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SCH4C, Grade 12 College Chemistry Online Course

sch4c grade 12 college chemistry online courseCourse Title: Grade 12 College Chemistry
Course Code: SCH4C
Grade: 12
Course Type: College Preparation
Format: Online School Course
Prerequisite:  SNC2D or SNC2P
Tuition Fee (CAD): $499

Course Description for SCH4C Grade 12 College Chemistry Online Course

Grade 12 College Chemisty (SCH4C) enables students to deepen their understanding of chemistry through the study of organic chemistry, chemical reactions and their calculations, chemistry and the environment, 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. 

Unit Order

Unit Name

Suggested Time

Unit 0

Prerequisite Review of Concepts

5 hours

Unit 1

Matter and Qualitative Analysis

30 hours

Unit 2

Chemical Calculations

30 hours


Mid Semester Point


Unit 3

Organic Chemistry

25 hours

Unit 4

Chemistry in the Environment

25 hours

Unit 5


20 hours


Final Exam

5 hours



Total 110 Hours

Fundamental Concepts Covered in SCH4C Grade 12 Online Course

Matter and Qualitative Analysis
• The properties of matter can be predicted and analysed qualitatively.
• Substances can be identified based on their distinct properties.
• Qualitative analysis of matter is used in many different fields of endeavour.
Chemical Calculations
• Relationships in chemical reactions can be described quantitatively.
• Quantitative relationships of chemical reactions have applications in the home, workplace, and the environment.
Organic Chemistry
• Organic compounds have predictable chemical and physical properties determined by their respective structures.
• Organic compounds can be synthesized by living things or through artificial processes.
• Organic chemical reactions and their applications have significant implications for society, human health, and the environment.
Chemistry in the Environment
• Air and water quality can be affected by both natural processes and human activities.
• Quantitative relationships of chemical reactions can be used to assess air and water quality.
• Oxidation and reduction are paired chemical reactions in which electrons are transferred from one substance to another in a predictable way.
• The control and applications of oxidation and reduction reactions have significant implications for society and the environment.

Teaching and Learning Strategies in an Online School

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 physics at the College 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:

  1. To relate science to technology, society, and the environment
  2. To develop the skills, strategies, and habits of mind required for scientific inquiry
  3. To understand the basic concepts of science

The organization of the course is packaged into five 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 12 course material. Teachers will be providing a diagnostic assessment 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 12 College physics 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 to 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 online environment with the use of virtual labs, online simulation, animations, videos, discussion forums, live chat, and other interactive objects.

Assessment & Evaluation

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:

  • Address both what students learn and how well they learn;
  • Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
  • Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;
  • Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;
  • Are fair to all students;
  • Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan;
  • Accommodate the needs of students who are learning the language of instruction;
  • Ensure that each student is given clear directions for improvement;
  • Promote students’ ability to assess their own learning and to set specific goals
  • Include the use of samples of students’ work that provide evidence of their achievement;
  • Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

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:

  • Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
  • The final 30% will be broken up into 20% final exam and 10% Lab Portfolio, which will be administered towards the end of the course.

Accommodations for students with an IEP in an online high school

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 must be identified in his or her Individual Education Plan (IEP). 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:

  • Adjustment and or extension of time required to complete assignments or summative tasks
  • Providing alternative assignments or summative tasks
  • Use of scribes and/or other assistive technologies
  • Simplifying the language of instruction


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.

Trillium Recommended Resources

Phet Interactive Simulations

Reference: SCH4C Grade 12 College Chemistry, Ontario Science Curriculum, Canada

Policy Document: The Ontario Curriculum, Grades 11 to 12, Science, 2008 Ministry of Education of Ontario



What is SCH4C?
SCH4C is a Grade 12 Chemistry high school course at a College preparation level. SCH4C is a required prerequisite course for some technical college programs.

What are 4C courses?
4C refers to the Grade level of the courses and the pathway. 4 means it is a grade 12 course and C means it is a college preparation course.

What is the prerequisite course for SCH4C?
Grade 10 Science at the Academic SNC2D or Applied SNC2P level.

How long does it take to complete the online course?
At Ontario Virtual School (OVS) you can complete an online highschool credit courses as quickly as 4 weeks, or take as long as 12 months.

Will my marks be sent directly to OUAC or OCAS?
Yes, we can send the marks for your online courses directly to OUAC, OCAS, your home, and to your day school.


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