Course Profile - Curriculum Services Canada

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Course Profiles are professional development materials designed to help teachers implement the new Grade 12 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes. Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document. © Queen’s Printer for Ontario, 2002 Acknowledgments Public District School Board Writing Team – Grade 12 Chemistry Course Profile Writing Team Tom Card, Lead Writer, Peel District School Board Josh Bhattacharya, Peel District School Board Robert Callcott, York Region District School Board (retired) Renaty Friedrich, Peel District School Board Elizabeth Jarman, Simcoe County District School Board Lee MacGregor, Peel District School Board David Miller, District School Board of Niagara Cheri Riddell, Peel District School Board Frank Sambells, Peel District School Board Carmen Tseng, Peel District School Board Poul von Bulow, Peel District School Board Rob Vucic, Peel District School Board Reviewers Christine Gottardo, Associate Professor, Lakehead University Charles Cohen, Toronto District School Board (retired) Ted Coulson, Grand Erie District School Board Elaine Sturm, Peel District School Board Lead Board Peel District School Board Chuck Hammill, Project Manager Partner Boards Simcoe County District School Board District School Board of Niagara • Chemistry – University Preparation
Course Overview Chemistry SCH4U, Grade 12, University Preparation Policy Document: The Ontario Curriculum, Grades 11 and 12, Science, 2000. Prerequisite: Chemistry SCH3U, Grade 11, University Preparation Course Description 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. Course Notes The Goals of Grade 12 Chemistry Identified in The Ontario Curriculum, Grades 11 and 12, Science, 2000 (p. 6): SCH4U has three goals: • to relate science to technology, society, and the environment; • to develop skills, strategies, and habits of mind required for scientific inquiry; • to understand basic concepts of science. The activities and assessment tasks in this profile reflect the importance of the three goals and have been developed around clusters of Specific Expectations. A design down approach was used in developing the overall course and individual units. The Final Assessment Task for the course was developed first, followed by the End-of-Unit Tasks. The Expectations in each unit were clustered into activities that connected together logically and provided the necessary background knowledge and skills to be applied in the completion of the End-of-Unit Tasks. However, this is by no means the only possible clustering. The unit activities were then expanded following each overview chart. Although this is a deviation from the suggested format, it is not intended to be either restrictive or prescriptive; instead its intent is to provide teachers with suggestions for course development. Teachers may adapt the profile to suit their circumstances and to match their students’ needs while ensuring that all learning expectations of the course are addressed fully. Such adaptation may include selection of some but not all of the suggested experiments. Scientific Literacy for All Students and Preparation for Further Study The paramount task of science education is to equip all students with scientific literacy – the combination of knowledge, skills, and habits of mind that enable them to think creatively, reason logically, evaluate information critically, and communicate effectively. This is an essential base for making productive and ethical decisions, not only about scientific and technological issues but in all areas of life. The Ontario Curriculum, Grades 11 and 12: Science, 2000 (p. 4) notes that “Achieving excellence in scientific literacy is not the same as becoming a science specialist.” The focus in Grade 12 chemistry is scientific literacy for all students, with preparation for further studies in chemistry and related disciplines for some students. The policy document goes on to note, “The newer aspects of the science curriculum – especially those that focus on science, technology, society, and the environment (STSE) – call for students to deal with the impacts of science on society and the environment, which includes both the natural environment and the workplace environment. This requirement brings in issues that relate to human values. Science can therefore not be viewed as merely a matter of “facts”; rather, it is a subject in which students learn to weigh the complex combinations of fact and value that developments in science and technology have given rise to in modern society.” (p. 4) Page 1 • Chemistry – University Preparation
Page 1: Course Profiles Public District Sch
Page 5 and 6: • The Expectations are central to
Page 7 and 8: Unit Overviews Unit 1: Chemical Sys
Page 9 and 10: 2.1.3 Students participate in a sem
Page 11 and 12: Unit 3: Electrochemistry Time: 18 h
Page 13 and 14: 3.3.6 Students make their own notes
Page 15 and 16: Suggested Activities Development of
Page 17 and 18: Activity/Time/Focus Learning Expect
Page 19 and 20: 5.7.2 Students conference individua
Page 21 and 22: Teaching/Learning Strategies Need f
Page 23 and 24: However, when group assignments are
Page 25 and 26: The Final 30% Examination Students
Page 27 and 28: OSS Policy Considerations Students
Page 29 and 30: OC1.04 - demonstrate an understandi
Page 31 and 32: CS1.05 - describe the tendency of r
Page 33 and 34: Specific Expectations Understanding
Page 35 and 36: 1.6 End-of-Unit Task and Written Te
Page 37 and 38: CS2.01 - use appropriate vocabulary
Page 39 and 40: 1.1.4 Student Activity: Students re
Page 41 and 42: Planning Notes • Prepare lesson n
Page 43 and 44: Teacher/Learning Strategies Act 1.3
Page 45 and 46: SIS.01 - demonstrate an understandi
Page 47 and 48: Activity 1.5: Buffer Solutions Time
Page 49: Planning Notes • Prepare the foll

Course Profile - Curriculum Services Canada

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