SCH4U - Grade 12 Chemistry

Grade 12 Chemistry image
Course Code: SCH4U Course Type: University Preparation Format: Online School Course Prerequisite: SCH3U, Grade 11 Chemistry Tuition Fee (CAD): $574 Demo Lesson

Course Description For SCH4U Grade 12 Chemistry Online Course

This course provides students with a deeper understanding of chemistry. Throughout the course, they will have multiple opportunities to refine their ability to communicate scientific data, as well as further develop their problem-solving and investigation skills as they explore various chemical processes. There will be an overarching emphasis on the importance of chemistry in everyday life and on evaluating the impact of chemical technology on the environment.

Summary Of Units And Timelines For Grade 12 Chemistry SCH4U

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 SCH4U course profile.

Unit OrderUnit NameSuggested Time
Unit 0Prerequisite Review of Concepts5 Hours
Unit 1Structure and Properties of Matter20 Hours
Unit 2Energy Changes and Rates of Reaction20 Hours
Mid Semester Point
Unit 3Chemical Systems and Equilibrium21 Hours
Unit 4Organic Chemistry21 Hours
Unit 5Electrochemistry21 Hours
FINALFinal Exam2 Hours
View Sample Gradebook Total110 Hours

Please be aware that, as per Ministry guidelines, OVS has a mandatory minimum requirement of 14 days enrollment for students to be eligible for a midterm report card and 28 days enrollment to be eligible for a final report card.

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.

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 online environment with the use of: virtual labs, online simulations, animations, videos, discussion forums, live chat and other interactive objects.

As summarized 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:

  • 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 outlines four categories of knowledge and skills. They include; knowledge and understanding, thinking, 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.
  • Thirty percent of the grade will be based on a final evaluation and administered towards the end of the course.

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:

  • 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.

  • Van, Kessel Hans. Nelson Chemistry 12. Toronto: Thomson Nelson, 2003.
  • “Freeware-chemsketch.” ACD/Labs.com. Web. 22 June 2010.
  • Welcome to Virtlab! Web. 22 June 2010.
  • “Animationsindex.” Welcome : Department of Chemistry. Web. 22 June 2010.
  • “Virtual Chemistry Experiments.” Davidson College Chemistry Resources. Web. 22 June 2010.

Reference: Science, The Ontario Curriculum, Grades 11 and 12, 2008 (Revised) Ministry of Education of Ontario

Ontario Secondary School Diploma (OSSD) Requirements for all course.


Frequently Asked Questions

SCH4U is a Grade 12 Chemistry course at a University preparation level.

4U refers to the Grade level of the courses and the pathway. 4 means it is a grade 12 course and U means it is a university preparation course.

Click here for more information on Course Coding System

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.

Yes, we can send the marks for your online courses directly to OUAC, OCAS, your home, and to your day school.

Student & Parent Recommendations

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Bella Nuzzi
My experience with Ontario Virtual School exceeded all my expectations! I had Ms. Farooq when I took grade 12 Chemistry (SCH4U). The teaching and the support of the teacher was amazing! It was my first time taking an asynchronous course so I had some doubts at first, but those quickly went away when I saw how clear and concise the lessons were. There were absolutely no hidden fees which is great! I loved how quickly my teacher Ms. Farooq would mark and hand back my assignments. She would usually hand them back the next day. The admin team of the Ontario Virtual School were also very helpful and were always there to answer any questions I had about the course content, report cards and due dates. I had an outstanding experience with Ontario Virtual school and highly recommend it!
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Naya Akkad
I took the MHF4U course at OVS, and the lessons were very descriptive and easy to understand. The tests were a good amount of difficulty, and you are given a more than reasonable amount of time to complete them. My teacher marked all my tests and final exam, in no more than a day, and was super helpful with any questions I had. My midterm and final marks were also uploaded to the OUAC in less than 2 days, and was a super easy process! I strongly recommend this course to anyone who's having a bit of trouble with how fast-paced their math class is at their day school, and wants to learn at their own comfortable speed.
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Justin Ariburnu
Ontario Virtual school was an amazing experience. They helped me earn a credit and achieve the grade I wanted. The teacher I had for my course (HFA4U) was extremely helpful and made it easy for me to understand the concepts taught in the course as the slideshows were easy to follow. The website was amazing and super easy to navigate through. It even allowed my parents to sign into my account as a "guardian" so they can look at my work and my sure I am on track. The lessons were super easy to follow as the slides shows were interactive and clear making it easy for the viewer to comprehend. There were no hidden fees at any given point during the corosue the expense was the flat fee (purchasing the course.) My work I submitted was always returned very quick and I was provided with feedback to always help me improve for the next assignment. When requesting my midterm and final report card the admin made it super easy as they processed it very quickly and sent it over to my school. Quick and simple! Overall Ontario Virtual School was an amazing experience as the admin and staff are all professionals and made it easy for me to gain my credit while at the same time teaching me a lot as I left the course (HFA4U) with lots of great knowledge.
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NOUR ODEH
This was my first time trying an online course with Ontario Virtual School. I took the course SCH4U and at first, I was concerned with how well it was gonna go but due to all the content that’s provided and the help of the teachers, I was able to get my desired grade!
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Sara Vogel
I had a great experience. I took the SCH4U class and the teacher was great. He was always able to answers my questions and all responses and marks were done in a timely matter. I liked being able to work at my own pace as well.
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Brooklynn Seitz
I took the MAP4C class and was able to complete my prerequisite course for my other academic adventures. My teacher Mr. Luu was very responsive with not only his feedback on tests and emails, but also with grading. I highly recommend this course to anyone looking to upgrade or complete their math. Ontario Virtual School is a very simple website to navigate and I was happy to have found this online school.