This course enables students to deepen their understanding of physics concepts and theories. Students will continue their exploration of energy transformations and the forces that affect motion and will investigate electrical gravitational, and magnetic fields and electromagnetic radiation. Students will also explore the wave nature of light, quantum mechanics, and special relativity. They will further develop their scientific investigation skills, learning, for example, how to analyze, qualitatively and quantitatively, data related to a variety of physics concepts and principles. Students will also consider the impact of technological applications of physics on society and the environment.
|Unit Titles and Descriptions||Time Allocated|
Students will demonstrate an understanding of how the predictable chemical and physical properties of organic compounds are determined by their respective structures. They will also assess the significant implications of organic chemical reactions and their applications for society, human health, and the environment.
|Structure and Properties of Matter|
Students will demonstrate an understanding of how the nature of attractive forces that exist between particles in a substance determines the properties and limits the uses of that substance. They will also evaluate the societal benefits and costs of technological devices that are based on the principles of atomic and molecular structures.
|Energy Changes and Rates of Reaction|
Students will demonstrate an understanding of how energy changes and rates of reaction can be described quantitatively. They will investigate ways to improve the efficiency of chemical reactions by applying optimal conditions. Students will also evaluate the societal and environmental costs and benefits of technologies that transform energy.
|Chemical Systems and Equilibrium|
Students will demonstrate an understanding of the predictable ways in which chemical systems are dynamic and respond to changing conditions. They will also assess the significant implications for nature and industry of applying chemical systems at equilibrium.
Students will demonstrate an understanding of the predictable way in which electrons are transferred from one substance to another in oxidation and reduction reactions. They will also assess the significant implications of controlling and applying oxidation and reduction reactions for industry, health and safety, and the environment.
This is a proctored exam worth 30% of your final grade.
Overall Curriculum Expectations
|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 a variety of careers related to the fields of science understudy, and identify scientists, including Canadians, who have made contributions to those fields.|
|B. Organic Chemistry|
|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;|
|B2||investigate organic compounds and organic chemical reactions, and use various methods to represent the compounds;|
|B3||demonstrate an understanding of the structure, properties, and chemical behavior of compounds within each class of organic compounds.|
|C. Structure and Properties of Matter|
|C1||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;|
|C2||investigate the molecular shapes and physical properties of various types of matter;|
|demonstrate an understanding of the atomic structure and chemical bonding, and how they relate to the physical properties of ionic, molecular, covalent network, and metallic substances.|
|D. Energy Changes and Rates of Reaction|
|D1||analyze technologies and chemical processes that are based on energy changes, and evaluate them in terms of their efficiency and their effects on the environment;|
|D2||investigate and analyze energy changes and rates of reaction in physical and chemical processes, and solve related problems;|
|D3||demonstrate an understanding of energy changes and rates of reaction.|
|E. Chemical Systems and Equilibrium|
|E1||analyze chemical equilibrium processes, and assess their impact on biological, biochemical, and technological systems;|
|E2||investigate the qualitative and quantitative nature of chemical systems at equilibrium, and solve related problems;|
|E3||demonstrate an understanding of the concept of dynamic equilibrium and the variables that cause shifts in the equilibrium of chemical systems.|
|F1||analyze technologies and processes relating to electrochemistry, and their implications for society, health and safety, and the environment;|
|F2||investigate oxidation-reduction reactions using a galvanic cell, and analyze electrochemical reactions in qualitative and quantitative terms;|
|F3||demonstrate an understanding of the principles of oxidation-reduction reactions and the many practical applications of electrochemistry.|
Teaching & Learning Strategies:
The over-riding aim of this course is to help students learn science and apply their knowledge and skills. Course writers effectively use language skillfully, confidently, and flexibly. Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practice. Students will be engaged when they are able to see the connection between the scientific concepts they are learning and their application in the world around them and in real-life situations. Teachers will provide activities and challenges that actively engage students in inquiries that honour the ideas and skills students bring to them, while further deepening their conceptual understandings and essential skills. Understanding
of big ideas will enable and encourage students to use scientific thinking throughout their lives. As well, contextualized teaching and learning provides teachers with useful insights into their students’ thinking, their understanding of concepts, and their ability to reflect on what they have done. This insight allows teachers to provide supports to help enhance students’ learning. A wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests, and ability levels.
Assessment, Evaluation, and Reporting Strategies of Student Performance:
Our theory of assessment and evaluation follows the Ministry of Education’s Growing Success document, and it is our firm belief that doing so is in the best interests of students. We seek to design assessments in such a way as to make it possible to gather and show evidence of learning in a variety of ways to gradually release responsibility to the students and to give multiple and varied opportunities to reflect on learning and receive detailed feedback. Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by ICE teachers. ICE assessments and evaluations,
- are fair, transparent, and equitable for all students;
- support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
- are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
- are communicated clearly to students and parents at the beginning of the course and at other points throughout the school year or course;
- are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
- provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
- develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan the next steps for their
The Final Grade:
The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The final percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade will be determined as follows:
- 70% of the grade will be based upon evaluations conducted throughout 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
- 30% of the grade will be based on final evaluations administered at the end of The final assessment may be a final exam, a final project, or a combination of both an exam and a project.
The Report Card:
Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement, and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report card also indicates whether an OSSD credit has been earned. Upon completion of a course, ICE will send a copy of the report card back to the student’s home school (if in Ontario) where the course will be added to the ongoing list of courses on the student’s Ontario Student Transcript. The report card will also be sent to the student’s home address.
Program Planning Considerations:
Teachers who are planning a program in this subject will make an effort to take into account considerations for program planning that aligns with the Ontario Ministry of Education policy and initiatives in a number of important areas. Planning Programs for Students with Special Education Needs, Program Considerations for, English Language Learners, Environmental Education, Healthy Relationships, Equity and, Inclusive Education, Financial Literacy Education, Literacy, Mathematical Literacy, and Inquiry Skills, Critical Thinking and Critical Literacy, The Role of the School Library, The Role of Information and Communications Technology, The Ontario Skills Passport: Making Learning Relevant and Building Skills, Education and Career/Life Planning, Cooperative Education and Other Forms of Experiential Learning, Planning Program Pathways and Programs Leading to a Specialist High Skills Major, Health and Safety, Ethics
Nelson Chemistry 12. Toronto: Nelson Education, 2003
|1. Structure and Properties|
|SCH4U – Unit 1||00:00:00|
|SCH4U Unit 1- ASSIGNMENT||10, 00:00|
|SCH4U Unit 1- ASSIGNMENT 2||10, 00:00|
|Structures and Properties of Matter TEST||02:00:00|
|TEST or Worksheet1||02:00:00|
|2. Organice Chemistry|
|SCH4U Unit 2- Hybridization of Carbon||00:00:00|
|SCH4U Unit 2- Detailed Naming Hydrocarbons||00:00:00|
|SCH4U Unit 2- Naming Day 2 – Alkenes, Alkynes, Cyclic, Side Chaines, Halogens||00:00:00|
|SCH4U Unit 2- Naming Day 3 – Isomers, Benzene and Properties||00:00:00|
|SCH4U – Unit 2||00:00:00|
|SCH4U Unit 2- ASSIGNMENT||10, 00:00|
|SCH4U Unit 2- ASSIGNMENT 2||10, 00:00|
|SCH4U Unit 2- CHAPTER 2 REVIEW ASSIGNMENT||10, 00:00|
|Organic Chemistry TEST||02:00:00|
|3. Rates of Reactions|
|SCH4U- Unit 3||00:00:00|
|SCH4U- Unit 4||00:00:00|
|SCH4U Unit 4- ASSIGNMENT||10, 00:00|
|5. Chemical Systems and Equilibrium|
|SCH4U- Unit 5||00:00:00|
|SCH4U Unit 5- ASSIGNMENT||10, 00:00|
|SCH4U Test 1 (2009-08)||02:00:00|