Course Title: Chemistry, Grade 12
Course Code: SCH 4C
Course Type: College
Credit Value: 1.0
Prerequisite: Grade 10 Science, Applied or Academic
Tuition Fee (CAD): $639
This course enables students to develop an understanding of chemistry through the study of matter and qualitative analysis, organic chemistry, electrochemistry, chemical calculations, and chemistry as it relates to the quality of the environment. Students will use a variety of laboratory techniques, develop skills in data collection and scientific analysis, and communicate scientific information using appropriate terminology. Emphasis will be placed on the role of chemistry in daily life and the effects of technological applications and processes on society and the environment.
By the end of the course, students will gain proficiency in the following areas:
Scientific Investigation Skills and Career Exploration
- 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);
- Identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.
Matter and Qualitative Analysis
- evaluate the effects of chemical substances on the environment, and analyse practical applications of qualitative analysis of matter;
- investigate matter, using various methods of qualitative analysis;
- demonstrate an understanding of the basic principles of qualitative analysis of matter.
- Evaluate the impact on society, human health, and the environment of products made using organic compounds;
- Investigate the physical and chemical properties of organic compounds, and analyse some common organic chemical reactions;
- Demonstrate an understanding of the structure and the physical and chemical properties of organic compounds.
- Analyse technological applications or processes relating to oxidation-reduction reactions, and assess their impact on the environment;
- Investigate the oxidation-reduction reaction that occurs in a galvanic cell;
- Demonstrate an understanding of the concepts of oxidation and reduction, and the principles of oxidation-reduction reactions.
- Analyse processes in the home, the workplace, or the environmental sector that use chemical quantities and calculations, and assess the importance of accuracy in chemical calculations;
- Investigate chemical compounds and chemical reactions using appropriate techniques of quantitative analysis, and solve related problems;
- Demonstrate an understanding of the mole concept and its quantitative relationships in chemical reactions.
Chemistry in the Environment
- Evaluate the importance of government regulations, scientific analyses, and individual actions in improving air and water quality, and propose a personal plan of action to support these efforts;
- Investigate chemical reactions, using appropriate techniques of quantitative analysis;
- Demonstrate an understanding of chemical reactions that occur in the environment as a result of both natural processes and human activities.
|Unit 1: Review of Concepts||15 hours|
|Unit 2: Matter and Qualitative Analysis||20 hours|
|Unit 3: Chemical Calculations||25 hours|
|Unit 4: Organic Chemistry||25 hours|
|Unit 5: Electrochemistry||25 hours|
|Total Hours||110 hours|
Teaching and Learning Strategies
Enthusiastic teachers and instructors bring unique teaching and assessment methods to the classroom because students learn best when they are engaged in a range of different learning techniques. The activities allow students to apply learned concepts to current world social, economic, and environmental issues which impact daily life. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Instructors also inspire students to become successful problem solvers by investigating, providing alternative reasoning and solutions to problems as well as dedicating time and energy to the tasks at hand.
Effective instructional techniques utilize students’ existing knowledge and by capturing their interest and engaging in meaningful participation. Students will be engaged when they are able to see the correlation between the learned concepts and their ability to apply them to the world around them and in real-life situations. Students will have the chance to learn using a wide range of methods which include self-learning, cooperative learning as well as learning through teacher guidance as well has hands-on experiences. The methods and strategies teachers implement will be tailored to the learning requirements and the individual needs of the students. Teachers will achieve effective instruction in an online environment by using videos, interactive animations and virtual labs and discussion forums and video conferencing/live chat.
Individualized Accommodations for Students
Our methodology for student assessment follows the Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010) manual published by the Ontario Ministry of Education. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. Assessment tools are designed to improve student learning which includes descriptive feedback, coaching, observations and self-assessments. In addition, student can be independent and set individual goals, monitor progress against these goals, determine next steps and reflect on their thinking and learning. For a student with special education needs who requires modified or alternative expectations, assessment and evaluation of his or her achievement will be based on the modified curriculum expectations or alternative expectations outlined in the student’s Individual Education Plan (IEP). Accommodations required to facilitate the student’s learning may be identified by the teacher, however recommendations from a School Board generated in the form of an Individual Education Plan (IEP) should be used, if available.For a student with special education needs who requires “accommodations only”, as described in his or her IEP, assessment and evaluation of achievement will be based on the appropriate subject/ grade/course curriculum expectations and the achievement levels outlined in the curriculum documents. A student’s Individual Education Plan (IEP) describes his or her educational program and any accommodations that may be required. The IEP specifies whether the student requires: accommodations only; or modified learning expectations, with the possibility of accommodations; Assessment accommodations are changes in procedures that enable the student to demonstrate his or her learning. These may include: visual supports to clarify verbal instructions, assistive devices, or some form of human support; alternative methods for the student to demonstrate his or her achievement of expectations (e.g., allowing the student to take tests orally) or the allowance of extra time to complete the assessment; alternative settings that may be more suitable for the student to demonstrate his or her learning. If accommodations are required to assess and evaluate student learning, the strategies to be used are outlined in the student’s IEP. For further details about the different types of accommodations, modified learning expectation and alternative programs please refer to Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010)
Ministry Policy Guidance
Standard Computer Requirements for all courses: -Processor speed of 2 GHz or faster -Memory of 4 GB RAM or greater -A high speed internet connection with a connection speed of 10 MB/s or better. -Monitor and video card with 1024×768 or greater resolution -Keyboard and Mouse is recommended -Speakers/Headphones