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. Emphasis will be placed on the role of chemistry in daily life and the effects of technological applications and processes on society and the environment.
|Unit Titles and Descriptions||Time Allocated|
|Scientific Investigation Skills and Career Exploration|
In this unit, students will demonstrate scientific investigation skills in four areas: initiating and planning, performing and recording, analysing and interpreting and communicating. They will also 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.
|Matter and Qualitative Analysis |
In this unit, students will evaluate the effects of chemical substances on the environment, and analyze practical applications of qualitative analysis of matter. They will investigate matter, using various methods of qualitative analysis and demonstrate an understanding of the basic principles of qualitative analysis of matter
|Organic Chemistry |
In this unit, students will evaluate the impact on society, human health, and the environment of products made using organic compounds. They will investigate the physical and chemical properties of organic compounds, and analyze some common organic chemical reactions. They will also demonstrate an understanding of the structure and the physical and chemical properties of organic compounds.
In this unit students will analyze technological applications or processes relating to oxidation-reduction reactions, and assess their impact on the environment. They will investigate the oxidation-reduction reaction that occurs in a galvanic cell, and demonstrate an understanding of the concepts of oxidation and reduction, and the principles of oxidation-reduction reactions
|Chemical Calculations |
In this unit students will analyze processes in the home, the workplace, or the environmental sector that use chemical quantities and calculations, and assess the importance of accuracy in chemical calculations. They will investigate chemical compounds and chemical reactions using appropriate techniques of quantitative analysis, and solve related problems. They will also demonstrate an understanding of the mole concept and its quantitative relationships in chemical reactions.
|Chemistry in the Environment|
In this unit, students will evaluate the importance of government regulations, scientific analyses, and individual actions in improving air and water quality, and propose a personal plan of action to support these efforts. They will investigate chemical reactions, using appropriate techniques of quantitative analysis. They will also demonstrate an understanding of chemical reactions that occur in the environment as a result of both natural processes and human activities.
This is a proctored exam worth 30% of your final grade.
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, analyzing and interpreting, and communicating);|
|A2||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.|
|B. Organic Chemistry|
|B1||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;|
|B2||investigate organic compounds and organic chemical reactions, and use various methods to represent the compounds;|
|B3||demonstrate an understanding of the structure, properties, and chemical behaviour of compounds within each class of organic compounds.|
|C. Structure and Properties of Matter|
|C1||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;|
|C2||investigate the molecular shapes and physical properties of various types of matter;|
|C3||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.|
|D. Energy Changes and Rates of Reaction|
|D1||analyze technologies and chemical processes that are based on energy changes, and evaluate them in terms of their efficiency and their effects on the environment;|
|D2||investigate and analyze energy changes and rates of reaction in physical and chemical processes, and solve related problems;|
|D3||demonstrate an understanding of energy changes and rates of reaction.|
|E. Chemical Systems and Equilibrium|
|E1||analyze chemical equilibrium processes, and assess their impact on biological, biochemical, and technological systems;|
|E2||investigate the qualitative and quantitative nature of chemical systems at equilibrium, and solve related problems;|
|E3||demonstrate an understanding of the concept of dynamic equilibrium and the variables that cause shifts in the equilibrium of chemical systems.|
|F1||analyze technologies and processes relating to electrochemistry, and their implications for society, health and safety, and the environment;|
|F2||investigate oxidation-reduction reactions using a galvanic cell, and analyse electrochemical reactions in qualitative and quantitative terms;|
|F3||demonstrate an understanding of the principles of oxidation-reduction reactions and the many practical applications of electrochemistry.|
Teaching & Learning Strategies:
The over-riding aim of this course is to help students learn science and apply their knowledge and skills. Course writers effectively use language skillfully, confidently and flexibly. Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practice. 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. Teachers will provide activities and challenges that actively engage students in inquiries that honour the ideas and skills students bring to them, while further deepening their conceptual understandings and essential skills. Understanding of big ideas will enable and encourage students to use scientific thinking throughout their lives. As well, contextualized teaching and learning provides teachers with useful insights into their students’ thinking, their understanding of concepts, and their ability to reflect on what they have done. This insight allows teachers to provide supports to help enhance students’ learning. A wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels.
Assessment, Evaluation and Reporting Strategies of Student Performance:
Our theory of assessment and evaluation follows the Ministry of Education’s Growing Success document, and it is our firm belief that doing so is in the best interests of students. We seek to design assessment in such a way as to make it possible to gather and show evidence of learning in a variety of ways to gradually release responsibility to the students, and to give multiple and varied opportunities to reflect on learning and receive detailed feedback.
Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by ICE teachers. ICE assessments and evaluations,
- are fair, transparent, and equitable for all students;
- support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
- are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
- are communicated clearly to students and parents at the beginning of the course and at other points throughout the school year or course;
- are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
- provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
- develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.
The Final Grade:
The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The final percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline. A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade will be determined as follows:
- 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.
- 30% of the grade will be based on final evaluations administered at the end of the course. The final assessment may be a final exam, a final project, or a combination of both an exam and a project.
The Report Card:
Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement, and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report card also indicates whether an OSSD credit has been earned. Upon completion of a course, ICE will send a copy of the report card back to the student’s home school (if in Ontario) where the course will be added to the ongoing list of courses on the student’s Ontario Student Transcript. The report card will also be sent to the student’s home address.
Program Planning Considerations:
Teachers who are planning a program in this subject will make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas.
Planning Programs for Students with Special Education Needs, Program Considerations for, English Language Learners, Environmental Education, Healthy Relationships, Equity and, Inclusive Education, Financial Literacy Education, Literacy, Mathematical Literacy, and Inquiry Skills, Critical Thinking and Critical Literacy, The Role of the School Library, The Role of Information and Communications Technology, The Ontario Skills Passport: Making Learning Relevant and Building Skills, Education and Career/Life Planning, Cooperative Education and Other Forms of Experiential Learning, Planning Program Pathways and Programs Leading to a Specialist High Skills Major, Health and Safety, Ethics
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