Please note:
This document is best suited for on-screen use. Some layout may have been
altered during the creation of this web page.
It is recommended that you download the
"pdf" version of this Course Profile for printing and the "Word,
Mac, or WordPerfect" versions for working with or adapting the Course
Profile to meet your instructional needs.
Course Profile Chemistry (SCH4C), College Preparation,
Catholic
Course Overview
Prerequisite: Science,
Grade 10, Academic or Applied
This course
introduces students to the concepts that form the basis of modern chemistry.
Students will study qualitative analysis, quantitative relationships in
chemical reactions, organic chemistry and electrochemistry, and chemistry as it
relates to the quality of the environment. Students will employ 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 everyday life and in the
development of new technologies and products.
This course seeks to
further the achievement of Ontario Catholic School Graduate Expectations
through integrating Scripture, Catholic Church teaching, and moral and ethical
reflection. Students are encouraged to become discerning believers who
integrate faith with life. Students develop their decision-making skills by
critically reflecting on the spiritual, moral, and ethical dimensions of issues
raised in the course. As informed Catholic citizens, students acknowledge and
accept their responsibility as stewards of the earth and use their knowledge to
address pressing environmental issues.
The aim of
this course is to ensure that students develop scientific literacy while
maintaining a sense of wonder about the world around them. Students can achieve
this by gaining an understanding of the basic concepts of the course;
developing skills, strategies, and thinking required for scientific inquiry;
and relating science to technology, society, and the environment.
This course
provides students with the prerequisite knowledge and skills needed to meet the
entrance requirements for college programs. In planning this college-bound
course, teachers should emphasize concrete applications of the theoretical
material covered in the course, and not the theoretical aspects of the course
content which are emphasized in the university-bound chemistry course. Students
should develop critical thinking and problem-solving skills, scientific inquiry
skills, independent research skills, as well as independent learning skills.
Throughout the course, the teacher must provide ample opportunities for
students to engage in safe and relevant laboratory activities where they can:
·
examine both
qualitative and quantitative analysis;
·
develop sound and
varied lab techniques;
·
learn the safe
handling of chemicals and equipment;
·
select
appropriate instruments related to quantitative analysis and use them to obtain
precise and accurate results;
·
develop skills in
collecting and recording data with precision and accuracy;
·
use computer
software and computer probes to collect data;
·
develop skills in
designing, planning, and carrying out lab investigations using laboratory
equipment safely, effectively, and accurately;
·
analyse and
interpret data, and communicate scientific information using appropriate
terminology.
The health and
safety of teachers and students must be routinely addressed when conducting
laboratory activities, using safe laboratory practices and following Workplace
Hazardous Materials Information System (WHMIS) legislation. Throughout the
course, students should maintain a Data Book to help develop inquiry skills.
The Data Book could consist of three parts: Part A, The Log, where they record
all experimental data collected over the course; Part B, The Skills Handbook,
where students create an inquiry skill section of experimental techniques and
drawings of specific equipment and their uses;
and Part C, The Journal, for reflections.
Teachers must incorporate the skills essential
for scientific investigation (The Ontario Curriculum, Grade 11 and 12,
Science, p. 66). These skills apply to all areas of the course content and
must be developed in all strands of the course. Assessment of students
mastery of these skills must be included in the evaluation of students
achievement of the expectations for this course (The Ontario Curriculum,
Grade 11 and 12, Science, p. 9). Teachers are encouraged to give a
diagnostic assessment at the beginning of each unit, and should include a test
at the end of each unit in addition to any end-of-unit task.
Students build on their prior knowledge from The
Ontario Curriculum, Science, Grades 9 and 10, Academic (Atoms and Elements
in Grade 9, Chemical Processes and Weather Dynamics in Grade 10), or The
Ontario Curriculum, Science, Grades 9 and 10, Applied (Exploring Matter in
Grade 9, Chemical Reactions and Their Practical Applications, and Weather
Systems in Grade 10).
This course is organized into five units which
match the strands used in The Ontario Curriculum,
Grades 11 and 12, Science document. The units are ordered to provide a
development of knowledge, theories, and skills and a meaningful and relevant
framework to study chemistry in a faith-filled context. The units are Matter
and Qualitative Analysis, Chemical Calculations, Electrochemistry, Organic
Chemistry, and Chemistry in the Environment.
The course begins with Matter and Qualitative
Analysis, which builds on the students prior knowledge of chemistry from
Grades 9 and 10 Science and gives students the background knowledge in chemical
bonding they need to understand and explain the major concepts developed
throughout the course. This unit also introduces students to the basic
principles of quantitative analysis and builds inquiry skills in qualitative
analysis and instrumentation. In the second unit, Chemical Calculations,
students demonstrate an understanding of the mole concept and the quantitative
relationships in chemical reactions. Next, in Electrochemistry, students build
on their knowledge of chemical processes in galvanic and electrolytic cells.
Here students examine and explain the importance of industry on society and the
consequences for the environment. In the Organic Chemistry unit, students apply
the concepts learned in the first three units to carry out various laboratory
tests and reactions involving organic compounds. They study the names,
properties, and reactions of organic compounds and practise and develop their
inquiry and research skills. In this unit, students examine the importance of
organic compounds in consumer products and determine and explain issues related
to their environmental and societal impact. The course ends with Chemistry in
the Environment. This unit serves as the appropriate medium for dealing with
the impact of science on society and the environment. Students use and
integrate the Catholic faith tradition in the critical analysis of the role of
chemistry in daily life. They evaluate the impact of chemistry, chemical
technology, and technological products on our standard of living and the
quality of the environment; as a result, students make informed and ethical
decisions. Throughout the course students develop an awareness of the variety
and the vast number of science and technological careers related to chemistry.
If teachers wish to cluster the expectations
differently than suggested in this course profile, they must address all
learning expectations, the different categories of learning, and carefully
consider the time spent on each unit. When using the Unit Overview Charts,
teachers should note that within each cluster one or more of the categories of
learning from the Achievement Chart may have a greater focus this category
has been printed in bold.
It is critical that students develop strong
communication skills, including the use of information technology for
collecting, organizing, and presenting information. Furthermore, science cannot
be taught in isolation but must be linked to other disciplines. Encouraging
students to develop an awareness of controversial issues involving science and
technology allows them to make connections to society and the environment.
These are the skills that foster the qualities of responsible citizens. To
further the achievement of the Ontario Catholic School Graduate Expectations,
students are encouraged to make reflections in their Journal. (Note: The
Ontario Catholic School Graduate Expectations and the Journal are not to be
assessed.)
Teachers are encouraged to incorporate the use
of computer technologies such as computer-based simulations, multimedia
applications, and computer-assisted laboratory apparatus in the delivery of
this course. However, care must be taken to ensure that computer-assisted
laboratory programs are not used to the extent that they hinder the development
of the students essential scientific skills.
It is recommended
that Course Culminating Task, which allows students to demonstrate the
knowledge and understanding of concepts and skills in inquiry, communication,
and making connections developed in each unit, be part of the final evaluation
for this course. In the Course Culminating Task, students produce an
Educational Kit with environmental applications. To prepare for the Course
Culminating Task, students maintain a portfolio where they compile the
research, experimental designs, calculations, etc., which reflect the focus of
each unit (see the boldface section in each of the Unit Overview Charts). The
teacher should introduce the Course Culminating Task at the beginning of the
first unit and prepare a checklist that itemizes all the required components of
the kit. The kit could contain resource materials that increase an awareness of
the impact of chemistry on the environment (see Activity 5.3 for a list of the
components required for the Educational Kit). This list should be distributed
to students in Unit 1, when the task is first introduced, to allow students
ample opportunity to research, organize, plan, and prepare each component of
the kit. The kit should be assembled during the last week of Unit 5, Chemistry
in the Environment. The five hours required for the preparation of the Course
Culminating Task are allotted within the timelines of the last unit.
|
Unit 1 |
Matter and
Qualitative Analysis |
21 hours |
|
Unit 2 |
Chemical
Calculations |
23 hours |
|
Unit 3 |
Electrochemistry |
20 hours |
|
Unit 4 |
Organic Chemistry |
20 hours |
|
* Unit 5 |
Chemistry in the
Environment |
26 hours |
* This unit is fully
developed in this Course Profile.
Time: 21 hours
Unit Description
Students build on their knowledge of atomic theories, ionic and molecular compounds, and chemical reactions introduced in the Grade 9 and 10 Science programs. In this unit, students demonstrate an understanding of the basic principles of qualitative analysis in chemistry, develop lab skills for conducting qualitative analysis and focus on the importance of the applications of qualitative analysis. In addition, students are introduced to the Course Culminating Task and begin preparing a Portfolio that contains pertinent information or preliminary planning notes to reflect the focus from each unit.
In the first cluster, students observe the flame colours of various metals in their corresponding ionic compounds, e.g., barium chloride, sodium chloride, strontium chloride, etc., and the line spectra of various gases, e.g., hydrogen, helium, chlorine. They relate these observations to the concept of quanta of energy proposed by Bohr and explain how flame tests and emission spectra can be used to identify elements in qualitative analysis. Lastly, they conduct a qualitative analysis to identify an unknown gas sample by comparing its observed emission spectrum with those of known gases. (Note: In order to avoid possible confusions between absorption and emission spectra, teachers should consult reliable reference texts and scientific dictionaries. In addition, an absorption spectrum is difficult to demonstrate with standard classroom equipment. Teachers should demonstrate emission spectra and describe and explain the basic principles of absorption spectroscopy.)
In the second cluster, students learn about the bonding in molecular and ionic compounds used in the spectral analysis in cluster one. Students explain covalent bonding in simple molecules using Lewis structures, and demonstrate an understanding of the formation of ionic lattices using ion formation to explain the electrostatic interactions between metallic and non-metallic ions to form ionic compounds. Students are then introduced to precipitation reactions for identifying ions in qualitative analysis. Students predict the products in double displacement reactions, determine the precipitate using solubility rules, write net ionic equations for precipitate reactions, and develop flow charts to determine and test for the presence of ions. Lastly, students work collaboratively to compile a booklet describing the applications of various types of spectroscopy, e.g., ultraviolet, infrared, mass, in identifying atoms, ions and molecules. Students reflect on how the use of this technology is important to society, e.g., detecting molecules in the Earth's stratosphere and interstellar medium.
In the last cluster, students analyse a household or workplace chemical to determine the presence of ions using both flame tests and precipitation reactions. Students reflect on the sacredness of life, respecting the environment, and contributing to the common good as they consider applications of qualitative analysis in various fields, e.g., drug detection, quality control of products, urine and blood analysis, water treatment, etc.
Throughout this unit, students research, learn, and develop an understanding of the concepts related to qualitative analysis needed to collect and prepare a water/soil sample for the Course Culminating Task. They design an experiment including instruction sheets outlining the purpose, apparatus, materials, procedures, safety considerations, observation and data charts, and questions that allow analysis of data to determine the unknown ions or molecules present in the sample. Note: If an expectation is in parentheses in a cluster, it is being introduced in that cluster, but not assessed. When using the Unit Overview Charts, teachers should note that within each cluster one or more of the categories of learning from the Achievement Chart may have a greater focus this category has been printed in bold.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
MQV.01, .02, MQ1.01, 1.02, 1.03, (2.01, 2.04), 2.02, 2.05 |
Knowledge/Understanding |
·
Diagnostic
Assessment ·
Atomic Theory
and Spectral Analysis ·
Qualitative
Analysis of Gases |
|
2 |
MQV.01, .03,
MQ1.04, 1.05, (2.01, 2.03, 2.04), 3.01 |
Knowledge/Understanding |
·
Bonding and
Precipitation Reactions |
|
3 |
MQV.01, 02, .03,
MQ1.02, 2.01, 2.02, 2.03, 2.04, 3.02 |
Knowledge/Understanding |
·
Qualitative
Analysis of Ions ·
Unit test |
Time: 23
hours
Unit Description
In this unit, students solve problems involving
quantitative relations in balanced chemical equations. When analysing chemical
systems, the students use lab techniques developed in the first unit to solve
problems involving both theoretical and experimentally measured quantities.
In the first cluster, students build on their
knowledge of chemical formulae and balancing chemical equations first
introduced in Grade 10. Students calculate molecular mass and formula mass with
the aid of a periodic table and use chemical formulae or experimental data to
calculate a compounds percent composition by mass. Students give examples of
everyday situations that illustrate the importance of qualitative relationships
of substances, e.g., cooking recipes, medicine dosages. In the second cluster,
students are introduced to the mole concept and solve problems involving
quantity in moles, mass, number of particles, and molar mass. The mole concept
is expanded in the third cluster to include the preparation of aqueous
solutions of known concentrations. Students conduct quantitative analyses of
solutions using the following equipment: pipette, burette, volumetric flask,
spectrophotometer, and electronic balance. Using this equipment, students
accurately dilute a stock solution to a specified lower concentration. They
prepare standard solutions and measure their absorbance in order to produce an
experimental calibration curve. Students develop awareness for the sacredness
of life as they consider the specific applications of chemical quantities where
accuracy in concentration may be critical, e.g., dosages of cough medicines for
children, intravenous solutions.
In the final
cluster, students perform calculations based on the quantitative relationships
in balanced chemical equations. Through experimentation, students investigate,
how the theoretical yield of a reaction compares to the actual yield, and they
identify sources of error that would explain a percentage yield other than
100%. Students analyse how the profitability of a specific industry depends on
its ability to maximize the percentage yield of its product. Students give an
oral presentation of their analysis and include a profile of a current career
from their industry, e.g., chemical technician, analytical chemist, quality
controller, etc.
Finally, in this unit students develop and
practise the skills required to accurately prepare the reagents needed for
their water/soil test kit in the Course Culminating task. Note: If an
expectation is in parentheses in a cluster, it is being introduced in that
cluster, but not assessed. When using the Unit Overview Charts, teachers should
note that within each cluster one or more of the categories of learning from
the Achievement Chart may have a greater focus this category has been printed
in bold.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
CCV.01, .02, .03,
CC1.02, (1.03), (2.01), 2.03, 2.04, 3.01 |
Knowledge/Understanding |
·
Diagnostic
Assessment ·
Molecular Mass
and Percent Composition |
|
2 |
CCV.01, .02,
CC1.01, (2.01), 2.03, 2.05 |
Knowledge/Understanding |
·
The Mole and
Related Calculations |
|
3 |
CCV.02, 03, CC
(2.01), 2.02, 2.05, 2.08, 2.09, 3.02 |
Inquiry |
·
Working with
Solutions |
|
4 |
CCV.01, 02, .03,
CC1.03, 2.01, (2.02), 2.06, 2.07, 3.03 |
Knowledge/Understanding |
·
Stoichiometry
and its Applications ·
Unit Test |
Time: 20
hours
Unit Description
In this unit, students build on their knowledge
of metals and electricity introduced in Grade 9. Through experimentation,
students investigate the oxidation of metals and the chemical processes that
take place in galvanic and electrolytic cells.
In the first cluster, through laboratory
investigation, students test the electrical conductivity of various substances
including metals, acids, bases, salt solutions, and covalent substances.
Students perform experiments involving reactions of metals and metal ions, and
using their knowledge of single displacement reactions, they interpret the
observations to determine an activity series of some metals. Using this
activity series, students predict and experimentally verify the spontaneity of
displacement reactions between metal elements and metal salts.
In the second cluster, students compare
galvanic and electrolytic cells by naming the components of each cell,
describing the role of each cell, and explaining how each cell functions in
terms of oxidation and reduction. Students select and use the proper laboratory
equipment to safely and accurately construct a galvanic cell and determine its
advantages and disadvantages, e.g., limited voltage, portability, etc. Students
describe an electrochemical cell in terms of the half-cell reactions, location
of electrodes, direction of electron flow, use of a salt bridge, and direction
of migration of ions. Students research and prepare a poster, illustrating an
application of electrochemical cells, e.g., batteries, and an electrochemical
process used in industry, e.g., chrome-plating.
In the third cluster, students explain the
chemical reactions involved in corrosion and describe their similarities to the
chemical reactions in an electrochemical cell. Students design and carry out
procedures to determine the factors that affect the rate of corrosion, e.g.,
stress, surface oxide, etc. In the format of a skit or video, students prepare
and present infomercials to advertise a product or technique that could be
used to counteract the effects of road salt and acid rain on the process of
corrosion.
In the last cluster, students research how
electrolytic processes are used in the refining of certain metals, evaluate the
impact of these processes on the environment, and recognize their role as
stewards of the earth in addressing environmental issues.
Throughout this unit students research, learn and develop an understanding of concepts related to electrochemistry to assess the impact of industrial electrochemical processes in their lives and the consequences for the environment, by producing a pamphlet or thought-provoking comic strip/video/collage for the Course Culminating Task.
When using the Unit
Overview Charts, teachers should note that within each cluster one or more of
the categories of learning from the Achievement Chart may have a greater focus
this category has been printed in bold.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
ELV.02, EL2.01,
2.03, 2.04, 2.05 |
Inquiry |
·
Diagnostic
Assessment ·
Electrical
Energy and Reaction of Metals |
|
2 |
ELV.01, .02, .03,
EL1.01, 2.01, 2.02, 2.06, 2.07, 3.01, 3.03 |
Knowledge/Understanding |
·
Electrolytic
and Galvanic Cells |
|
3 |
ELV.01, .02, .03,
EL1.02, 1.03, 2.01, 2.08, 3.04 |
Knowledge/Understanding |
·
Corrosion |
|
4 |
ELV.02, .03,
EL2.01, 3.02 |
Inquiry |
·
Impact of Metal
Refining ·
Unit Test |
Time: 20
hours
Unit Description
Students study the names, properties, and reactions of organic compounds; and practise and develop their inquiry and research skills. In this unit, students deal with the impact of science on society and the environment. They examine the importance of organic compounds in consumer products, and determine and explain issues related to their environmental and societal impact.
In the first cluster, through a brainstorming activity, students compile lists of useful organic compounds and organize them into categories based on the products use. Through a teacher-directed lesson, students examine the characteristics of the carbon atom with reference to its bonding and its ability to form long chains. They explain how organic chemistry has led to the development of a vast and varied number of organic compounds. In small groups, students work through an activity where they draw the Lewis structures of assigned simple organic compounds and use molecular models to build the structure of each compound. Through research, students write a one-page report describing how organic chemistry has led to the development of useful new products.
In the second cluster, through a teacher-directed lesson, students identify the functional groups that define common families. In pairs, students prepare an Organic Family Information Sheet. For example, they prepare and complete a table with the following headings: family, functional group structure, sample compound, Lewis structure of sample compound, and structural formula of sample compound. Through a lab investigation, students determine the physical and chemical properties of some common organic compounds (for example, boiling point, melting point, solubility in water, combustion) and identify patterns and trends in their observations. Students individually research one useful organic compound and prepare a Product Label for the compound. As part of their research they should consult Material Safety Data Sheets (MSDS). The Product Label could include a drawing of the compounds molecular structure and functional groups, the compounds uses, and any environmental concern associated with the compound and its use.
In the third cluster, students examine the physical properties of a variety of organic compounds and explain these properties using their molecular structures. They explain the polar nature of organic compounds containing oxygen and/or nitrogen. Through a lab investigation, students select and use apparatus to safely separate a mixture of liquids by distillation. Students explain the principle underlying the use of distillation to separate organic compounds, and through research, they describe the role of distillation and catalytic cracking in the production of useful fuels from crude oil.
In the fourth cluster, through a teacher-directed lesson, students examine different types of organic reactions, such as addition, combustion, and addition polymerization reactions. As a follow-up activity, students first construct models and then use structural formulae to represent the different types of chemical organic reactions. Students then identify through experimentation the products of combustion of hydrocarbons and of alcohols, and they write balanced chemical equations to represent combustion reactions. They synthesize a condensation product, such as aspirin; a common organic product, such as soap; and a synthetic polymer, such as nylon. Note: Reagents for these reactions are toxic and/or flammable. A fume hood is required for some procedures. The teacher may choose to demonstrate some reactions.
In the fifth cluster, students re-examine both the one-page report on useful new products they produced in the first cluster, and the Product Label they produced in Cluster Two. They now look at the extensive use of these and other organic compounds in a new light. Through research, including reference to MSDS sheets, they identify environmental issues connected with the growing use of plastics, and the dangers associated with the use of organic solvents. As informed responsible citizens, they produce a pamphlet outlining possible suggestions for alternative materials that could be used, and the necessary precautions to be taken when working with organic solvents.
Throughout this unit students research and collect information on the risks and benefits associated with the use of organic compounds, examine their social impact, and determine how they relate to the environment in order to produce a video or a case study to be used in the Course Culminating Task. When using the Unit Overview Charts, teachers should note that within each cluster one or more of the categories of learning from the Achievement Chart may have a greater focus this category has been printed in bold.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
OCV.01, .02, .03, OC1.01, 2.01, 2.03, 3.05 |
Knowledge/Understanding |
·
Diagnostic
Assessment ·
What is Organic
Chemistry? |
|
2 |
OCV.01, .02, .03,
OC1.03, 2.01, 2.03, 2.04, 3.01 |
Knowledge/Understanding |
·
Organic
Families: their structures, their properties, their uses |
|
3 |
OCV.01, .02, .03,
OC1.02, 1.05, 2.01, 2.02, 3.02 |
Knowledge/Understanding |
·
Physical
Properties and Their Applications |
|
4 |
OCV.01, .02,
OC1.04, 2.01, 2.05, 2.06 |
Knowledge/Understanding |
·
Reactions of
Organic Compounds ·
Unit Test |
|
5 |
OCV.02, .03,
OC2.01, 3.03, 3.04, 3.05 |
Inquiry |
·
Should organic
compounds be regulated for our own protection? (Debate) |
Time: 26
hours
Unit Description
In this unit, students study chemistry as it relates to the quality of the environment. Students build on their knowledge of acids and bases from Grade 10 Science and the chemical calculations involving solutions from Unit 2, Chemical Calculations. Students focus on the importance of a healthy environment that has clean air and water. Lastly, students assemble the Environmental Educational Kit for the Course Culminating Task using the materials collected in their Portfolio from each unit.
In the first cluster, students identify gases in the atmosphere that affect air quality, and identify the substances in water that must be measured and controlled to ensure that it is safe for human use and consumption. Students recognize the importance of the atmosphere and water in supporting life on earth and reflect on water as a symbol in the sacraments and rituals of the Catholic faith.
Students examine case studies to explain the need for quantitative analysis of substances in air and water samples in maintaining healthy ecosystems.
In the second cluster, students define acids and bases according to the Arrhenius theory and explain the differences between strong and weak acids and bases. Students demonstrate an understanding of concentrated and dilute acids and explain the safety procedures followed in diluting concentrated acids. Through experimentation, students demonstrate the acid-base character of solutions of oxides of metals and non-metals and compare these solutions to the substances present in acid rain.
In the third cluster, students explain the effect of temperature and pressure on a fixed volume of gas. Students identify the gases responsible for acid rain; the reactions involved in the formation of acid rain and the chemical methods used to reverse the process, for example, neutralization. Students write balanced chemical equations to represent neutralization reactions.
In the fourth cluster, students further develop their Scientific Investigative Skills by using techniques involved in the quantitative analyses of solutions effectively and accurately. Through laboratory activities, students perform an acid-base titration to determine the concentration of an acid or base, and they determine the concentration of dissolved ions in a water sample using gravimetric and colorimetric methods.
In the fifth cluster, students research government regulations on air and water quality and discuss how individuals can contribute to improvements in the environment. Students plan, organize, and participate in a Plan of Action panel discussion. Furthermore, students assess the environmental, economic, and societal implications of methods of use and disposal of common household products. Students demonstrate an awareness of the need for both government and individuals to ensure a healthy environment for the common good of society. As informed citizens, students make decisions based on both scientific information and ethical and Gospel values. In addition, throughout the unit students recognize their role as stewards of the earth in addressing Canada's environmental concerns and issues.
Throughout this unit, students research, learn and develop an understanding of the concepts related to chemistry in their environment in order to assess a local issue, and develop a plan of action to improve the environment in their community by producing a bulletin for the Course Culminating Task.
When using the Unit
Overview Charts, teachers should note that within each cluster one or more of
the categories of learning from the Achievement Chart may have a greater focus
this category has been printed in bold.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
CEV.01, .03,
CE1.06, 1.07, (2.01), 3.03 |
Knowledge/Understanding |
·
Diagnostic
Assessment ·
Our Environment |
|
2 |
CEV.01, .02,
CE1.02, 1.03, 1.05, (2.01) 2.03 |
Knowledge/Understanding |
·
Acids and Bases |
|
3 |
CEV.01, .02,
CE1.01, 1.04, 2.04, (2.01, 2.03) |
Knowledge/Understanding |
·
Gases and Acid
Rain |
|
4 |
CEV.01, .02,
CE1.06, 2.01, 2.02, 2.05, 2.06 |
Knowledge/Understanding |
·
Measuring
Pollutants |
|
5 |
CEV.01, .02, .03,
CE (1.06, 1.07, 2.01), 3.01, 3.02 |
Knowledge/Understanding |
·
Plan of Action
Opportunity for Change ·
Educational Kit
and Final Water/Soil Analysis |
When planning this course, consideration should be given to the course expectations, the course destination, and the needs of individual students. The teacher should provide learning experiences that promote interest, understanding, and excellence. In order for this course to prepare students to meet the college entrance requirements, the teacher must deliver the provincial curriculum, emphasizing the development of inquiry skills and the development of both independent research skills and independent learning skills. The role of the teacher is to establish the conceptual framework to help the students develop specific skills and attitudes while considering students individual learning styles. By fostering an atmosphere where learning is meaningful, integrative, challenging, active, and value-based, teachers can help their students become excited about learning.
Throughout this course, students should have numerous opportunities to acquire knowledge and to develop skills and attitudes through a variety of teaching and learning strategies. The strategies that the teacher uses should provide students with multiple opportunities to develop and demonstrate their learning and skills across all four categories of the Achievement Chart.
Expectations that require Knowledge can be developed through:
·
brainstorming,
e.g., OC3.05;
·
teacher-directed
lessons and discussions, e.g., OC1.04;
·
small group
instruction, e.g., OC1.03;
·
independent
research, e.g., OC3.01, OC3.02, OC3.03, OC3.04;
·
self-directed
learning, e.g., OC2.03.
Expectations
that involve Inquiry can be met by:
·
conducting and analysing
experiments, e.g., OC2.04, OC2.05, OC2.06;
·
designing lab
investigations, e.g., EL2.08;
·
formulating
questions, e.g., OC3.03, OC3.04;
·
solving problems,
e.g., CC2.03, CC2.04, CC2.05, CC2.06, CC2.07.
Expectations
that encourage Communication can be demonstrated by:
·
written reports,
e.g., OC3.05;
·
group
discussions, e.g., OC3.03, OC3.04;
·
debates, e.g.,
OC3.03, OC3.04;
·
seminars, e.g.,
OC3.03, OC3.04;
·
student
presentations, e.g., oral presentations, video and audio presentations, skits,
photo essays etc., e.g., OC3.03, OC3.04.
Expectations
where students expand their knowledge to Make Connections can be developed
through:
·
independent
research, e.g., OC3.03, OC3.04;
·
exposure to
experts in their field (for example guest speakers, or by attending college
lectures or presentations), e.g., CE3.01, CE3.02, CE3.03;
·
portfolios,
e.g., OC3.03, OC3.04;
·
participation in
science fairs, e.g., EL2.08;
·
reading Church
documents (see Resources).
In order for
students to demonstrate their mastery of the knowledge and skills required for
college entrance, the teacher should establish a balanced assessment plan for
the course and select appropriate methods, strategies, and tools. Students must
demonstrate that they have developed strong inquiry skills, independent
research skills, and independent learning skills.
Assessment is the process of gathering
information from a variety of sources that accurately reflects how well a
student is achieving the curriculum expectations. As part of assessment,
teachers must 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 that represents that quality. 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.
Assessment
and evaluation must be based on the learning expectations for this course and
the achievement levels outlined in the Program Planning and Assessment, 2000
document. When this course was designed, the Learning Expectations were
clustered in order to balance the categories within the Achievement Chart.
Teachers are encouraged at the beginning and throughout the course to share the
assessment criteria with the students and their parents, and to give feedback
that guides the students efforts towards improvement. The assessment results
should be used to motivate students and help them establish next steps in their
learning goals. To ensure that assessment and evaluations are valid and
reliable, the teacher should use assessment and evaluation strategies that:
·
address both what
the students learn and how well they learn it;
·
are based both on
the categories of knowledge and skills, and on the achievement levels;
·
are varied in
nature, administered over a period of time, and are representative of the full
range of learning;
·
promote students
ability to assess their own learning and to set specific goals.
Assessment
practices should provide information on what students write, say, and do.
Possible assessment strategies include:
·
paper-and-pencil:
tests, quizzes, concept maps, essays, written reports/lab reports, research
papers;
·
personal
communication: interviews, conferences, journals, classroom discussions;
·
performance task:
individual presentations, plays/skits, lab performances.
The
tools used to effectively measure students learning and mastery of skills
include:
·
checklist;
·
marking scheme;
·
rating scale;
·
rubric.
As this is a College Preparation course, it is recommended that teachers
carefully consider an appropriate weighting of the four categories of achievement
(Knowledge/Understanding, Inquiry, Communication, and Making Connections)
throughout all the units and in the final evaluation. This will help to ensure
that the students develop and demonstrate their achievement of the knowledge,
inquiry skills, and independent research and learning skills necessary for this
College Preparation course.
The
Provincial Report Card contains separate sections for reporting on achievement
of the curriculum expectations and for reporting on demonstrated skills required
for effective learning. The students final grade for this course will be
determined as follows:
·
Seventy per cent
(70%) of the grade will be based on evaluations conducted throughout this
course. This portion of the grade should reflect the students most consistent
level of achievement throughout the course, although special consideration
should be given to the most recent evidence of achievement.
·
Thirty per cent
(30%) of the grade will be based on a final evaluation administered towards the
end of the course. The weighting of each of the four categories in the final
evaluation should be consistent with the assessment/evaluation practices used
throughout the course.
It is recommended that the final evaluation for this College Preparation
course consist of a written final exam and a Course Culminating Task.
Teachers must consider the needs of exceptional students when planning the Science curriculum. Accommodation to the program activities and/or the working environment may be necessary. Teachers should consult individual students Individual Education Plan (IEP) for specific direction on accommodation for individuals. Where the student has an IEP the teacher must meet the needs of the student as outlined in the Plan.
Exceptional students, as well as other students who are not identified as exceptional but who have an IEP and are receiving special education programs and services, should be given every opportunity to achieve the curriculum expectations set out for this course.
A variety of teaching approaches may be needed to help exceptional students achieve the learning expectations of this course. Examples of such approaches may include:
·
using special
resources, e.g., reading material consistent with students reading levels and
learning styles, audio tapes of difficult chapters, adapted computers;
·
using specialized
equipment and assistance specific to the chemistry lab, e.g., providing access
to sinks, burners, balances, etc., and assistance with the handling of
chemicals and reagents;
·
using a variety
of teaching/learning strategies, e.g., special interest groupings for research
projects, collaborative groups, mentorship programs, independent study plans;
·
collaborating
with resource teachers, library staff, and other staff, where available;
·
consulting with
parents about providing an appropriate study environment in the home;
·
allowing more
time for the completion of assignments or achievement of the learning
expectations;
·
providing
alternative ways of completing tasks or presenting information, e.g., taped
answers;
·
simplifying the
language of instruction;
·
providing
alternative homework assignments;
· providing alternative tasks for enrichment, e.g., encouraging participation in Science Fair competitions and subject-specific competitions (such as the Chemical Institute of Canada Crystal Growing Competition), attending college-sponsored activities/lectures, establishing mentorship programs with local Colleges, and developing partnerships with local industries.
For students with physical or learning impairments, classroom and laboratory activities should be altered to permit maximum participation. Assessment procedures and strategies may also need to be modified. Examples include:
·
time requirements
for assignments or assessment tasks;
·
format of the
assessment material, e.g., Braille;
·
use of scribes,
tape recorders, word processors, etc.
For English as a Second Language (ESL) students, or English Literacy
Development (ELD) students, teachers should provide opportunities for students
to demonstrate their learning by alternate means such as pairing written
instructions with verbal instructions; using key visuals to illustrate
definitions; allowing extra time for reading or written assignments; and
encouraging the use of first language dictionaries for assignments.
Note: Units in this Course Profile make reference to
specific texts, magazines, films, videos, and websites. Teachers need to
consult their board policies regarding use of any copyrighted materials. Before
reproducing materials for student use from printed publications, teachers need
to ensure that their board has a Cancopy licence and that this licence covers
the resources they wish to use. Before screening videos/films with their
students, teachers need to ensure that their board/school has obtained the
appropriate public performance videocassette licence from an authorized
distributor, e.g., Audio Cine Films Inc. Teachers are reminded that much of the
material on the Internet is protected by copyright. The copyright is usually
owned by the person or organization that created the work. Reproduction of any
work or substantial part of any work on the Internet is not allowed without the
permission of the owner.
Burton, G.,
J. Holman, G. Pilling, and D. Waddington. Salters Advanced Chemistry-Chemical
Storylines. Oxford: Heinemann Educational Publishers, 1994. ISBN
0-435-63106-3
Catechism
of the Catholic Church, Canadian Conference of Catholic Bishops, 1994. (Should be available in all school
libraries.)
Donovan, T.,
M. Poole, and D. Yack. Chemicals in Action. Canada: Holt, Rinehart and
Winston of Canada Ltd., 1987. ISBN 0-03-921975-5
Groome, T.
Educating for Life. Allen, Texas: Thomas More, 1998. ISBN 0-88347-383-6
Heikkinen,
H. Chemistry in the Community: Chem Com, 4th ed., American Chemical
Society. New York: W.H. Freeman and Company, 2002. ISBN 0-7167-3551-2
Henry, J.
Glynn and Gary W. Heinke. Environmental Science and Engineering. ISBN
0-13-120650-8
Jenkins, F.,
H. vanKessel, L. Davies, O. Lantz, P. Thomas, and D. Tompkins. Chemistry 11.
Toronto: Nelson Thomson Learning, 2002. ISBN 0-17-612101-3
Musto, F.,
M. Jansen, T. Doram, J. Ivanco, C. Clancy, and A. Ghazariansteja. Chemistry
11. Toronto: McGraw-Hill Ryerson, 2001. ISBN 0-07-088681-4
Newton, D. Walch
Science - Literacy Series Chemistry. Maine: J. Weston Walch, 1997.
ISBN 0-8251-3311-4
Rayner-Canham,
G., S. Damji, and U. Goering-Boone. Addison Wesley Chemistry 11.
Toronto: Pearson Educational Canada, 2001. ISBN 0-201-75048-1
Snyder, C. The
Extraordinary Chemistry of Ordinary Things. New York: John Wiley and Sons,
Inc., 1998. ISBN 0-471-17905-1
Shapiro, B.
and S. Shapiro. Chemistry at Work. Toronto: Copp Clark Pitman Ltd.,
1989.
ISBN 0-7730-4730-1
Walker, Pam
and Elaine Wood. Crime Scene Investigations. New York: Centre for
Applied Research in Education, 1998. ISBN 0-87628-135-8
Crucible, Magazine of the Science Teachers Association
of Ontario. ISSN - 381-8047
Discover
Canadian Chemistry, A
newsletter for high school chemistry students. Published by the Chemical
Institute of Canada (Telephone: 1-613-232-6252)
Journal
of Chemical Education. ISSN
0021-9584
Chem13
News, University of Waterloo
Origins: Catholic News Service, 3211 4th Str. N.E.
Washington D.C. ISBN 200017-1100
Documents
from the Ontario Conference of Catholic Bishops:
a) For the Good of All (1992).
b) The People of the Land (1989).
Befriending
the Earth: Dream of Earth Sciences Series. Thomas Berry in dialogue with Thomas Clarke. Twenty Third
Publications, 1990. 13-part series of videos. Mystic Conn.
Environmental
Ethics: Ideas for Classrooms Discussion. Durango Col. Group for Telly Productions, 1994. CBC. News for Review:
1996-1998.
Chemistry Explorer 3.04, Lewiston: Tangent Scientific, 1999.
Chemistry with Computers, Using Logger Pro, Dan D. Holmquist and Donald L. Volz, Vernier
Software.
Interactive
General Chemistry, Lewiston:
Tangent Scientific, 1999.
Note: The URLs for the websites were verified by the
writers prior to publication. Given the frequency with which these designations
change, teachers should always verify the websites prior to assigning them for
student use.
A
comprehensive listing of science sites www.enc.org
Chemical
Institute of Canada http://www.chem-ist-can.org
ChemEd:
Chemistry Education Resources
http://www.hpcc.astro.washington.edu/scied/chemistry.html
Chemistry
Lesson Plans http://www.teach-nology.com
Chemistry
Resources http://www.dist214.k12il/users/asander/chemhome2.html
High School
Chemistry http//www.highschoolhub.org/hub/chem/cfm
Interactive
Chemistry http://hamer.chem.wisc.edu/chapman/index.html
Journal of
Chemical Education http://www.JChemEd.chem.wisc.edu
Science
Resource Centre http://chem.lapeer.org Annotated list of websites for science
educators.
STAO
Classroom Resources for Science Teachers
http://www.yorku.ca/faculty/academic/jlibman/staopage.htm
The Why Files
http://whyfiles.news.wisc.edu Explains the science behind current news items.
Students can
benefit from experiences in chemistry-related activities through a Co-operative
Education placement related to this course. Students should explore
chemistry-related careers throughout the course and consider them when they are
developing their Annual Education Plan (AEP).
Students may
choose to job shadow. This gives them an opportunity to observe and gain a
better understanding of chemistry-related careers, for example, in the area of
chemical research, environmental sciences, health services, etc.
Students
should have a safe environment for learning free from harassment of all types,
violence, and expressions of hate. Learning activities should be designed to
help students develop respect for human rights and dignity and develop a sense
of personal, social, and civic responsibility.
Students graduating
from Ontario schools are expected to be technologically literate. Through the
study of this Science course, students should be able to understand and apply
technological concepts to use computers in various applications and to analyse
the implications of technology on individuals and society.
Coded Expectations, Chemistry, Grade 12, College Preparation, SCH4C
SIS.01 - demonstrate an understanding of safe laboratory
practices by selecting and applying appropriate techniques for handling,
storing, and disposing of laboratory materials (e.g., safely disposing of
organic solutions; correctly interpreting Workplace Hazardous Materials
Information System [WHMIS] symbols), and using appropriate personal protection
(e.g., wearing safety goggles);
SIS.02 - select appropriate instruments and use them
effectively and accurately in collecting observations and data (e.g., use
equipment such as a spectroscope and centrifuge to conduct qualitative
analysis);
SIS.03 - demonstrate the skills required to plan and
carry out investigations using laboratory equipment safely, effectively, and
accurately (e.g., manipulate burettes and other instruments used in an
acid/base titration);
SIS.04 - demonstrate a knowledge of emergency laboratory
procedures;
SIS.05 - select and use appropriate numeric, symbolic,
graphical, and linguistic modes of representation to communicate scientific
ideas, plans, and experimental results (e.g., represent ionic and molecular
compounds by their accepted formulae and names);
SIS.06 - select, integrate, and interpret information
derived from experiments and from print and electronic sources, including
Internet sites, and, either in writing or using a computer, compile and display
the information in various forms, including diagrams, tables, graphs, and
laboratory reports (e.g., using both experimental results and information from
other sources, compile a table summarizing the physical and chemical properties
of some common organic compounds);
SIS.07 - express the result of any calculation involving
experimental data to the appropriate number of decimal places or significant
figures;
SIS.08 - select and use appropriate SI units;
SIS.09 - identify and describe science- and
technology-based careers related to the subject area under study (e.g.,
describe careers related to analytical chemistry, such as laboratory technician
or quality control officer).
MQV.01 · demonstrate an understanding of the basic
principles of qualitative analysis and underlying theories;
MQV.02 · carry out qualitative analyses, using flow
charts and appropriate laboratory equipment and instruments;
MQV.03 · describe the role and importance in society
of some of the applications of qualitative analysis.
Understanding Basic
Concepts
MQ1.01 explain the distinction between observation
and inference;
MQ1.02 describe and explain basic processes and
phenomena involved in qualitative analysis, including flame tests,
precipitation reactions, and absorption spectra;
MQ1.03 relate observations from flame tests and
absorption spectra to the concept of quanta of energy proposed by Bohr;
MQ1.04 explain
covalent bonding in simple molecules using Lewis structures (e.g., H2,
Cl2 , O2 , H2O,
CH4 );
MQ1.05 demonstrate an understanding of the
formation of ionic bonds between metals and non-metals, and relate the charge
on an ion to the number of electrons lost or gained.
Developing Skills
of Inquiry and Communication
MQ2.01 use appropriate scientific vocabulary to
communicate ideas related to qualitative analysis (e.g., double
displacement, precipitate, energy levels);
MQ2.02 conduct qualitative analyses using equipment
and instruments such as the following: gas discharge tubes, high voltage
electrical sources, spectroscope, centrifuge;
MQ2.03 predict the precipitate formed in a chemical
reaction by writing double displacement and net ionic equations and using a
table of solubility rules;
MQ2.04 use a flow chart and experimental procedures,
including flame tests and precipitation reactions, to determine the presence of
ions in an unknown sample (e.g., analyse a household or workplace chemical);
MQ2.05 identify an unknown gas sample (e.g.,
hydrogen, helium, neon) by comparing its observed absorption spectrum with
those of known gases.
Relating Science to
Technology, Society, and the Environment
MQ3.01 describe some applications of spectroscopy
(e.g., in astronomy to identify the composition of stars);
MQ3.02 explain applications of qualitative analysis
in various fields (e.g., discuss the use of qualitative analysis techniques in
drug detection or in the identification of counterfeit money).
OCV.01 · demonstrate an understanding of the names
and properties of organic compounds and some of their reactions;
OCV.02 · carry out various laboratory tests and
reactions involving organic compounds;
OCV.03 · describe the importance of organic compounds
in consumer products, technological devices, and biochemical applications, and
explain some of the issues related to their environmental and social impact.
Understanding Basic
Concepts
OC1.01 demonstrate an understanding of the
particular characteristics of the carbon atom in terms of the type of bonding
and the formation of long chains;
OC1.02 explain the general properties of molecules
containing oxygen or nitrogen (e.g., polarity, solubility in water);
OC1.03 identify the functional group structures
that define common families (e.g., alkenes, alkynes, alcohols, aldehydes,
ketones, acids, esters, amines);
OC1.04 describe, using structural formulae, typical
organic reactions such as addition, combustion, and addition polymerization
reactions;
OC1.05 explain the principle underlying the use of
distillation to separate organic compounds.
Developing Skills
of Inquiry and Communication
OC2.01 use
appropriate scientific vocabulary to communicate ideas related to organic
chemistry (e.g., electronegativity, covalent bond, functional group, polymer);
OC2.02 select and use
apparatus safely to separate a mixture of liquids by distillation;
OC2.03 draw Lewis structures to represent covalent
bonding in organic molecules (e.g., methane, ethanol, butene, acetylene);
OC2.04 determine through experimentation the
physical and chemical properties of some common organic compounds (e.g.,
aqueous and non-aqueous solubility, combustibility, conductivity, odour), and
identify patterns and trends in these observations;
OC2.05 identify through experimentation some of the
products of the combustion of a hydrocarbon and an alcohol, and write balanced
chemical equations to represent the combustion reaction;
OC2.06 synthesize a condensation product (e.g.,
aspirin or an ester), a common organic compound (e.g., soap), and a synthetic
polymer (e.g., cross-link polyvinyl alcohol using a solution of borax).
Relating Science to
Technology, Society, and the Environment
OC3.01 identify useful organic compounds (e.g.,
non-stick coatings for cookware) on the basis of information gathered from
print and electronic sources, and illustrate their molecular structure and
functional groups using representations drawn by hand or by computer;
OC3.02 describe the role of distillation and
cracking in the production of useful fuels from crude oil;
OC3.03 explain the dangers associated with the use
of organic solvents (e.g., combustibility, toxicity) and the necessary
precautions to be taken;
OC3.04 identify issues connected to the growing use
of plastics (e.g., the consumption of fossil fuels, waste disposal), and
suggest alternative materials that could be used;
OC3.05 describe how organic chemistry has led to
the development of useful new products (e.g., synthetic fabrics, automobile
body panels, artificial heart valves).
ELV.01 · demonstrate an understanding of the chemical
processes that take place in galvanic and electrolytic cells;
ELV.02 · investigate through experimentation the ease
of oxidation of metals, and build electrochemical cells and describe their
functioning;
ELV.03 · explain the importance for industry and the
consequences for the environment of common electrochemical processes.
Understanding Basic
Concepts
EL1.01 name the components of galvanic and
electrolytic cells, describe their role, and explain how they function in terms
of oxidation and reduction;
EL1.02 explain the chemical reactions involved in
corrosion, and describe their similarity to chemical reactions occurring in an
electrochemical cell;
EL1.03 identify and explain various techniques used
to prevent corrosion of metals (e.g., painting, cathodic protection,
galvanization).
Developing Skills
of Inquiry and Communication
EL2.01 use
appropriate scientific vocabulary to communicate ideas related to
electrochemistry (e.g., ionic bonds, oxidation, anode, electrolyte);
EL2.02 use the
following laboratory equipment and instruments safely and accurately:
voltmeters, electrical sources, connecting wires;
EL2.03 classify, using experimental evidence,
metals, acids, bases, salt solutions, and covalent substances as conductors or
non-conductors of electricity;
EL2.04 interpret observations from experiments to
determine an activity series of some metals;
EL2.05 predict the spontaneity of displacement
reactions between metal elements and metal salts based on the activity series,
and verify the predictions through experimentation;
EL2.06 construct a galvanic cell, and determine its
advantages and disadvantages (e.g., source of energy, portability,
rechargeability; chemical spillage, limited voltage);
EL2.07 describe an electrochemical cell in terms of
half-cell reactions, location of electrodes, direction of electron flow, and
direction of migration of ions;
EL2.08 design and carry out procedures to determine
the factors that affect rate of corrosion (e.g., stress, two-metal contacts,
surface oxide, nature of electrolyte, nature of metal).
Relating Science to
Technology, Society, and the Environment
EL3.01 describe applications of electrochemical
cells, such as batteries;
EL3.02 explain how electrolytic processes are used
in the refining of metals (e.g., Al, Cu, or Ni), and evaluate the impact of
such processes on the environment (e.g., production of acid rain, high-energy
consumption);
EL3.03 identify electrochemical processes used in
industry (e.g., chrome-plating);
EL3.04 describe the effects of road salt and acid
rain on the process of corrosion, and suggest possible ways of counteracting
these effects.
CCV.01 · demonstrate an understanding of the mole
concept as well as of quantitative relationships in chemical reactions;
CCV.02 · use techniques of quantitative analysis in
the preparation of standard solutions, and solve problems involving the
analysis of quantities in chemical reactions, using both theoretical and
experimentally measured quantities;
CCV.03 · explain the importance of quantitative
chemical relationships in industry and in everyday life.
Understanding Basic
Concepts
CC1.01 define the mole concept and demonstrate an
understanding of its usefulness in the analysis of quantities involved in
chemical reactions (e.g., explain how the mole concept allows the calculation
of the number of atoms, ions, or molecules in a quantity of substance);
CC1.02 explain how the following variables are
related: coefficients in balanced chemical equations, quantity in moles, mass,
and number of particles;
CC1.03 identify sources of experimental error that
would explain a percentage yield other than 100 per cent.
Developing Skills
of Inquiry and Communication
CC2.01 use
appropriate scientific vocabulary to communicate ideas related to stoichiometry
(e.g., molar mass, molarity, percentage yield, Avogadros number);
CC2.02 conduct quantitative analyses, using
correctly and accurately the following instruments: pipette, burette,
volumetric flask, spectrophotometer, electronic balance;
CC2.03 calculate the molecular mass and molar mass
of a compound with the aid of the periodic table;
CC2.04 calculate percentage composition of a
compound using experimental data or its chemical formula;
CC2.05 solve problems involving relationships among
the following variables: quantity in moles, mass, number of particles,
concentration, volume of solution;
CC2.06 solve problems involving stoichiometric
relationships in balanced chemical equations;
CC2.07 calculate percentage yield in a chemical
reaction using experimental data, and identify sources of error;
CC2.08 prepare aqueous solutions, using appropriate
concentration units (e.g., grams per litre, moles per litre), and accurately
dilute a stock solution to a specified lower concentration;
CC2.09 prepare standard solutions and measure their
absorbance in order to produce an experimental calibration curve.
Relating Science to
Technology, Society, and the Environment
CC3.01 give examples of everyday situations in
which an understanding of quantitative relationships of substances is important
(e.g., in making decisions about quantities in cooking recipes, in determining
dosages in medical prescriptions);
CC3.02 explain why it is important to ensure
accuracy in the concentration of certain solutions (e.g., cough syrup,
intravenous solutions);
CC3.03 explain why the profitability of an industry
(e.g., the pharmaceutical industry) depends in large part on its ability to
maximize percentage yield of its products.
CEV.01 · demonstrate an understanding of the nature
and role of elements and compounds in the environment, including acids and
bases, and gases in the atmosphere;
CEV.02 · use the techniques involved in the
quantitative analysis of solutions effectively and accurately;
CEV.03 · assess the effects and the implications for
society of the levels of various substances in the environment, and demonstrate
an awareness of the need for both government and individual citizens to take
measures that will ensure a healthy environment.
Understanding Basic
Concepts
CE1.01 explain in qualitative terms the effect of
temperature and pressure on the volume of a fixed quantity of gas;
CE1.02 state and explain the Arrhenius definition
of acids and bases;
CE1.03 explain the difference between strong and
weak acids and bases in terms of degree of dissociation (e.g., as measured
using solution conductivity);
CE1.04 identify the gases responsible for acid
rain, and describe their sources, the steps in acid-rain formation, and the
chemical methods used to reverse the process (e.g., neutralization);
CE1.05 demonstrate an understanding of the precise meaning of the terms concentrated
and dilute when applied to acids (the terms do not indicate the
reactivity of the acid e.g., acetic acid, which is a weak acid, can be
purchased in a concentrated form as glacial acetic acid), and explain the
safety procedures that must be followed in diluting concentrated acids;
CE1.06 identify substances in environmental water
(including ions that contribute to hardness) whose concentration must be
measured and controlled to ensure that the water is fit for human use;
CE1.07 identify gases in the atmosphere that affect
air quality (e.g., greenhouse gases, tropospheric and stratospheric ozone,
carbon monoxide, chlorofluorocarbons).
Developing Skills
of Inquiry and Communication
CE2.01 use
appropriate scientific vocabulary to communicate ideas related to chemical
analysis (e.g., ozone, hard water, titration, pH value);
CE2.02 use the
following instruments correctly and accurately: electronic balance, burette, pH
meter;
CE2.03 demonstrate through experimentation the
acid-base character of solutions of oxides of metals and non-metals, and
compare these solutions to the substances present in acid rain;
CE2.04 write balanced chemical equations to
represent neutralization of acids and bases;
CE2.05 conduct an acid-base titration to determine
the concentration of an acid or a base (e.g., acetic acid in vinegar);
CE2.06 determine the concentration of dissolved ions
(e.g., calcium ions) in a water sample, using gravimetric and colorimetric
analysis.
Relating Science to
Technology, Society, and the Environment
CE3.01 demonstrate an awareness of how governmental
regulations (e.g., the Great Lakes Action Plan) as well as the actions of
individual people can improve air and water quality (e.g., discuss how
individuals can contribute to the improvement of air quality through their
choice of transportation);
CE3.02 assess the environmental, economic, and
societal implications of methods of use and disposal of common household
products (e.g., analyse the issues involved in the use and disposal in everyday
life of detergents containing phosphates, or of batteries and cleaners
containing acids and bases);
CE3.03 explain the importance of quantitative
analysis of substances in air and water samples (e.g., explain how measuring
levels of dissolved oxygen in samples of lake or river water is important in
monitoring the health and use of the surrounding ecosystem).
Ontario Catholic School Graduate Expectations
The graduate is
expected to be:
A Discerning
Believer Formed in the Catholic Faith Community who
CGE1a -illustrates a basic
understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life of the church and
demonstrates an understanding of the centrality of the Eucharist to our
Catholic story;
CGE1c -actively reflects on Gods
Word as communicated through the Hebrew and Christian scriptures;
CGE1d -develops attitudes and values
founded on Catholic social teaching and acts to promote social
responsibility, human solidarity and the common good;
CGE1e -speaks the language of life...
recognizing that life is an unearned gift and that a person entrusted with
life does not own it but that one is called to protect and cherish it.
(Witnesses to Faith)
CGE1f -seeks intimacy with God and
celebrates communion with God, others and creation through prayer and
worship;
CGE1g -understands that ones purpose
or call in life comes from God and strives to discern and live out this
call throughout lifes journey;
CGE1h -respects the faith
traditions, world religions and the life-journeys of all people of good
will;
CGE1i -integrates faith with life;
CGE1j -recognizes that sin, human
weakness, conflict and forgiveness are part of the human journey and that the
cross, the ultimate sign of forgiveness is at the heart of redemption.
(Witnesses to Faith)
An Effective
Communicator who
CGE2a -listens actively and
critically to understand and learn in light of gospel values;
CGE2b -reads, understands and uses
written materials effectively;
CGE2c -presents information and ideas
clearly and honestly and with sensitivity to others;
CGE2d -writes and speaks fluently one
or both of Canadas official languages;
CGE2e -uses and integrates the
Catholic faith tradition, in the critical analysis of the arts, media,
technology and information systems to enhance the quality of life.
A Reflective and
Creative Thinker who
CGE3a -recognizes there is more grace
in our world than sin and that hope is essential in facing all challenges;
CGE3b -creates, adapts, evaluates new
ideas in light of the common good;
CGE3c -thinks reflectively and
creatively to evaluate situations and solve problems;
CGE3d -makes decisions in light of
gospel values with an informed moral conscience;
CGE3e -adopts a holistic approach to
life by integrating learning from various subject areas and experience;
CGE3f -examines, evaluates and
applies knowledge of interdependent systems (physical, political, ethical,
socio-economic and ecological) for the development of a just and compassionate
society.
A Self-Directed, Responsible, Life Long Learner who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes initiative and
demonstrates Christian leadership;
CGE4d -responds to, manages and
constructively influences change in a discerning manner;
CGE4e -sets appropriate goals and
priorities in school, work and personal life;
CGE4f -applies effective
communication, decision-making, problem-solving, time and resource management
skills;
CGE4g -examines and reflects on ones
personal values, abilities and aspirations influencing lifes choices and
opportunities;
CGE4h -participates in leisure and
fitness activities for a balanced and healthy lifestyle.
A Collaborative
Contributor who
CGE5a -works effectively as an
interdependent team member;
CGE5b -thinks critically about the
meaning and purpose of work;
CGE5c -develops ones God-given
potential and makes a meaningful contribution to society;
CGE5d -finds meaning, dignity,
fulfillment and vocation in work which contributes to the common good;
CGE5e -respects the rights,
responsibilities and contributions of self and others;
CGE5f -exercises Christian
leadership in the achievement of individual and group goals;
CGE5g -achieves excellence,
originality, and integrity in ones own work and supports these qualities in
the work of others;
CGE5h -applies skills for
employability, self-employment and entrepreneurship relative to Christian
vocation.
A Caring Family
Member who
CGE6a -relates to family members in a
loving, compassionate and respectful manner;
CGE6b -recognizes human intimacy and
sexuality as God given gifts, to be used as the creator intended;
CGE6c -values and honours the
important role of the family in society;
CGE6d -values and nurtures
opportunities for family prayer;
CGE6e -ministers to the family,
school, parish, and wider community through service.
A Responsible
Citizen who
CGE7a -acts morally and legally as a
person formed in Catholic traditions;
CGE7b -accepts accountability for
ones own actions;
CGE7c -seeks and grants forgiveness;
CGE7d -promotes the sacredness of life;
CGE7e -witnesses Catholic social
teaching by promoting equality, democracy, and solidarity for a just, peaceful
and compassionate society;
CGE7f -respects and affirms the
diversity and interdependence of the worlds peoples and cultures;
CGE7g -respects and understands the
history, cultural heritage and pluralism of todays contemporary society;
CGE7h -exercises the rights and
responsibilities of Canadian citizenship;
CGE7i -respects the environment and
uses resources wisely;
CGE7j -contributes
to the common good.