tasks)
  • Rating Scales (to assess frequency of achieving a task or quality of task)
  • Rubrics (performances, written reports, presentations, labs, complex projects/tasks)
  • Anecdotal Comments (learning skills, group work, independent work, presentations,

 

In general, SCH3U will be offered in a manner that will be consistent with the use experimentations and practical analysis of scientific concepts. Students will be acquainted from time to time with the different streamlines in the field of science in their postsecondary education or career destinations. Therefore, different research and exploration skills like independent technical reporting as well group reporting will be employed while laboratory work (based on computer simulations). Other important, but less frequently used strategies, will be invitation of doctors and scientist ie local university science professors to the classroom on a regular basis as part of planned lessons.

 

 

Course Evaluation

In this course, two parts make up the evaluation of student achievement through the different assessment strategies mentioned above.

a) The term work accounts for 70% of the overall grade for the course. Assessments for this portion are spread throughout the course and will terminate approximately 3-4 weeks before the end of the study term.

b) The final evaluation will account for 30% of the overall grade for the course. It is a comprehensive assessment that will commence within approximately the last 3-4 weeks of the study term. It will be in the form of a final examination encompassing the concepts and skills taught throughout the year with emphasis on the latter portions of the course.

Term Work = 70%

Strand 2 / Unit 2: Matter and Chemical Bonding

Quizzes 5.0%

Assignments 5.0%

Unit Test 4.0%

Total: 14%

 

Strand 3 / Unit 3: Chemical Reactions

Quizzes 5.0%

Assignments 5.0%

Unit Test 4.0%

Total: 14%

 

Strand 4 / Unit 4: Quantities and Chemical Reactions

Quizzes 4.0%

Labs 2.0%

Assignments 4.0%

Unit Test 4.0%

Total: 14%

 

Strand 5 / Unit 5: Solutions and Solubility

Quizzes 4.0%

Labs 2.0%

Assignments 4.0%

Unit Test 4.0%

Total: 14%

 

Strand 6 / Unit 6: Gases and Atmospheric Chemistry

Quizzes 4.0%

Labs 2.0%

Assignments 4.0%

Unit Test 4.0%

Total: 14%

 

Summative Task = 30%

10% Cumulative Task

20% Final Examination

Final Grade = Term Work + Summative Task = 70% + 30% = 100%

 

 

 

Main Resources

  1. McGraw-Hill Ryerson Chemistry 11.
  1. Education Network of Ontario – http://www.enoreo.on.ca/
  1. Internet & Chemistry related sites, software, animations, videos tapes