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.
|Unit Titles and Descriptions||Time Allocated|
|Matter, Chemical Trends, and Chemical Bonding|
Students will develop an understanding of the structure of an element that allows us to predict its physical and chemical properties. They will investigate the physical and chemical properties of compounds based on the type of chemical bond formed. The appropriate use of chemicals will be examined in order to minimize the risks to human health and the environment.
Students will demonstrate an understanding that chemicals react in predictable ways and will investigate different types of chemical reactions. They will assess the significant implications of chemical reactions and their applications for society and the environment.
|Quantities in Chemical Reactions|
Students will be introduced to the mole concept and how it can be used to describe chemical reactions quantitatively. They will also apply an understanding of quantitative relationships in determining the efficiency of chemical reactions and how such reactions can be optimized.
|Solutions and Solubility|
In this unit, students will demonstrate an understanding that properties of solutions can be described qualitatively and quantitatively, and can be predicted. They will assess the unique physical and chemical properties of water in supporting living organisms. Students will also analyse the origins of water pollution along with a variety of economic, social, and environmental issues related to drinking water.
|Gases and Atmospheric Chemistry|
Students will demonstrate an understanding of how the properties of gases are predictable and can be described qualitatively and quantitatively. They will evaluate the ways in which human activities and technology can have a cumulative effect on air quality. Students will also describe and evaluate Canadian initiatives to reduce air pollution, including ways to reduce their own carbon footprint.
This is a proctored exam worth 30% of your final grade.
Resources required by the student:
Note: This course is entirely online and does not require or rely on any textbook.
- A scanner, smart phone camera, or similar device to upload handwritten or hand-drawn work
Resources provided by ICE:
- Interactive Periodic Table
- Online calculator
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, analysing and interpreting, and communicating);|
|A2||identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.|
|B. Matter, Chemical Trends, and Chemical Bonding|
|B1||analyse the properties of commonly used chemical substances and their effects on human health and the environment, and propose ways to lessen their impact;|
|B2||investigate physical and chemical properties of elements and compounds, and use various methods to visually represent them;|
|B3||demonstrate an understanding of periodic trends in the periodic table and how elements combine to form chemical bonds.|
|C. Chemical Reactions|
|C1||analyse chemical reactions used in a variety of applications, and assess their impact on society and the environment;|
|C2||investigate different types of chemical reactions;|
|C3||demonstrate an understanding of the different types of chemical reactions.|
|D. Quantities in Chemical Reactions|
|D1||analyse processes in the home, the workplace, and the environmental sector that use chemical quantities and calculations, and assess the importance of quantitative accuracy in industrial chemical processes;|
|D2||investigate quantitative relationships in chemical reactions, and solve related problems;|
|D3||demonstrate an understanding of the mole concept and its significance to the quantitative analysis of chemical reactions.|
|E. Solutions and Solubility|
|E1||analyse the origins and effects of water pollution, and a variety of economic, social, and environmental issues related to drinking water;|
|E2||investigate qualitative and quantitative properties of solutions, and solve related problems;|
|E3||demonstrate an understanding of qualitative and quantitative properties of solutions.|
|F. Gases and Atmospheric Chemistry|
|F1||analyse the cumulative effects of human activities and technologies on air quality, and describe some Canadian initiatives to reduce air pollution, including ways to reduce their own carbon footprint;|
|F2||investigate gas laws that explain the behaviour of gases, and solve related problems;|
|F3||demonstrate an understanding of the laws that explain the behaviour of gases.|
Teaching & Learning Strategies:
As in a conventional classroom, instructors employ a range of strategies for teaching a course:
- Well-presented, clear writing and helpful graphics and diagrams
- Hands-on laboratory activities
- Research assignments, with direct instruction and coaching
In addition, teachers and students have at their disposal a number of tools that are unique to electronic learning environments:
- Electronic simulation activities
- Discussion boards and email
- Assessments with real-time feedback
- Interactive activities that engage both the student and teacher in subject
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.