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About the course

This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment.

Chemistry University 11

Course Credit


Course Price

$ 550.00

Course Developer

My Learning Oasis

Prerequisite(s) (Text)

Grade 10 Science, Academic(SNC2D)

Course Code

Department Head & Contact Information


Viswanath Sharma (

Course Type


Grade Level

Grade 11

Course Development Date

June 10th, 2021

Course Outline

Matter, Chemical Trends, and Chemical Bonding

In this unit students will explore the physical and synthetic properties of mixtures and chemical compounds. They will apply theories surrounding ionic and covalent bonds to determine the properties of compounds formed. Students will be introduced to the concept of electronegativity of an atom and the role it plays in forming compounds. Other concepts that will be addressed are atomic radius, effective nuclear charge, ionization energy, and electron affinity. Students will use this information to determine the nature of a bond (ionic, polar covalent, nonpolar covalent). They will be introduced to building molecular models, and write structural formulae, for molecular compounds containing single and multiple bonds (e.g., CO2 , H2O, C2H4 ), and for ionic crystalline structures (e.g., NaCl) . They will write chemical formulae of binary and polyatomic compounds, including those with multiple valences, and name the compounds using the International Union of Pure and Applied Chemistry (IUPAC) nomenclature. Students will evaluate the risks and benefits to human health of some commonly used chemical substances (e.g., chemical additives in foods; pharmaceuticals; cosmetics and perfumes; household cleaning products).

Expected Hours of Instruction: 22 hours

Chemical Reactions

In this unit students will look at the by-products of common manufacturing processes and how they affect the environment, for instance, the by-products of smelting of metals, the by-products of paper productions etc. They will evaluate how chemical reactions can be used to remediate environments affected by chemical spills. They will write balanced chemical equations to represent synthesis, decomposition, single displacement, double displacement, and combustion reactions, using the IUPAC nomenclature system. They will evaluate products of single displacement reactions, using the metal activity series and the halogen series and the products of double displacement reactions. Students will look at acid-base reactions.

Expected Hours of Instruction: 23 hours

Quantities in Chemical Reactions

Students will inquire about the reasons for adding certain chemicals to food, processes in the environment, drugs, etc. and the effects of overloading with these chemicals. For instance, the effect of not having the correct salt-mix on the highway during winter?

Expected Hours of Instruction: 22 hours

Solutions and Solubility

Students will study the effects of adding more of one chemical in a reaction that is required and how to calculate the correct amount needed for a certain output. They will be introduced to moles, grams, mass number etc. Students will look at the contamination of the environment by fertilizers, water purification plants etc. They will look at the pollution caused by the plastic from bottled water and other such issues and products. They will study how to determine the strength of an acid and a base and how they are represented in science.

Expected Hours of Instruction: 20 hours

Unit: Gases and Atmospheric Chemistry Students will look at how technology may reduce the carbon footprint and how they may increase it. They will look at laws governing the behavior of ideal gases such as Boyle’s Law, Charles’ Law, and Dalton’s Law of partial pressures. They will combine these laws to determine such properties as temperature, pressure, and volume of a gas, given two parameters.

Expected Hours of Instruction: 21 hours

Final Exam
This is a proctored exam worth 30% of your final grade.

Expected Hours of Instruction: 2 hours

Total Hours; 110


The course material (class notes and necessary handouts) will be provided by the teacher.

The students will be required to have:
● Access to a library or the Internet to do research
● Access to the internet as well as electronic devices for note taking and communication for those taking the class online

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, Chemical Trends, and Chemical Bonding

B1 analyse the properties of commonly used chemical substances and their effects on human health and the environment, and propose ways to lessen their impact;
B2 investigate physical and chemical properties of elements and compounds, and use various methods to visually represent them;
B3 demonstrate an understanding of periodic trends in the periodic table and how elements combine to form chemical bonds.

C. Chemical Reactions

C1 analyse chemical reactions used in a variety of applications, and assess their impact on society and the environment;
C2 investigate different types of chemical reactions;
C3 demonstrate an understanding of the different types of chemical reactions.

D. Quantities in Chemical Reactions

D1 analyse processes in the home, the workplace, and the environmental sector that use chemical quantities and calculations, and assess the importance of quantitative accuracy in industrial chemical processes;
D2 investigate quantitative relationships in chemical reactions, and solve related problems;
D3 demonstrate an understanding of the mole concept and its significance to the quantitative analysis of chemical reactions.

E. Solutions and Solubility

E1 analyse the origins and effects of water pollution, and a variety of economic, social, and environmental issues related to drinking water;
E2 investigate qualitative and quantitative properties of solutions, and solve related problems;
E3 demonstrate an understanding of qualitative and quantitative properties of solutions.

F. Gases and Atmospheric Chemistry

F1 analyse the cumulative effects of human activities and technologies on air quality, and describe some Canadian initiatives to reduce air pollution, including ways to reduce their own carbon footprint;
F2 investigate gas laws that explain the behaviour of gases, and solve related problems;
F3 demonstrate an understanding of the laws that explain the behaviour of gases.

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%

Course Summary
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