Course Title: Chemistry
Course Code: SCH3U
Course Type: University Preparation
Prerequisite: SNC2D, Science, Grade 10, Academic
Tuition Fee (CAD): $449
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.
Summary of Units and Timelines
Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. Please note that while the unit called “Scientific Investigation Skills and Career Exploration” is not listed below, however the specific expectations listed in this unit are threaded and incorporated within the delivery and assessment of the other five units. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the course profile.
|Unit 0||Prerequisite Review of Concepts||10 hours|
|Unit 1||Matter, Chemical Trends, Bonding and Reactions||34 hours|
|Unit 2||Quantities in Chemical Reactions||40 hours|
|Unit 3||Solutions & Solubility||20 hours|
|Unit 4||Gases & Atmospheric Chemistry||30 hours|
Total: 134 hours
Fundamental Concepts Covered in This Course
|Fundamental Concepts||Organic Chemistry||Structure and Properties of Matter||Energy Changes and Rate of Change of Reaction||Chemical Systems and Equilibrium||Electrochemistry|
|Systems and Interactions||✓||✓|
|Structure and Function||✓||✓|
|Sustainability and Stewardship||✓||✓||✓||✓|
|Change and Continuity||✓||✓|
This course is designed to provide students with the necessary skills and knowledge as well as a development of an attitude that supports these skills and knowledge responsibly. The course design is geared to meet and exceed the prerequisite requirements for studying chemistry at the University level. The framework of course delivery focuses the “big ideas” through the lens of the three goals of the science program as outlined on page 4 of the Ontario Ministry of Education document:
The organization of the course is packaged into four distinct units which correspond directly with the Ontario Curriculum, Grades 11 and 12 Science document. In addition, a pre-unit has been added to review and assess the knowledge and skills of students prior to commencing the actual grade 11 course material. As outlined in Growing Success, 2010, teachers will provide an assessment for learning task at the beginning of the course; after the pre-unit. Teachers will be able to use the results of this diagnostic to identify gaps in concepts for learners and provide opportunities to bridge these gaps preparing all learners to be successful in the Grade 11 University chemistry course by establishing a strong prerequisite foundation.
Teaching and Learning Strategies
Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Teachers will help students understand that problem solving of any kind often requires a considerable expenditure of time and energy and a good deal of perseverance. Teachers also will encourage students to investigate, to reason, to explore alternative solutions and to take the risks necessary to become successful problem solvers. Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practise both inside and outside the classroom. 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. Due to its importance, students will have opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice. The approaches and strategies teachers use will vary according to both the object of the learning and the needs of the students. Teachers will accomplish this in an on-line environment with the use of virtual labs, on-line simulations, animations, videos, discussion forums, live chat and other interactive objects.
Assessment & Evaluation for Student Achievement
As discussed in Growing Success, 2010; the primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations. A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:
The achievement chart for science outlines four categories of knowledge and skills. They include; knowledge and understanding, thinking and investigation, communication and application. Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade is recorded for this course, and a credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:
All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.
Examples of accommodations (but not limited to) include:
Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. Units in this course profile make specific reference to the intended textbook for this course but can be substituted for any relevant and approved text.
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