Unit 1: Structure and Properties of Matter (24 hours)
Students will 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. They
will investigate the molecular shapes and physical properties of various types of matter. They will assess
the benefits to society and evaluate the environmental impact of products and technologies that apply
principles related to the structure of properties of matter.
Unit 2: Organic Chemistry (28 hours)
Students will demonstrate an understanding of the structure, properties and chemical behaviour of
compounds within each class of organic compounds. They will investigate organic compounds and
organic chemical reactions, and represent the compounds in various ways. They will assess the social
and environmental impact of organic compounds used in everyday life, and develop action plans to
reduce the use of compounds that are harmful to humans and the environment.
Unit 3: Energy Changes and Rates of Reactions (24 hours)
Students will demonstrate an understanding of energy changes and rates of reaction. They will
investigate and analyse energy changes and rates of reaction in physical and chemical processes, and
solve related problems. They will analyse technologies and chemical processes that area based on
energy changes, and evaluate them in terms of their efficiency and their effects on the environment.
Unit 4: Electrochemistry (24 hours)
Students will demonstrate an understanding of the principles of oxidation-reduction reactions and the
many practical applications of electrochemistry. They will investigate redox reactions using a galvanic
cell, and analyse electrochemical reactions in qualitative and quantitative terms. They will analyse
technologies and processes relating to electrochemistry, and their implications for society, health and
safety, and the environment.
Course Review and Final Exam (10 hours)
Students will be given time near the end of the course to review all the concepts they have learned
throughout the course in preparation for the final exam. Included in this unit, students will also be able
to research on various topics and issues related to each of the units taught in this course and applying
their knowledge to reflect on their readings as a summative ISU for this course.
Unit Titles | Length | |
1: Structure and Properties of Matter | 24 hours | |
2: Organic Chemistry | 28 hours | |
3: Energy Changes and Rates of Reactions | 24 hours | |
4: Electrochemistry | 24 hours | |
5: Course Review, Summative ISU, Final Exam | 10 hours | |
Total | 110 hours | |
Resources required by the student:
· A scanner, smart phone camera, or similar device to digitize handwritten or hand-drawn work,
· A non-programmable, non-graphing, scientific calculator.
· Word processing software (e.g. Microsoft WordTM, Mac PagesTM, or equivalent)
· Microphone and audio recording software
Strategies for Assessment & Evaluation of Student Performance
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Types of Assessment
Assessmentsforandaslearning will have a diagnostic and formative purpose; their role is to check for students’ understanding. Assessments that serve this purpose will usually manifest themselves in the form of practice questions in the form of assignments and/or quizzes in class, teacher checking of homework, and conversations/discussions about progress. The purpose these quizzes serve is to encourage students to review daily and to alert students when there is a specific expectation they have not yet achieved. Quizzes and assignments are effective simply because they provide immediate feedback for the student.
Assessmentsoflearning have a summative purpose and are given at strategic instances- for example, after a critical body of information/set of overall or specific expectations has been covered. “This type of assessment collects evidence for evaluating the student’s achievement of the curriculum expectations and for reporting to students and parents/guardians” (Growing Success- assessment, evaluation, and reporting: improving student learning, pg. 1-ii). Assessments of learning consider product, observation, and conversation as sources of evidence.
Evidence of 'Assessment FOR' & 'Assessment AS' | Evidence of 'Assessment OF' | |
Class Discussions | Board Activities | Marked Assignments |
Seatwork | Diagnostic Quizzes | Project |
Worksheets | Independent Study | Unit Tests |
Textbook Practice Problems | Teacher-Led Review | Lab Quizzes |
Practice Test | Victual Lab | Exam |
Assessment and Evaluation Tools Used: | |
Rubrics | Checklists |
Marking Schemes |
|
Sources of Evidence: | ||
Product | Conversation | Observation |
Final Mark Calculation
The evaluation for this course is based on the student's achievement of curriculum expectations, the demonstrated skills required for effective learning, and the Categories of the Achievement Chart. This chart is meant to assist teachers in planning instruction and learning activities for the achievement of the curriculum expectations. It is also used in designing assessment and evaluation tasks and tools and in providing feedback to students. The 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. Final marks will be calculated 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.
Term Work: 70% Levels of Achievement:
Knowledge and Understanding: 25% Level 1: 50 - 59%
Thinking and Inquiry: 25% Level 2: 60 – 69%
Application: 25% Level 3: 70 – 79%
Communication: 25% Level 4: 80 - 100%
· 30% of the grade will be based on a final assessment task that occurs at or near the end of the course.
Final Summative Evaluation (Final Exam and Summative Performance Task): 30%
Knowledge and Understanding: 25%
Thinking and Inquiry: 25%
Application: 25%
Communication: 25%
Teaching & Learning Strategies
A variety of strategies are used to allow students many opportunities to attain the necessary skills for success in this course and at university. The teacher uses a variety of whole class, small group and individual activities to facilitate learning. The bulk of the teaching in SCH 4U is focused on the learning of physical concepts. The course also includes an element of student interaction and assistance. Students perform inquiries crucial to success in the course throughout the year and will submit written reports discussing their results.. Students will do things such as interactive examples and will aid each other in their understanding of the concepts. Students will use diagnostic quizzes, self feedback, reflection, peer reflecting, and many other techniques to check their understanding. The following mathematical processes will form the heart of the teaching and learning strategies used:
Dynamic teaching: Students will have access to materials and support from the teacher when needed. Dynamic examples will be used to help the students learn to expand their knowledge and connect examples to real life. Different types of activities will be used to help the students learn where they struggle and excel.
Communication: Teacher support will allow students to engage on a need basis and provide more individual support if needed. Student will be able to discuss their ideas and thoughts in a variety of methods such as virtual office hours, discussions board and many more example. Student will be provided with real time feedback from the Teacher for both formative, reflective and summative assessments.
Reflection: A variety of tools such as exit cards, formative quizzes, and other activities will allow students to engage and self reflect on their skills and identify their own weakness and strength to further improve and adapt their knowledge in their math journey. Student will also engage in constant feedback between peers and teachers to be able to further enhance their skills thought free flowing conversation and interactive class examples.
Technology: The course utilizes a variety of many tools that will allow students to learn and develop technological prowess to solve example and problems through a variety of means. Student will learn how to use graphing software and utilize technology such as drop boxes and other mean to help prepare for the future. Further students will be able to engage in virtual labs to be able to simulate procedures that would have been done in real life classrooms.
Accessibility: Student will be able to engage the course at their own pace and be provided support by the teacher as they see fit. Students will be able to hand in materials and do online assessment based on their own convince.
Application: Student will do many different activities to connect the material learned to real life application to be able to better understand how these concepts will and are adapted to real life applications.
