Chemistry, Grade 11 University Preparation SCH3U

This course enables students to deepen their understanding of chemistry through the study of organic chemistry, energy changes and rates of reaction, chemical systems and equilibrium, electrochemistry, and atomic and molecular structure. Students will further develop problem-solving and laboratory skills as they investigate chemical processes, at the same time refining their ability to communicate scientific information. Emphasis will be placed on the importance of chemistry in daily life, and on evaluating the impact of chemical technology on the environment.

Prerequisite: Science, Grade 10, Academic (SNC 2D)

Strand 1: Scientific Investigation Skills and Career Exploration

Overall Expectations:

By the end of this course, students will be able to

· 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.

Strand 2: Matter, Chemical Trends, and Chemical Bonding

Overall Expectations:

By the end of this course, students will be able to

· 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.

Strand 3: Chemical Reactions

Overall Expectations:

By the end of this course, students will be able to:

· 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.

Strand 4: Quantities in Chemical Reactions

Overall Expectations:

By the end of this course, students will be able to:

· 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.

Strand 5: Solutions and Solubility

Overall Expectations:

By the end of this course, students will be able to:

· 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.

Strand 6: Gas and Atmospheric Chemistry

Overall Expectations:

By the end of this course, students will be able to:

· 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.

Unit 1: Matter, Chemical Trends, and Chemical Bonding(24 hours)

Building on knowledge of atoms and elements gained in earlier grades, students will explore the subatomic properties of elements and the mechanisms by which a limited number of elements combine to become an enormous variety of stable compounds. Students will use empirical data and atomic theory to explain trends in the periodic table as well as the nature of ionic and covalent bonds.

Unit 2: Chemical Reactions (20 hours)

Having understood the nature of covalent bonding in some detail, students will start using two specific bonds - carbon-carbon, and carbon-hydrogen - to conceptually model chemical reactions such as combustion. The combustion of hydrocarbons is a reaction that is relatively straight-forward, so it is used to further model quantitative chemistry. Along the way, students will explore some of the technological and environmental considerations that are important to carbon chemistry. By the end of the unit, quantitative chemistry will be applied to a range of organic and inorganic contexts.

Unit 3: Quantities in Chemical Reactions (24 hours)

This unit is a continuation of Unit 2. The use of moles to describe numbers of molecules, the calculation of molar rations, the prediction of the quantities of products after a reaction has taken place, and so forth will be covered in this unit. The relationships in chemical reactions will be described quantitatively. The efficiency of chemical reaction will also be determined and optimized by applying an understanding of quantitative relationships in such reactions.

Unit 4: Solutions and Solubility (20 hours)

With foundations in different types of bonding, quantitative chemistry, and kinetic molecular theory, students are now ready to investigate problems involving solutions, solubility, and the electronic basis of pH. At this level, all of these studies have at their root a strong requirement for skillful stoichiometry - the understanding of how chemical equations balance in "real life". From the context of investigating variable solubility of polyatomic salts, different types of reaction will be explicitly classified and described.

Unit 5: Gas and Atmospheric Chemistry (12 hours)

The study of gases has been a long concern of physical chemists: in fact, much of our knowledge of atomic structure and our calculations in quantitative chemistry have their roots in classic experiments on gases. These experiments will be explored, along with the mathematical formulae that they helped us to derive. Having acquired a strong understanding of the concept of molar ratios, students will use these calculations to solve a variety of problems involving the gaseous state. In this unit, students will also be introduced to the concepts of pressure and kinetic molecular theory. Technological and environmental considerations will be studied through guided independent work.

Unit 6:Course Review, Summative Inquiry Activity, Final Exam(12 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 project for this course.

The following teaching/learning strategies from the Checklist for Teaching/Learning Strategies from, the Ministry of Education’s “Ontario Curriculum Unit Planner: Teaching/Learning Companion” will be practiced in the classroom/encouraged to adopt.

The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning.

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.

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 Categoriesof 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: 20% Level 1: 50 - 59%

Thinking and Inquiry: 30% Level 2: 60 – 69%

Application: 30% Level 3: 70 – 79%

Communication: 20% 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. In the case of this course, this final assessment task will take the form of a proctored three-hour final examination and a summative inquiry activity. The exam is worth 20% and an summative inquiry worth 10% of the student's final mark for a total of 30%.

Final Summative Evaluation (Final Exam and Summative Inquiry Activity): 30%

Knowledge and Understanding: 20%

Thinking and Inquiry: 30%

Application: 30%

Communication: 20%

Textbook Used: McGraw-Hill Ryerson Chemistry 11, McGraw-Hill Ryerson, 2011.

Other Resources:· Various websites as appropriate to the topic

· The Ontario Curriculum, Science, Grades 11 and 12, 2008

Growing Success: Assessment, Evaluation and Reporting in Ontario Schools