COURSE OUTLINE OF SCH4U
Course Development: Lighthouse Academy Canada
Teacher: Dr. A B M Shamsur Rahman, OCT
Course Development Date: Jan. 2020
Course Reviser: None
Course Revision Date: Not Applicable
Course Title: Chemistry, Grade 12, University Preparation
Course Code: SCH4U
Course Type: University Preparation
Credit Value: 1
Prerequisite: Chemistry, Grade 11, University Preparation (SCH3U)
Name of Ministry Curriculum Policy Document(s):
This course enables students to deepen their understanding of chemistry through the study of organic chemistry, the structure and properties of matter, energy changes and rates of reaction, equilibrium in chemical systems, and electrochemistry. Students will further develop their problem-solving and investigation skills as they investigate chemical processes, and will refine their ability to communicate scientific information. Emphasis will be placed on the importance of chemistry in everyday life and one valuating the impact of chemical technology on the environment.
- 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).
- Identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields.
- Assess the social and environmental impact of organic compounds used in everyday life, and propose a course of action to reduce the use of compounds that are harmful to human health and the environment;
- Investigate organic compounds and organic chemical reactions, and use various methods to represent the compounds;
- Demonstrate an understanding of the structure, properties, and chemical behaviour of compounds within each class of organic compounds.
- Assess the benefits to society and evaluate the environmental impact of products and technologies that apply principles related to the structure and properties of matter;
- Investigate the molecular shapes and physical properties of various types of matter;
- Demonstrate an understanding of atomic structure and chemical bonding, and how they relate to the physical properties of ionic, molecular, covalent network, and metallic substances.
- Analyse technologies and chemical processes that are based on energy changes, and evaluate the min terms of their efficiency and their effects on the environment;
- Investigate and analyse energy changes and rates of reaction in physical and chemical processes, and solve related problems;
- Demonstrate an understanding of energy changes and rates of reaction.
- Analyse chemical equilibrium processes, and assess their impact on biological, biochemical, and technological systems;
- Investigate the qualitative and quantitative nature of chemical systems at equilibrium, and solve related problems;
- Demonstrate an understanding of the concept of dynamic equilibrium and the variables that cause shifts in the equilibrium of chemical systems.
- Analyse technologies and processes relating to electrochemistry, and their implications for society, health and safety, and the environment;
- Investigate oxidation-reduction reactions using a galvanic cell, and analyse electro chemical reactions in qualitative and quantitative terms;
- Demonstrate an understanding of the principles of oxidation-reduction reactions and the many practical applications of electrochemistry.
Units: Titles and Hours
Titles and Descriptions
Structure and Properties of Matter
Energy Changes and Rates of Reaction
Chemical Systems and Equilibrium
The following learning skills will be taught and assessed throughout the course and will be shown on the report card. Students’ performance in these skill areas will not be included in the final numeric mark. It is important to remember, however, that the development and consistent practice of these skills will influence academic achievement. These skills include:
Assessment and Evaluation Guidelines
Assessment and evaluation are based on the provincial expectations and levels of achievement outlined in the provincial curriculum document for each subject in secondary school. A wide range of assessment and evaluation opportunities allows students to demonstrate their learning in a variety of ways. This information provides the basis for reporting student grades on the Provincial Report Card. Achievement (reflected in a final mark) will be calculated using the following categories:
The student’s grade for the term marks will be based on the most consistent achievement with emphasis on the most recent within each category.
Students will also receive descriptive feedback as part of the learning process which may not be assigned a mark.
Final Mark = 70% Term + 30% Final Evaluation
Achievement Level Chart
Grade Range (%)
A very high to outstanding level of achievement. Achievement is above the provincial standard.
A high level of achievement. Achievement is at the provincial standard.
A moderate level of achievement. Achievement is below, but approaching the provincial standard.
A passable level of achievement. Achievement is below the provincial standard.
Insufficient achievement, a credit will not be granted.
Considerations for Program Planning
In order to achieve the curriculum expectations, the program is planned to conduct a variety of activities considering the following but not limited to:
- Provide effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practice both inside and outside the classroom.
- Provide students with opportunities to learn in a variety of ways – individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.
- Provide activities and challenges that actively engage students in inquiries that honor the ideas and skills students bring to them, while further deepening their conceptual understandings and essential skills.
- Provide students with opportunities to use of a variety of equipments and materials that helps deepen and extend their understanding of scientific concepts and further extends their development of scientific investigation skills.
- Make sure to follow safe practices at all times and communicate safety expectations to students in accordance with school board and Ministry of Education policies and Ministry of Labour regulations.
- Motivate students to examine the opinions and values of others, detect bias, look for implied meaning in their readings, and use the information gathered to form a personal opinion or stance.
- Provides opportunities for students to engage in various oral activities in connection with expectations in all the strands, such as brainstorming to identify what they know about the new topic they are studying, discussing strategies for solving a problem, presenting and defending ideas or debating issues, and offering critiques of models and results produced by their peers.
- Encourage students to use ICT to support and communicate their learning.
- Motivate students to develop a variety of important capabilities, including the ability to identify issues, conduct research, carry out experiments, solve problems, present results, and work on projects both independently and as a team.
- Provide students with opportunities to explore various careers related to the areas of science under study and to research the education and training required for these careers.
Accommodations will be based on meeting with parent, teachers, administration and external educational assessment report. The following three types of accommodations may be provided:
- Instructional accommodations: such as changes in teaching strategies, including styles of presentation, methods of organization, or use of technology and multimedia.
- Environmental accommodations: such as preferential seating or special lighting.
- Assessment accommodations: such as allowing additional time to complete tests or assignments or permitting oral responses to test questions.
Other examples of modifications and aids, which may be used in this course, are:
- Provide step-by-step instructions.
- Help students create organizers for planning writing tasks.
- Record key words on the board or overhead when students are expected to make their own notes.
- Allow students to report verbally to a scribe (teacher/ student) who can help in note taking.
- Permit students a range of options for reading and writing tasks.
- Where an activity requires reading, provide it in advance.
- Provide opportunities for enrichment.
Subject binder, stationary set, pen, pencils, eraser, sharpener, ruler, geometry set, lined/grid graph paper, blank paper, scientific calculator.
Every student is expected to respect other students’ right to a safe and supportive learning environment. Students are expected to behave in a considerate and reasonable manner at all times. A “zero tolerance” policy with respect to bullying, threatening, harassment, abusive language, spam, disruptive behavior and lack of respect is in effect and misbehavior may result in your removal from the course.
Students are expected to submit original work. Students who seek to attain academic advantage or help someone else obtain such advantage through cheating will receive a grade of zero. Any assignments submitted that are not original will receive a mark of zero. Students who persist in submitting un-cited or improperly cited assignments may be suspended or withdrawn from the course