About the course
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.
Chemistry College 12
Course Credit
1
Course Price
$ 550.00
Course Developer
My Learning Oasis
Prerequisite(s) (Text)
Grade 10 Science, Academic or applied (SNC2D)
Course Code
Department Head & Contact Information
SCH4C
Viswanath Sharma (daro@mylearningoasis.com)
Course Type
College
Grade Level
Grade 12
Course Development Date
June 10th, 2021
Course Outline
Matter and Qualitative Analysis
In this unit students will go down to the fundamental particles of an element to determine such quantities as atomic number and mass number and their relationships with the number of electrons, protons, and neutrons of an element. They will explore the relationships between the isotopes and radioisotopes of an element. Students will examine various types of reactions such as decomposition, synthesis, displacement, and oxidation and reduction. They will use the flame tests to make various observations from the emission spectra. They will investigate Neil Bohr’s concept of energy quanta.
Expected Hours of Instruction: 26 hours
Quantities in Chemistry
In this unit students will examine the relationship between Avagadro’s number and moles. They will use these to determine other parameters related to elements and compounds. They will explore how to convert from one quantity to the next using units like moles, mass number, density, Avogadro number, and others while applying dimensionalization techniques. Students will investigate the characteristics of various compounds to determine such quantities as mass, density, volume, molarity, pH, electronegativity, etc. They will look at reactions and their chemical equations, then balance the equations. Students will be introduced to reagents and percentage yield.
Expected Hours of Instruction: 27 hours
Chemistry
Students will explore how chemical and physical properties of organic compounds are determined by their respective structures. Students will learn how to use International Union of Pure and Applied Chemistry (IUPAC) nomenclature conventions to identify names, write chemical formulae, and create structural formulae for the different classes of organic compounds, including hydrocarbons, alcohols, aldehydes, ketones, carboxylic acids, esters, ethers, amines, amides, and simple aromatic compounds. They will explore their similarities and differences in name and structural formula. Students will further explore the chemical changes that occur during various types of organic chemical reactions, including substitution, addition, elimination, oxidation, esterification, and hydrolysis. They will look at isomerism in organic compounds, and how variations in the properties of isomers relate to their structural and molecular formulae.
Expected Hours of Instruction: 30 hours
Electrochemistry
In this unit students will build on the introduction of oxidation and reduction from the previous unit. They will explore the concept of cells and half-cells and write the chemical equation for some simple cases. They will examine the behaviors of cells overtime. For instance, in cells that release gases, the gases may very quickly prevent further electrochemical activities by insulating the electrodes. They will explore ways to mitigate this effect. They will examine the voltage that different half-cells produce. Students will be exposed to industrial processes that use electrolysis for mining and extraction, galvanizing, surface hardening of tools as in nitriding, and more.
Expected Hours of Instruction: 25 hours
Final Exam
This is a proctored exam worth 30% of your final grade.
Expected Hours of Instruction: 2 hours
Total Hours:110
Resources
The students will be required to have:
Overall Curriculum Expectations
A. Scientific Investigation Skills and Career Exploration
A1 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); A2 identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.
B. Matter and Qualitative Analysis
B1 evaluate the effects of chemical substances on the environment, and analyse practical applications of qualitative analysis of matter;
B2 investigate matter, using various methods of qualitative analysis;
B3 demonstrate an understanding of the basic principles of qualitative analysis of matter.
C. Organic Chemistry
C1 evaluate the impact on society, human health, and the environment of products made using organic compounds;
C2 investigate the physical and chemical properties of organic compounds, and analyse some common organic chemical reactions;
C3 demonstrate an understanding of the structure and the physical and chemical properties of organic compounds
D. Electrochemistry
D1 analyse technological applications or processes relating to oxidation- reduction reactions, and assess their impact on the environment;
D2 investigate the oxidation-reduction reaction that occurs in a galvanic cell;
D3 demonstrate an understanding of the concepts of oxidation and reduction, and the principles of oxidation-reduction reactions.
Special Accommodations
Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate. These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*).
It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners. The three types of accommodations that are going to be used are:
i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).
For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.
* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 11 and 12: Science, 2008; (Pg:- 33-35) Date of extraction: Sunday, March 14, 2021
Program Considerations For English Language Learners
Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.
Teaching/Learning Strategy
The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other.
This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members.
This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this.
The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself.
Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.
Assessment And Evaluation
At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies.
Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution.
Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:
● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course.
Final Exam: 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exam: 70%
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