SCH4U: CHEMISTRY UNIVERSITY PREP | SYLLABUS 2018-2019

Teacher contact: Raheema Afridi | raheemaafridi@live.ca | Staff Room: Rm 107

Class site: https://sites.google.com/
Discussion forum: https://classroom.google.com/
Reminders and text communication: http://remind.com/

A. Course Description

This course enables students to deepen their understanding of chemistry through the
study of organic chemistry, the structure and properties of matter, energy changes and
rates of reaction, equilibrium in chemical systems, and electrochemistry. Students will
further develop their problem-solving and investigation skills as they investigate
chemical processes and will refine their ability to communicate scientific information.
Emphasis will be placed on the importance of chemistry in everyday life and on
evaluating the impact of chemical technology on the environment.

Prerequisite: Chemistry, Grade 11, University Preparation1

B. Course Expectations

1) Grades and Percentages

The grading scheme will be followed in accordance to Growing Success 2 document. The report
card contains two components: Grades and Learning Skills.

Achievement Level Percentage Mark Range

4+ 95-100
4 87-94
4- 80-86
3+ 77-79
3 73-76
3- 70-72
2+ 67-69
2 63-66
2- 60-62
1+ 57-59
1 53-56
1- 50-52
 2) Learning Skills
The learning skills and work habits are evaluated and reported as follows:
E – Excellent
G – Good
S – Satisfactory
N – Needs Improvement

Skills Description- The student

Responsibility  Fulfils responsibilities and commitments within the learning environment.
 Completes and submits class work, homework, and assignments according to
agreed-upon timelines.
 Takes responsibility for and manages own behavior.

Organization  Devises and follows a plan and process for completing work and tasks.
 Establishes priorities and manages time to complete tasks and achieve goals.
 Identifies, gathers, evaluates, and uses information, technology, and resources to
complete tasks.

Independent  Independently monitors, assesses, and revises plans to complete tasks and meet
Work goals.
 Uses class time appropriately to complete tasks.
 Follows instructions with minimal supervision.

Collaboration  Accepts various roles and an equitable share of work in a group.

 Responds positively to the ideas, opinions, values, and traditions of others.
 Builds healthy peer-to-peer relationships through personal and media-assisted
interactions.
 Works with others to resolve conflicts and build consensus to achieve group goals.
 Shares information, resources, and expertise and promotes critical thinking to solve
problems and make decisions.

Initiative  Looks for and acts on new ideas and opportunities for learning.
 Demonstrates the capacity for innovation and a willingness to take risks.
 Demonstrates curiosity and interest in learning.
 Approaches new tasks with a positive attitude.
 Recognizes and advocates appropriately for the rights of self and others.

Self-regulation  Sets own individual goals and monitors progress towards achieving them
 Seeks clarification or assistance when needed
 Assesses and reflects critically on own strengths, needs, and interests
 Identifies learning opportunities, choices, and strategies to meet personal needs and
achieve goals
 Perseveres and makes an effort when responding to challenges.
 C. Course Outline

Unit Name Curriculum Expectations Sub-Topics

Organic B1. Assess the social and environmental impact of organic  Functional
Chemistry compounds used in everyday life and propose a course of Groups
action to reduce the use of compounds that are harmful to  Synthesis
human health and the environment.  Polymerization
B2. Investigate organic compounds and organic chemical
reactions and use various methods to represent the compounds.
B3. demonstrate an understanding of the structure, properties,
and chemical behaviour of compounds within each class of
organic compounds.
Structure and C1. Assess the benefits to society and evaluate the  Quantum
Properties of environmental impact of products and technologies that apply numbers
Matter principles related to the structure and properties of matter.  Energy diagrams
C2. Investigate the molecular shapes and physical properties of  Electron
various types of matter. configuration
C3. demonstrate an understanding of atomic structure and  VSPER
chemical bonding, and how they relate to the physical  Hybridization
properties of ionic, molecular, covalent network, and metallic
substances.
Energy Changes D1. Analyse technologies and chemical processes that are  Equilibrium Law
and Rates of based on energy changes and evaluate them in terms of their  Ksp
Reaction efficiency and their effects on the environment.  Weak
D2. Investigate and analyse energy changes and rates of Acids/Bases
reaction in physical and chemical processes and solve related  Bronsted-Lowry
problems. theory
D3. Demonstrate an understanding of energy changes and rates  Titrations
of reaction.
Chemical E1. Analyse chemical equilibrium processes, and assess their  Thermochemistry
Systems and impact on biological, biochemical, and technological systems;  Chemical
Equilibrium E2. Investigate the qualitative and quantitative nature of Kinetics
chemical systems at equilibrium and solve related problems;
E3. Demonstrate an understanding of the concept of dynamic
equilibrium and the variables that cause shifts in the
equilibrium of chemical systems.
Electrochemistry F1. Analyse technologies and processes relating to  Oxidation-
electrochemistry, and their implications for society, health and Reduction
safety, and the environment.  Balancing redox
F2. Investigate oxidation-reduction reactions using a galvanic equations
cell, and analyse electrochemical reactions in qualitative and
quantitative terms
F3. Demonstrate an understanding of the principles of
oxidation-reduction reactions and the many practical
applications of electrochemistry.
 D. Assessments & grading weight

Assessment Description Grading Weight

Unit Tests 5 unit tests in total. 5% for each test (4x)
Best 4 out of 5 counted. 20% total
Unit tests will be a combination of multiple choice & short
answers.

Online Problem Sets Online Problem sets will be shared as an online module 1% for each unit (5x)
provided as a link to students in class (built using Articulate 5% total
Storyline).

Completion mark provided if questions are attempted

authentically (up to teacher’s discretion).
Descriptive feedback will be provided to improve.

Note: Though assigned less weight, problem sets are

designed to assist for unit tests.

Lab Reports 4 labs in total (no lab for Structure and Properties of Matter 5% for each lab (3x)
unit) 15% total
Lab reports will be due after the week lab was conducted
Best 3 out of 4 counted
Lab test Lab test would be conducted when all labs are completed. 10%
Date decided by both: student & teacher.
Students work in groups of 3 & perform one of the labs
from their course work as instructed

Bonus mark (5): Student modify the given lab procedure

and submit written rationale as a group

Culminating Task Students identify an area of interest for research and Research proposal: 3%
improve written literature via: (a) review (b) experiment
Research written report: 7%
Student present their research findings to the panel of PhD.
students. Oral presentation: 7%
Upon suggestions of the panel, students can either improve
their research in form of private presentation to teacher or Improvement to research: 3%
written report re-submission with change tracking.
20% total
Class time given and direction to research will be provided
in a scaffolded manner.

Bonus mark (5): Students submit their research findings to

different university profs through email or a scientific
journal. Screenshots & written rationale as evidence
required.

Written Exam Written exam will be a combination of multiple choice & 30%
(Final Evaluation) short answers. Will comprise unit tests & lab
theory/calculations.
• All categories (K, I/T, C, A) are weighed equally = 25%
• Marks will be calculated either using median or mode. Higher mark would be input in the mark book.
(Growing success says to use caution for averages; thus median/mode is used).
E. Missed and late assessments policy

Various opportunities have been provided for students to submit their best work. The
assumption for this policy section is that the missed or late assessment is one that affects
student’s grade.

Written or oral explanation with supporting documentation for missed & late assessments
should be provided within 3 business days. Some examples of supporting documentation
include: doctor’s note, parent’s note, religious accommodations or other documents.

If there’s a suitable reason, the teacher and student can discuss to reach these conclusions:
• Re-distribution of in-class evaluation weighing
• Alternative assessment forms
• Moving the submission deadline to a later date

If the teacher has not received any explanation or assumes it is not sufficient:
• Late assessments: penalty of 10% per day, with the upper limit of 50%.
• Missed assessments: The teacher will wait up to 15 days for a response from student
(explanation/ late assessment). After 15 days, a mark of INCOMPLETE will be provided
to student.

F. Plagiarism3

Detection
• www.turnitin.com will be used for assessing plagiarism in written assignments.
• Teacher’s professional judgment will be used in class to determine other kinds of
plagiarism, such as copying another student’s work, cheating during test etc.

Appeal
• All students who face the consequences of plagiarism or cheating have the
right to appeal the teacher’s decision to the principal/vice-principal.

Communication
• Teachers are required to communicate the situation with the students involved, their
guardians (if under 18) and principal/vice-principal for assessing the situation.

Consequences
• A mark of zero will be assigned to the student for the assignment.
• If recurring patterns of plagiarism are observed, there will be increasingly severe
consequences.
• Zero tolerance policy is demonstrated by the school.
 G. Opportunities for success

• Reassessment: Students can ask for teacher to remark their unit tests or other forms
of assessment if they feel that it is unfair or there has been a mistake.
• If the student asks for a remark, they should first have a conversation with the teacher
about their suggestions.
• Student should keep in mind that their mark might increase or decrease if they ask for
a remark.
• Hand written assessments can only be submitted for remark during the class period
they have been handed in unless it is a calculation error by teacher. In-class time will
be provided to review each assessment
• Typed assessments should be submitted for remark within a week if the student feels
that they have not been assessed properly.

Assessment Teacher Guidance Peer/Self guidance

Generic Supports  Guidance dependent on in-class  In-class interaction
(unit participation  Online discussion on Google
tests/exam/problem  Answer questions in-class Classroom
sets)  Online discussion on Google  Peer support clubs during break &
Classroom after school
 Email  Peer tutoring
 Appointment  Review each other’s work &
 Descriptive feedback on EACH provide constructive feedback
assessment  Beware of plagiarism
 Deadlines are flexible
 Rubrics before start of assessment
 Answer key after being assessed
 Enough time to learn and work on an
assessment

Lab Reports  Detailed explanation of procedure &  Peers help each other out during
written component group work
 Groups share same data, but
analysis is individual
Lab test  If many students need assistance, lab  Lab test done in groups of 3
test can be re-formatted, or lab demo  Collaboration assessed.
given at another time

Culminating Task  Scaffolded to provide feedback at each  Mark included for peer assessment
step as well.
References:
(Note- references are listed in the order they appear in the rationale, not alphabetically).

1. Ontario Ministry of Education. (2010). Growing Success: Assessment, Evaluation and

Reporting in Ontario Schools. Retrieved from

http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf.

2. Ontario Ministry of Education (2008). The Ontario Curriculum Grades 11 and 12.

Retrieved from

http://www.edu.gov.on.ca/eng/curriculum/secondary/2009science11_12.pdf

3. Toronto District School Board. (2011). Academic Honesty. Retrieved from

http://ppf.tdsb.on.ca/uploads/files/live/91/1783.pdf