G12 Chemistry
Course Description
This course enables students to deepen their understanding of chemistry through the study of organic chemistry, atomic and molecular structures, energy changes and rates of reaction, chemical systems and equilibrium, and electrochemistry. Students will further develop problem-solving skills as they investigate chemical processes, at the same time refining their ability to communicate scientific information. Emphasis will be placed on the importance of chemistry in daily life, and on evaluating the impact of chemical technology on the environment..
Overall Curriculum Expectations
By the end of this course, students will:
A. Scientific Investigation Skills and Career Exploration Strand
| A1 | 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); |
| A2 | Identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields. |
B. Organic Chemistry
| B1 | Investigate organic compounds and organic chemical reactions, and use various methods to represent the compounds. |
| 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 behaviour 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 |
| C3 | 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 |
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 |
F. Chemical Systems and Equilibrium
| F1 | Analyze technologies and processes relating to electrochemistry, and their implications for society, health and safety, and the environment |
| F2 | Investigate the characteristics of population growth and use models to calculate the growth of populations within an ecosystem. |
| F3 | Demonstrate an understanding of concepts related to population growth and explain the factors that affect the growth of various populations of species. |
Course Content
| Unit | Title | Hours |
|---|---|---|
| Unit1 | Scientific Investigation Skills and Career Exploration
This unit discusses and reinforces the students’ scientific investigation skills (related to both inquiry and research) in the four areas of skill; it describes a variety of careers related to the fields of science under study and identifies scientists, including Canadians, who have made contributions to those fields |
5 hours |
| Unit2 | Organic Chemistry
Students will demonstrate an understanding of nomenclature, structure, properties, and chemical behaviour of compounds within each class of organic compounds: alcohols, aldehydes, ketones, carboxylic acids, esters, ethers, amines, and amides. Inquiry skills such as model building are used to gather data, information, and to predict the types of reactions they will undergo. Students will investigate the production, uses and importance of polymers in our daily lives as well as propose improvements to reduce the use of compounds that are harmful to human’s health and the environment. Overall expectations: B1. B2, B3. |
20 hours |
| Unit3 | Structure and Properties of Matter This strand relates atomic structure and chemical bonding to the physical properties of ionic, molecular, covalent network, and metallic substances. This strand increases student understanding of the structure of the atom by exploring the quantum mechanical model. Students will predict molecular shape using the VSEPR Theory. In light of the revolutionary ideas studied on this strand, students will discuss how the introduction of new conceptual models can influence and change scientific thought. Overall expectations: C1, C2, C3. |
20 hours |
| Unit4 | Energy Changes and Rates of Reaction This strand involves the study of energy transformations and kinetics of chemical changes. Energy changes for physical and chemical processes and rates of reactions are studied through experimental data and calculations. Students will conduct an experiment to investigate factors that affect the rate of a chemical reaction. Overall expectations: D1, D2, D3 |
25 hours |
| Unit5 | Chemical Systems and Equilibrium
This strand expands students’ understanding of solution chemistry to incorporate equilibrium systems. Students investigate the behavior of different equilibrium systems, e.g. liquid-vapour, insoluble slats, weak acids and bases, and solve problems involving the law of chemical equilibrium. Le Chatelier’s Principle is used to predict how various factors affect a chemical system at equilibrium. Overall expectations: E1, E2, E3. |
20 hours |
| Unit6 | Electrochemistry
Students will demonstrate an understanding of the principles of oxidation-reduction reactions and the many practical applications of electrochemistry. Students will explore and explain the interconversion of chemical and electrical energy. Students describe some uses of batteries and fuel cells, the importance of electrochemical technology to the production and protection of metals and assess environmental and safety issues associated with these technologies. |
20 hours |
| Total : 110 hrs |
Assessment for learning (AFL) is diagnostic and formative for the purposes of greater learning achievement and is used at the beginning of a unit to help determine a starting point for instruction.
Assessment as learning (AAL) is assessment as a process of developing and supporting students’ active participation in their own learning.
Assessment of learning (AOL) is assessment for purposes of providing evidence of achievement for reporting. It is conducted at the end of each learning unit/work section and provides students with the opportunity to synthesize/apply/demonstrate their learning and their achievement of the stated expectations.
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.
The final grade will include the following weighting:
| Knowledge | Thinking/Inquiry | Communication | Application |
|---|---|---|---|
| 12.5 | 25 | 25 | 25 |
| Understanding | |||
| 12.5 |
Seventy percent (70%) of the grade will be based on evaluation conducted throughout the course. Final evaluation will take into account the student’s most recent and most consistent performance.
Thirty percent (30%) of the grade will be based on a final evaluation consisting of the final examination and the independent study unit, which will take into account the entire course, including the student’s most recent and most consistent performance.
Proctoring
The tests are typically a paper-pen evaluation written at a mutually agreed time, date, and location. The tests will be proctored, meaning a suitable adult with a dedicated identifiable and authentic email address will supervise you writing the tests. This process ensures the security and integrity of the test. Any person related or affiliated to the student in a personal way cannot serve as a test supervisor.
Resources required by the student
- A non-programmable, non-graphing, scientific calculator
- A scanner, smart phone camera, or similar device to upload handwritten or hand-drawn work
- A front-facing camera on a desktop, laptop, or mobile device to allow for proctoring over the internet
- Internet access and a modern standards-compliant web browser
The tuition for this course is $800 for Canadian students and $2000 for international students.
Refunds
Maple Leaf School does not issue refunds. When a student enrolls in our course, MLS administration team undertakes many tasks including establishing electronic/physical files, assigning teachers and tracking the enrolment for Ministry purposes, etc. The work is completed by our school the moment you register online.
Course Curriculum
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| Course Outline | 00:00:00 | ||
| Mark Breakdown | 00:00:00 | ||
| Hour Breakdown | 00:00:00 | ||
| Unit 1 | |||
| U1L1 | 00:00:00 | ||
| U1L2 | 00:00:00 | ||
| U1L3 | 00:00:00 | ||
| U1L4 | 00:00:00 | ||
| U1L5 | 00:00:00 | ||
| U1L6 | 00:00:00 | ||
| Unit 2 | |||
| U2L1 | 00:00:00 | ||
| U2L2 | 00:00:00 | ||
| U2L3 | 00:00:00 | ||
| U2L4 | 00:00:00 | ||
| U2L5 | 00:00:00 | ||
| U2L6 | 00:00:00 | ||
| U2L7 | 00:00:00 | ||
| U2L8 | 00:00:00 | ||
| Unit 3 | |||
| U3L1 | 00:00:00 | ||
| U3L2 | 00:00:00 | ||
| U3L3 | 00:00:00 | ||
| U3L4 | 00:00:00 | ||
| U3L5 | 00:00:00 | ||
| U3L6 | 00:00:00 | ||
| Unit 4 | |||
| U4L1 | 00:00:00 | ||
| U4L2 | 00:00:00 | ||
| U4L3 | 00:00:00 | ||
| U4L4 | 00:00:00 | ||
| Unit 5 | |||
| U5L1 | 00:00:00 | ||
| U5L2 | 00:00:00 | ||
| CCA | |||
| Course Culminating Activity | 00:00:00 | ||
| Final Exam | |||
| How to request | 00:00:00 | ||
SCH4U Final Exam
Thanks for your teaching!!!
chemistry
half equation
Balance
etc.
Good
Good good good good good
good
The course was very good, and the assignments and course content were arranged in a scientific way.