COURSE INFORMATION SHEET
Course Information Sheet
Department: Science
Secondary School: Bishop Allen Academy
Department Head: Andrew Matisons
Teacher: Paulette McGuckin
|Curriculum Policy Document |The Ontario Curriculum Grade 11 and 12: Science |
|Course Title |Chemistry, Grade 12, |Course Code |SCH 4U |
| |University Preparation | | |
| | |Grade & Type |12,University Preparation |
|Pre-requisite |Chemistry, Grade 11, | | |
| |University Preparation | | |
|Full Year / Semester | |Credit Value |1 |
|Course Description (As specified in Ministry of Education Policy Document) |
|This course enables students to deepen their understanding of chemistry through the study of organic chemistry, energy changes and rates of |
|reaction, chemical systems and equilibrium, electrochemistry, and atomic and molecular structure. Students will further develop problem |
|solving and laboratory 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. |
|Listed in order of instructional delivery |
|Strand / Unit Titles |HOURS |Overall Expectations / Unit Description |
|Organic Chemistry | |• demonstrate an understanding of the structure of various organic compounds, and of chemical|
| | |reactions involving these compounds; |
| | |• investigate various organic compounds through research and experimentation, predict the |
| | |products of organic reactions, and name and represent the structures of organic compounds |
| | |using the IUPAC system and molecular models; |
| | |• evaluate the impact of organic compounds on our standard of living and the environment. |
|Energy Changes and Rates of | |• demonstrate an understanding of the energy transformations and kinetics of chemical |
|Reaction | |changes; |
| | |• determine energy changes for physical and chemical processes and rates of reaction, using |
| | |experimental data and calculations; |
| | |• demonstrate an understanding of the dependence of chemical technologies and processes on |
| | |the energetics of chemical reactions. |
|Chemical Systems and Equilibrium | |• demonstrate an understanding of the concept of chemical equilibrium, Le Chatelier’s |
| | |principle, and solution equilibria; |
| | |• investigate the behaviour of different equilibrium systems, and solve problems involving |
| | |the law of chemical equilibrium; |
| | |• explain the importance of chemical equilibrium in various systems, including ecological, |
| | |biological, and technological systems. |
|Electrochemistry | |• demonstrate an understanding of fundamental concepts related to oxidation-reduction and |
| | |the inter-conversion of chemical and electrical energy; |
| | |• build and explain the functioning of simple galvanic and electrolytic cells; use equations |
| | |to describe these cells; and solve quantitative problems related to electrolysis; |
| | |• describe some uses of batteries and fuel cells; explain the importance of electrochemical |
| | |technology to the production and protection of metals; and assess environmental and safety |
| | |issues associated with these technologies. |
|Structure and Properties | |• demonstrate an understanding of quantum mechanical theory, and explain how types of |
| | |chemical bonding account for the properties of ionic, molecular, covalent network, and |
| | |metallic substances; |
| | |• investigate and compare the properties of solids and liquids, and use bonding theory to |
| | |predict the shape of simple molecules; |
| | |• describe products and technologies whose development has depended on understanding |
| | |molecular structure, and technologies that have advanced the knowledge of atomic and |
| | |molecular theory. |
|Student Evaluation Criteria |
|Term – 70% |Final – 30% |Final Report Card Grade Calculation – |
| | |100% |
|10 ≤ Relative Emphasis / Weighting ≤ 40 |Relative Emphasis / Weighting |Term Total + Final Total = Report Card |
| | |Mark |
|Knowledge/Understanding |30 | | | |
|Inquiry/Thinking |15 | | | |
|Communication |15 | | | |
|Application |10 | | | |
|Term Total |70 |Final Total |30 | |
|Assessment Format Used (Examples Provided) |
| Written |Performance |Other |
|Multiple Choice | |Group Visuals | |Manipulative Skills | |
|Short Answer | |Teacher Observation | |Laboratory Performance | |
|Open/Free Response | |Interviews | |Extended Investigations | |
|Essay/Journal | |Portfolios | |Projects | |
|Papers/Reports | |Skills Checklist | |Concept Mapping | |
| | | | |Vee Heuristic | |
| | | | |Venn Diagrams | |
| | | | |Presentations | |
|Resources (Examples provided) |
| | |
|Textbook |Nelson, Chemistry 12 |
|Student Materials |Three ring binder, ruled paper, scientific calculator |
|Excursions | |
|Computer Use |Lab activities, on line resources |
|Course Related Websites |mcguckinscience@ |
| | |
|Policies & Procedures (Examples provided) |
|Plagiarism | Will not be tolerated. APA style referencing is mandatory |
|Late Assignments |Will be subject to the school policy penalties |
|Missed work |Must be completed |
|Absences |Students must complete missed lesson |
|Homework |At least 45 min daily |
|Teacher Contacts |paulette.mcguckin@ |
|Extra Help |Available as needed |
|Reporting Dates |Midterm and Final |
| | |
|Learning Skills Criteria |
|In each reporting period, report on the quality of the learning skills demonstrated by the student in each of the categories identified on the|
|report card using the following letter symbols. |
|E–Excellent G–Good S–Satisfactory N–Needs Improvement |
|SKILL: Works Independently |
|Indicators: |
|• accomplishes tasks independently | |
|• accepts responsibility for completing tasks |• demonstrates persistence in bringing tasks to completion |
|• follows instructions |• uses time effectively |
|• regularly completes assignments on time and with care |• uses prior knowledge and experience to solve problems and make |
|• demonstrates self-direction in learning |decisions |
|• independently selects, evaluates, and uses appropriate learning |• reflects on learning experiences |
|materials, resources, and activities | |
|SKILL: Organization |
|Indicators: |
|• organizes work when faced with a number of tasks |• manages and uses time effectively and creatively |
|• devises and follows a coherent plan to complete a task |• demonstrates ability to organize and manage information |
|• follows specific steps to reach goals or to make improvements |• follows an effective process for inquiry and research |
|• revises steps and strategies when necessary to achieve a goal |• uses appropriate information technologies to organize information |
| |and tasks |
|SKILL: Initiative |
|Indicators: |
|• seeks out new opportunities for learning |• approaches new learning situations with confidence and a positive |
|• responds to challenges and takes risks |attitude |
|• demonstrates interest and curiosity about concepts, objects, events,|• develops original ideas and devises innovative procedures |
|and resources |• attempts a variety of learning activities |
|• seeks necessary and additional information in print, electronic, and|• seeks assistance when needed |
|media resources |• uses information technologies in creative ways to improve learning |
|• identifies problems to solve, conducts investigations, and generates|for self or others |
|questions for further inquiry | |
|• requires little prompting to complete a task, displaying | |
|self-motivation and self-direction | |
|SKILL: Teamwork |
|Indicators: |
|• works willingly and cooperatively with others |• questions the ideas of the group to seek clarification, test |
|• shares resources, materials, and equipment with others |thinking, or reach agreement |
|• responds and is sensitive to the needs and welfare of others |• shows respect for the ideas and opinions of others in the group or |
|• solves problems collaboratively |class |
|• accepts various roles, including leadership roles |• listens attentively, without interrupting |
|• takes responsibility for his or her own share of the work to be done|• in discussions, paraphrases points of view and asks questions to |
|• works to help achieve the goals of the group or the class |clarify meaning and promote understanding |
|• helps to motivate others, encouraging them to participate |• recognizes the contribution of group members by means of |
|• contributes information and ideas to solve problems and make |encouragement, support, or praise |
|decisions |• seeks consensus and negotiates agreement before making decisions |
|SKILL: Work Habits/Homework |
|Indicators: |
|• completes homework on time and with care |• begins work promptly and uses time effectively |
|• puts forth consistent effort |• perseveres with complex projects that require sustained effort |
|• follows directions |• applies effective study practices |
|• shows attention to detail | |
|• uses materials and equipment effectively | |
NOTE: The above chart is a reformatting of the skills identified in the Ministry of Education’s Guide to the Provincial Report Card, Grades 9 – 12 : Appendix C: pages 27 to 29 .
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- cdc flu information sheet 2019
- basic contact information sheet printable
- new patient information sheet template
- mmr vaccine information sheet cdc
- fact information sheet florida
- mmr vaccine information sheet spanish
- product information sheet sample
- information sheet template
- product information sheet template
- information sheet template word
- client information sheet template
- information sheet example