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Grade 12 UNIVERSITY CHEMISTRY

 

Prerequisite

SCH3U (Chemistry – Grade 11, University)

 

Curriculum Expectations

 

This course enables students to develop an understanding of chemistry through the study of matter and qualitative analysis, organic chemistry, electrochemistry, chemical calculations, and chemistry as it relates to the quality of the environment. Students will use a variety of laboratory techniques, develop skills in data collection and scientific analysis, and communicate scientific information using appropriate terminology. Emphasis will be placed on the role of chemistry in daily life and the effects of technological applications and processes on society and the environment.

 

Course Strands and Major Themes

Matter and Qualitative Analysis

•         The properties of matter can be predicted and analysed qualitatively.

•         Substances can be identified based on their distinct properties.

• Qualitative analysis of matter is used in many different fields of endeavour.

Organic Chemistry

•         Organic compounds have predictable chemical and physical properties determined by their respective structures.

•         Organic compounds can be synthesized by living things or through artificial processes.

•         Organic chemical reactions and their applications have significant implications for

•         society, human health, and the environment.

Electrochemistry

•         Oxidation and reduction are paired chemical reactions in which electrons are transferred from one substance to another in a predictable way.

•         The control and applications of oxidation and reduction reactions have significant implications for society and the environment.

Chemical Calculations

•         Relationships in chemical reactions can be described quantitatively.

•         Quantitative relationships of chemical reactions have applications in the home,

•         workplace, and the environment.

 

Chemistry in the Environment

•         Air and water quality can be affected by both natural processes and human activities.

•         Quantitative relationships of chemical reactions can be used to assess air and

•         water quality.

•          

Evaluation

Final Mark = 70% term work + 30% Summative

 

Weighting of Achievement Categories

Knowledge and Understanding                                                          30%

·         knowledge of content (e.g., facts, terminology, definitions, safe use of equipment and materials)

·         understanding of content (e.g., concepts, ideas, theories, principles, procedures, processes)

 

Thinking, Inquiry, Problem Solving                                              30%

·         use of initiating and planning skills and strategies (e.g., formulating questions, identifying the problem, developing hypotheses, selecting strategies and resources, developing plans)

·         use of processing skills and strategies (e.g., performing and recording, gathering evidence and data, observing, manipulating materials and using equipment safely, solving equations, proving)

·         use of critical/creative thinking processes, skills, and strategies (e.g., analysing, interpreting, problem solving, evaluating, forming and justifying conclusions on the basis of evidence)

 

Communication                                                                                            20%

·         expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, visual, and/or written forms (e.g., diagrams, models)

·         communication for different audiences (e.g., peers, adults) and purposes (e.g., to inform, to persuade) in oral, visual, and/or written forms

·         use of conventions, vocabulary, and terminology of the discipline in oral, visual, and written forms (e.g., symbols, formulae, scientific notation, SI units)

 

Applications                                                                                                  20%

·         application of knowledge and skills (e.g., concepts and processes, safe use of equipment, scientific investigation skills) in familiar contexts

·         transfer of knowledge and skills (e.g., concepts and processes, safe use of equipment, scientific investigation skills) to unfamiliar contexts

·         making connections between science, technology, society, and the environment (e.g., assessing the impact of science on technology, people and other living things, and the environment)

·         proposing courses of practical action to deal with problems relating to science, technology, society, and the environment

 

 

Lab Safety

Students are expected to observe all safety procedures in the laboratory.  Students that jeopardise the safety of themselves or others may be restricted in their laboratory participation.