SCH4U – Chemistry Grade 12

Course Type: University Preparation

Credit: 1.0

Ontario Curriculum: SCH4U – Grade 12 Chemistry

SCH4U Prerequisite: SCH3U – Grade 11 Chemistry

NCAA Approved Course

SCH4U 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 in SCH4U 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 on evaluating the impact of chemical technology on the environment.

SCH4U Course Outline

UNIT 1: STRUCTURE AND PROPERTIES OF MATTER
In this unit, students will investigate the molecular shapes and physical properties of various types of
matter. Students will also 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.
Lastly, students will 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.

UNIT 2: ORGANIC CHEMISTRY
In this unit, students will investigate organic compounds and organic chemical reactions, and use various
methods to represent the compound and will demonstrate an understanding of the structure, properties,
and chemical behaviour of compounds within each class of organic compounds. Lastly, students will 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.

UNIT 3: ENERGY CHANGES AND RATES OF REACTIONS
In this unit, students will investigate and analyse energy changes and rates of reaction in physical and
chemical processes, and solve related problems. Students will also demonstrate an understanding of
energy changes and rates of reaction. Lastly, students will analyse technologies and chemical processes that
are based on energy changes, and evaluate them in terms of their efficiency and their effects on the
environment.

UNIT 4: CHEMICAL SYSTEMS AND EQUILIBRIUM
In this unit, students will investigate the qualitative and quantitative nature of chemical systems at
equilibrium, and solve related problems. Students will demonstrate an understanding of the concept of
dynamic equilibrium and the variables that cause shifts in the equilibrium of chemical systems. Lastly,
students will analyse chemical equilibrium processes, and assess their impact on biological, biochemical,
and technological systems.

UNIT 5: ELECTROCHEMISTRY
In this unit, students will investigate oxidation-reduction reactions using a galvanic cell, and analyse
electrochemical reactions in qualitative and quantitative terms. Students will also demonstrate an
understanding of the principles of oxidation-reduction reactions and the many practical applications of
electrochemistry. Lastly, students will analyse technologies and processes relating to electrochemistry, and
their implications for society, health and safety, and the environment.

Scientific Investigation Skills and Career Exploration

By the end of the course, students will:
● 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)

Structure and Properties of Matter
By the end of this course, students will:
● 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.

Organic Chemistry
By the end of this course, students will:
● 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.

Energy Changes and Rates of Reaction
By the end of this course, students will:
● analyse technologies and chemical processes that are based on energy changes, and evaluate them
in 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.

Chemical Systems and Equilibrium
By the end of this course, students will:
● 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.

Electrochemistry
By the end of this course, students will:
● 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 electrochemical
reactions in qualitative and quantitative terms;
● demonstrate an understanding of the principles of oxidation-reduction reactions and the many
practical applications of electrochemistry.

In this course, students will experience the following activities.

Presentations with embedded videos are utilized to outline concepts, explain theory with the use of
examples and practice questions, and incorporate multi-media opportunities for students to learn more
(e.g. online simulations, quizzes, etc.).

End of unit conversations and Poodlls are opportunities for students to express their ideas, problem
solving, and thought processes with a teacher who provides timely feedback.

Reflection is an opportunity for students to look back at concepts and theories with new eyes, to relate
theory to practice, and to align learning with their own values and beliefs.

Discussions with the instructor are facilitated through video conferencing, discussing the concepts and
skills being studied. This enables two-way communication between the student and the instructor, to share
ideas and ask questions in dialogue. This also helps to build a relationship between the student and
instructor.

Instructor demonstrations (research skills, etc.) are opportunities for the instructor to lead a student
through a concept or skill through video conferencing, videos, or emailing with the student.

Discussion forums are an opportunity for students to summarize and share their ideas and perspectives
with their peers, which deepens understanding through expression. It also provides an opportunity for
peer-to-peer feedback.

Practical extension and application of knowledge are integrated throughout the course. The goal is to help
students make connections between what they learn in the classroom and how they understand and relate
to the world around them and their own lives. Learning becomes a dynamic opportunity for students to be
more aware that their learning is all around them and enable them to create more meaning in their lives.

Individual activities/assignments assessments are completed individually at a student’s own pace and are
intended to expand and consolidate the learning in each lesson. Individual activities allow the teacher to
accommodate interests and needs and to assess the progress of individual students. For this reason,
students are encouraged to discuss IEPs (Individual Education Plans) with their teacher and to ask to modify
assessments if they have a unique interest that they feel could be pursued in the assessment. The teacher
plays an important role in supporting these activities by providing ongoing feedback to students, both orally
and in writing.

Research is an opportunity to apply inquiry skills to a practical problem or question. Students perform
research to gather information, evaluate quality sources, analyze findings, evaluate their analysis, and
synthesize their findings into conclusions. Throughout, students apply both creative thinking and critical
thinking. New questions are also developed to further learning.

Writing as a learning tool helps students to think critically about course material while grasping, organizing,
and integrating prior knowledge with new concepts. Good communication skills are important both in and
out of the classroom.

Virtual simulations are interactive websites that provide students with an opportunity to ask questions,
explore hypotheses, relate variables, examine relationships, and make connections between theory and
application in a safe environment that promotes intellectual risk taking and curiosity.

Virtual labs are interactive websites that provide students with an opportunity to follow a procedure to test
hypotheses using scientific apparatus, gather and record observations, analyze observations using formula
and relevant theory/concepts, and then formulate conclusions that relate hypotheses to analysis.

Diagrams are visual representations of scientific ideas and concepts. They provide another perspective to
organize ideas. Visuals are thought to promote cognitive plasticity – meaning, they can help us change our
minds or help us to remember an idea.

Graphics/images are visual representations of ideas/concepts. Visuals are thought to promote cognitive
plasticity – meaning, they can help us change our minds or help us to remember an idea.

Charts are visual representations of scientific ideas and concepts using math that support analysis. For
example, you can have a pie chart that shows Canada’s energy sources.

Tables involve organizing information in terms of categories (rows and columns). This helps us to
understand the relationships between ideas and data, as well as highlight trends.

Drawings and schematics are scientific and engineering ideas explained visually. For example, an electric
circuit can be explained using symbols, which makes it possible to communicate ideas universally, clearly,
and succinctly.

Articles are examples of concepts and theories being discussed in the public realm and with respect to
current events. They are snapshots not only of why scientific theories/concepts/applications are relevant
but also provide a window into the broader context of scientific knowledge and understanding. Students
learn through reading and analysis that science is deeply related to, and intertwined with, society and the
diverse perspectives of lived experience.

Practice problems provide students with a scenario/problem to solve by applying concepts and skills
learned in a context. This helps students to understand the relevance of their learning.

As summarized in Growing Success 2010, the primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement.

Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations. A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated.

In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

● Address both what students learn and how well they learn;
● Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
● Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;
● Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;
● Are fair to all students;
● Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan;
● Accommodate the needs of students who are learning the language of instruction;
● Ensure that each student is given clear directions for improvement;
● Promote students’ ability to assess their own learning and to set specific goals
● Include the use of samples of students’ work that provide evidence of their achievement;
● Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

The final grade will be determined as follows:

❑ 70% of the grade will be based on evaluation conducted throughout the course. This
portion of the grade should 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 a final evaluation administered at or towards the end of
the course. This evaluation will be based on evidence from one or a combination of the
following: an examination, a performance, and/or another method of evaluation suitable to
the course content. The final evaluation allows the student an opportunity to demonstrate
comprehensive achievement of the overall expectations for the course.

(Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. Ontario
Ministry of Education Publication, 2010 p.41)

All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.

Examples of accommodations (but not limited to) include:

• Adjustment and or extension of time required to complete assignments or summative tasks
• Providing alternative assignments or summative tasks
• Use of scribes and/or other assistive technologies
• Simplifying the language of instruction

To learn more go to our Individual Education Plan (IEP) page.

To learn more about this course including tests and exams please visit our FAQ page