SCH4U – Chemistry Grade 12

Unit 1: Structure and Properties of Matter

Students investigate the molecular shapes and physical properties of various types of matter, and 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. Students also assess the benefits to society and evaluate the environmental impact of products and technologies that apply these principles.

Unit 2: Organic Chemistry

Students investigate organic compounds and organic chemical reactions, use various methods to represent the compounds, and demonstrate an understanding of the structure, properties, and chemical behaviour of each class of organic compounds. Students 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 harmful to human health and the environment.

Unit 3: Energy Changes and Rates of Reactions

Students investigate and analyse energy changes and rates of reaction in physical and chemical processes, and solve related problems. Students analyse technologies and chemical processes that are based on energy changes, and evaluate them in terms of their efficiency and effects on the environment.

Unit 4: Chemical Systems and Equilibrium

Students investigate the qualitative and quantitative nature of chemical systems at equilibrium, and solve related problems. Students demonstrate an understanding of dynamic equilibrium and the variables that cause shifts in chemical systems, and assess their impact on biological, biochemical, and technological systems.

Unit 5: Electrochemistry

Students investigate oxidation-reduction reactions using a galvanic cell, and analyse electrochemical reactions in qualitative and quantitative terms. Students demonstrate an understanding of the principles of oxidation-reduction reactions and the many practical applications of electrochemistry, and analyse technologies and processes relating to electrochemistry and their implications for society, health and safety, and the environment.

Scientific Investigation Skills and Career Exploration

• Demonstrate scientific investigation skills in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating).

Structure and Properties of Matter

• 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

• 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 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

• Analyse technologies and chemical processes that are based on energy changes, and evaluate them in terms of their efficiency and 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

• 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 chemical systems.

Electrochemistry

• 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.

Assessment and evaluation are designed to support learning, provide meaningful feedback, and ensure students meet Ontario curriculum expectations. Following Growing Success 2010, the primary goal is to improve student achievement by identifying strengths, areas for growth, and guiding instruction.

70% Ongoing Assessment: Most of the grade comes from labs, assignments, problem sets, and other tasks completed throughout the course. Ongoing assessments:

• Measure both what students learn and how well they learn
• Reflect knowledge, critical thinking, communication, and application skills
• Include varied formats over time to show a full range of abilities
• Provide clear feedback to help students set goals and improve

Teachers use professional judgment to evaluate both overall and specific expectations, giving descriptive feedback that guides student growth.

30% Final Evaluation: The final evaluation occurs at the end of the course and may include exams, performances, or other suitable methods. It allows students to demonstrate comprehensive achievement of the course’s overall expectations.

Fairness and Validity SCH4U assessments are valid, reliable, and inclusive, accommodating special education needs and English language learners. Sample work may be used to illustrate standards, and evaluation is communicated clearly to students and parents.

OES is committed to ensuring that all students can succeed. Some students benefit from specific accommodations that allow them to participate fully in the regular course curriculum and demonstrate learning independently. These accommodations provide access to the course without altering the knowledge and skills students are expected to achieve.

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 include, but are not limited to:

• 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

For more information, go to our Individual Education Plan (IEP) page.

Special Education Needs Teachers at OES work closely with special education staff to ensure all students can achieve the SCH4U curriculum expectations. By using principles of universal design and differentiated instruction, programs are tailored to accommodate diverse learning needs.

English Language Learners Students from multilingual backgrounds or with limited English experience receive targeted support to ensure equitable access to the curriculum. Instruction is adapted to help English language learners build comprehension, scientific literacy, and problem-solving skills while engaging fully with chemistry course materials.

Technology Integration Information and communications technology (ICT) tools, multimedia resources, and online learning platforms play a central role in SCH4U. Students use these tools to conduct research, complete lab simulations, collaborate with peers, and connect with a global learning community. Technology also supports personalized learning, allowing students to explore content at their own pace while developing digital literacy skills essential for academic and professional success.

What is the prerequisite for SCH4U? 

Students must have completed SCH3U, Grade 11 Chemistry.

Can I complete Grade 12 Chemistry at my own pace? 

Yes, OES is an Ontario online high school that offers self-paced high school courses, allowing flexible scheduling.

Is SCH4U recognized for university admission?

Yes, SCH4U is a University preparation Chemistry course accepted for post-secondary admissions, and is a critical prerequisite for engineering, health sciences, pharmacy, and pure sciences.

Can international students enroll in Grade 12 Chemistry?

Yes, international students should contact info@oeshighschool.com prior to registration.

How long does it take to complete the Grade 12 Chemistry course?

The course requires approximately 110 hours, including units and the final exam.