CHECKLIST FOR OUTLINES OF COURSES OF STUDY 2016-2017 · 1. Demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating
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CHECKLIST FOR OUTLINES OF COURSES
OF STUDY 2016-2017
Private School: UMC High school
Course: Chemistry12
Course Code: SCH4U
Components: Comments:
Title Page
Check off the following items to confirm that all of these components are included in each Outline of Course of Study.
Name of school
Department
Names of the department head, the classroom program developers or teachers
Course development date
Components: Comments:
Course reviser/revision date
Course title/grade/course type
Ministry course code
Credit value
Name of the Ministry curriculum policy documents from which the course has been developed and publication date
Prerequisites and co requisites, if any
Components: Comments:
Course Description/Rationale
As per the description in the appropriate policy document
Overall Curriculum Expectations
Taken from appropriate policy document
Outline of Course Content
Titles of all units in the course
Units listed in the sequence of delivery
Approximate time for each unit adds up
to 110 hours
Teaching & Learning Strategies
Appropriate to the course type (i.e., strategies reflecting the appropriate balance
of theoretical components and practical
applications for the particular type of course) Appropriate to the range of students’
learning needs
Strategies for Assessment & Evaluation of Student Performance
Appropriate to the course type
Appropriate to the students’ range of learning needs
Components:
Comments:
Considerations for Program Planning
How the course incorporates, as appropriate, considerations for program planning that align with Ministry and board policy and initiatives e.g. planning related to students with special needs, English language learners, environmental education, equity and inclusive education, financial literacy education, the Ontario First Nation, Metis, and Inuit education policy framework, the role of information and communications technology, career education, cooperative education, health and safety.
Resources
Resources including the names of the textbooks and resource materials that are essential to the course.
Course Outline
School Name:UMC High School
Department Name: SCIENCE
Ministry of Education Course Title: Chemistry, Gr 12, University Preparation
Grade Level: 12, University Preparation
Ministry Course Code: SCH4U
Instructor: Karim Premji
Developed by: Ms. Kim Younga Date: March 2014
Revision Date: September 2017
Developed from: Science, The Ontario Curriculum, Grades 11 and 12, 2008 (Revised)
Required Texts:
McGraw-Hill Ryerson Chemistry 12, 2002
Supplemental Resources:
- Teacher-made Worksheets
- Computers and Lesson Videos (youtube)
Prerequisite:Chemistry, Grade 11, University Preparation
Credits: 1
Length: 110 hours
Principal: _________________________ Head Teacher: _________________________
Vice-Principal: ____________________
Course Description
This course enables students to deep 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 Curriculum Expectations
By the end of this course, students will:
Strand A. Scientific Investigation Skills and Career Exploration
1. 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);
2. 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
3. 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;
4. Investigate organic compounds and organic chemical reactions, and use various methods
to represent the compounds;
5. Demonstrate an understanding of the structure, properties, and chemical behaviour of
compounds within each class of organic compounds.
Strand C: Structure and Properties of Matter 6. Assess the benefits to society and evaluate the environmental impact of products and
technologiesthat apply principles related to the structure and properties of matter;
7. Investigate the molecular shapes and physical properties of various types of matter;
8. Demonstrate an understanding of atomic structure and chemical bonding, and how they
relate tothe physical properties of ionic, molecular, covalent network, and metallic
substances.
Stand D: Energy Changes and Rates of Reaction 9. 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;
10. Investigate and analyse energy changes and rates of reaction in physical and chemical
processes, and solve related problems;
11. Demonstrate an understanding of energy changes and rates of reaction.
Strand E: Chemical Systems and Equilibrium 12. Analyse chemical equilibrium processes, and assess their impact on biological,
biochemical, and technological systems;
13. Investigate the qualitative and quantitative nature of chemical systems at equilibrium, and
solve related problems;
14. Demonstrate an understanding of the concept of dynamic equilibrium and the variables
that cause shifts in the equilibrium of chemical systems.
Strand F: Electrochemistry 15. analyse technologies and processes relating to electrochemistry, and their implications for
society, health and safety, and the environment;
16. investigate oxidation-reduction reactions using a galvanic cell, and analyse
electrochemical reactions in qualitative and quantitative terms;
17. demonstrate an understanding of the principles of oxidation-reduction reactions and the
many practical applications of electrochemistry.
Course Content
Unit 1
Ch. 1 & 2
Organic Chemistry Strands: Organic Chemistry
Overall Expectations: 3-5, 1-2
22 hours
Unit 2
Ch. 3 & 4
Structure & Properties of Matter
Strands: Structure & Properties of Matter
Overall Expectations: 6-8, 1-2
22 hours
Unit 3
Ch. 5 & 6
Energy Changes & Rates of Reaction
Strands: Energy Changes & Rates of Reaction
Overall Expectations: 9-11, 1-2
22 hours
Unit 4
Ch. 7 ~ 9
Chemical Systems & Equilibrium
Strand:Chemical Systems & Equilibrium
Overall Expectations: 12-14, 1-2
22 hours
Unit 5
Ch. 10 & 11
Electrochemistry Strands: Electrochemistry Overall Expectations: 15-17, 1-2
20 hours
Final Exam/Summative Evaluation
Strands:
B. Organic Chemistry C. Structure & properties of Matter D. Energy Changes & Rates of Reaction E. Chemical Systems & Equilibrium F. Electrochemistry
Overall Expectations:B1-B3, C1-C3,D1-D3,E1-E3, F1-F3
The final assessment task will be a written final exam
Exam will be worth 30% of the final mark.
2 hours
TOTAL 110hours
Unit Descriptions
Unit 1 – Organic Chemistry Time: 20 hours
Description:
In this unit, students will demonstrate an understanding of the structure, properties and chemical
behaviour of compounds within each class of organic compound. They willinvestigate different
type of organic chemical reactions, and represent the compounds in various ways. Student will
also assess the social and environmental impact of organic compounds.
Specific Expectations:
A. Strand A. Scientific Investigation Skills and Career Exploration: A1.1-A1.13, A2.1-A2.2
B. Structure & Properties of Matter: B1.1-B1.2, B2.1-B2.4,B3.1-B3.5
Assessment For Learning (AFL) K/U T A C
Homework questions x x x x
Practice Worksheets x x x x
Jig saw x x x
Assessment As Learning (AAL)
Practice Quiz x x x x
Think-Pair share x x x x
Socratic questioning x x x x
Conference x x x x
Review Games x x x x
Class Discussion x x x x
Researching x x x x
Brainstorming x x x x
Assessment Of Learning (AOL)
Assignment #1 (Unit 1- Ch. 1 & 2) x x x x
Unit 1 (Ch. 1 & 2) Test x x x x
Unit 2 – Structure & Properties of Matter
Time: 20 hours
Description:
In this unit, Students will demonstrate an understanding of the atomic structure using the
Quantum numbers. They will identify the different chemical bonds, and how they relate to the
physical properties of ionic, molecular, covalent network, and metallic substances. Student will
use VESPER theory to predict the molecular shapes and physical properties of various types of
matter. They will assess the different technologies that use the principles related to the structure
of properties of matter.
Specific Expectations:
Strand A. Scientific Investigation Skills and Career Exploration: A1.1-A1.13, A2.1-A2.2
Strand C. Structure & Properties of Matter: C1.1-C1.2,C2.1-C2.6,C3.1-C3.5
Assessment For Learning (AFL) K/U T A C
Homework questions x x x x
Practice Worksheets x x x x
Jig saw x x x
Assessment As Learning (AAL)
Practice Quiz x x x x
Think-Pair share x x x x
Socratic questioning x x x x
Conference x x x x
Review Games x x x x
Class Discussion x x x x
Researching x x x x
Debates x x x x
Assessment Of Learning (AOL)
Unit 2 (Ch. 3 & 4) Test x x x x
Assignment 2 x x x x
Unit 3 –Energy Changes and Rates of Reactions Time: 20 hours
Description:
In this unit, Students will demonstrate an understanding of energy changes and rates of reaction.
They will analyse energy changes and rates of reaction in physical and chemical processes, and
solve related problems. Students will also analyse the technologies and chemical processes that
are based on energy changes.
Specific Expectations:
Strand A. Scientific Investigation Skills and Career Exploration: A1.1-A1.13, A2.1-A2.2
Strand E: Energy Changes and Rates of Reactions: E1.1-E1.2, E2.1-E2.8,E3.1-E3.7
Assessment For Learning (AFL) K/U T A C
Homework questions x x x x
Practice Worksheets x x x x
Jig saw x x x x
Assessment As Learning (AAL)
Practice Quiz x x x x
Think-Pair share x x x x
Socratic questioning x x x x
Conference x x x x
Review Games x x x x
Class Discussion x x x x
Researching x x x x
Debates x x x x
Assessment Of Learning (AOL)
Assignment #3 (Unit 3 – Ch. 5 & 6) x x x x
Unit 3 (Ch. 5 & 6) Test x x x x
Unit 4 – Chemical Systems and Equilibrium
Time: 20 hours
Description:
Students will demonstrate an understanding of the concept of dynamic equilibrium and the
variables that cause change in the equilibrium of chemical systems. They will solve problems
related to different type of chemical system such as acid-base, solubility and dynamic
equilibrium. Student will analyse chemical equilibrium processes, and assess their impact on
biological, biochemical and technological systems.
Specific Expectations:
Strand A. Scientific Investigation Skills and Career Exploration: A1.1-A1.13, A2.1-A2.2
Strand E.Chemical Systems and Equilibrium:D1.1-D1.2, D2.1-D2.5, D3.1-D3.8
Assessment For Learning (AFL) K/U T A C
Homework questions x x x x
Practice Worksheets x x x x
Jig saw x x x x
Assessment As Learning (AAL)
Practice Quiz x x x x
Think-Pair share x x x x
Socratic questioning x x x x
Conference x x x x
Review Games x x x x
Class Discussion x x x x
Researching x x x x
Debates x x x x
Assessment Of Learning (AOL)
Unit 4 (Ch. 7 ~ 9) Test x x x x
Assignment 4 x x x x
Unit 5: Electrochemistry
Time: 20 hours
Description:
Students will demonstrate an understanding of the principles of oxidation-reduction reactions
and use the oxidation number to balance the chemical reaction. They will investigate redox
reactions using a galvanic cell, and analyse electrochemical reactions in qualitative and
quantitative terms. They will analyse technologies and processes relating to electrochemistry.
Specific Expectations:
Strand A. Scientific Investigation Skills and Career Exploration: A1.1-A1.13, A2.1-A2.2
Strand F.Electrochemistry:F1.1-F1.2, F2.1-F2.6, F3.1-F3.6
Assessment For Learning (AFL) K/U T A C
Homework questions x x x x
Practice Worksheets x x x x
Jig saw x x x x
Assessment As Learning (AAL)
Practice Quiz x x x x
Think-Pair share x x x x
Socratic questioning x x x x
Conference x x x x
Review Games x x x x
Class Discussion x x x x
Researching x x x x
Debates X x x x
Assessment Of Learning (AOL)
Unit 5 (Ch. 10 & 11) Test x x x x
Assignment 5 x x x x
Teaching/Learning Strategies
A variety of strategies are used to allow students many opportunities to attain the necessary skills
for success in this course and at university. The teacher uses a variety of whole class, small
group and individual activities to facilitate learning.The following is a list of specific
teaching/learning strategies that the teacher may use but is not limited to:
Lecture
Modeling/Direct Instruction
Demonstration/exemplars
Videos
Graphic organizers (Venn Diagram, T-charts, KWL charts, Placemats)
Problem-Solving
Homework questions
Structured Discussions
Student Presentation
Jigsaw
Brainstorming
Researching Methods
Conference/Interview
Self-Assessment
Peer-Assessment
Teacher feedback
Group work
Pair work
Independent work
Exit/Entrance Cards
Tests
Quizzes
Exam
Labs
Assessment/Evaluation Strategies:
Diagnostic assessment is used at the beginning of a unit to assist in determining a starting point
for instruction. Assessment for Learning (AFL) provides information to students as they are
learning and refining their skills. Assessment as Learning (AAL) acts as a stepping-stone for
students to begin applying their understanding using critical thinking; it bridges the gap between
AFL and AOL. Assessment of Learning (AOL), at the end of units and course, provides
students with the opportunity to synthesize/apply/demonstrate their learning and the achievement
of the expectations. The following is a list of specific assessment/evaluation strategies that the
teacher may use but is not limited to:
Strategies actually used in the classroom are indicated in the chart above and reflected in
classroom instruction:
Levels: There are four levels of achievement for students who are passing the course:
Level 1 (50-59%)
Level 2 (60-69%)
Level 3 (70-79%)
Level 4 (80-100%)
Level 3 is the provincial standard for student achievement.
Final Grade: The final grade will include the following weighting:
Knowledge and Understanding
30%
Subject-specific content acquired in each course (knowledge)
The comprehension of its meaning and significance (understanding).
Tests, and assignments
Thinking and Investigation
25%
The use of critical and creative thinking skills and inquiry, research, and problem-solving skills and/or processes.
Laboratory work, tests and assignments
Application 25%
The use of knowledge and skills to make connections within and between various contexts.
Relate to real-world problems
Assignments, test and assignments
Communication 20%
The conveying of meaning through various forms.
This includes reading and writing in the context of science, and interpreting graphs, charts and diagrams.
Test, labs write up and assignments
The evaluation for the course is broken down as follows:
70% COURSE WORK
This portion of the mark is based on performance on laboratories,
assignments, quizzes, and tests thought the course. This portion of
the grade will reflect the student's most consistent level of
achievement throughout the course, although special consideration
will be given to more recent evidence of achievement
30%
All students write a final exam
TOTAL: 100%
Program Planning
In order to accommodate students’ needs, the teachers of UMC High School incorporate
appropriate considerations in their program planning and delivery. These considerations may
include, but not be limited to:
Model safe practices at all times and communicate safety expectations to students in
accordance with school board and Ministry of Education policies and Ministry of Labour
regulations
Ensuring the safety of students during classroom activities and also for encouraging and
motivating students to assume responsibility for their own safety and the safety of
others
Accommodate students with special education needs, consistent with the strategies
outlined in their Individual Education Plan
Anticipate students’ anxiety, and be prepared to provide support and encouragement as
they adapt to your expectations
Provide opportunities to learn in a variety of ways – individually, cooperatively,
independently, and collaboratively with teacher direction, through investigation
involving hands-on experience, and through examples followed by practice
Make connection between the scientific concepts learned in class and their application
in the world around them and in real-life situations
Allow student to see the big ideas of scientific concepts learned by relating Science to
Technology, Society, and the Environment (STSE)
Allow students to investigate scientific concepts using a variety of equipment, materials,
and strategies
Avoid direct repetition of material in a textbook so that it remains a useful alternative
resource
Solicit alternative answers or elaboration to provide material for comparison, contrast,
and assessment
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