Curriculum Overall Expectations: 

A. Scientific Investigation Skills and Career Exploration 

A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating); 

A2. identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields. 

B. Organic Chemistry 

B1. assess the social and environmental impact of organic compounds used in everyday life, and propose a course of action to reduce the use of compounds that are harmful to human health and the environment; 

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. 

C. Structure and Properties of Matter 

C1. assess the benefits to society and evaluate the environmental impact of products and technologies that apply principles related to the structure and properties of matter; 

C2. investigate the molecular shapes and physical properties of various types of matter; 

C3. demonstrate an understanding of atomic structure and chemical bonding, and how they relate to the physical properties of ionic, molecular, covalent network, and metallic substances. 

D. Energy Changes and Rates of Reaction 

D1. analyse technologies and chemical processes that are based on energy changes, and evaluate them in terms of their efficiency and their effects on the environment; 

D2. investigate and analyse energy changes and rates of reaction in physical and chemical processes, and solve related problems; D3. demonstrate an understanding of energy changes and rates of reaction. 

E. Chemical Systems and Equilibrium 

E1. analyse chemical equilibrium processes, and assess their impact on biological, biochemical, and technological systems; 

E2. investigate the qualitative and quantitative nature of 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. 

F. Electrochemistry 

F1. analyse technologies and processes relating to electrochemistry, and their implications for society, health and safety, and the environment; 

F2. investigate oxidation-reduction reactions using a galvanic 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. 

Course Content

1) Unit 1: Energy and Reaction Rates --- 22 hours

2) Unit 2: Chemical Systems and Equilibrium --- 22 hours

3) Unit 3: Organic Chemistry --- 22 hours

4) Unit 4: Structure and Properties --- 22 hours

5) Unit 5: Electrochemistry --- 20 hours

Culminating Assignment(s) --- 2 hours

Total Hours 110

TEACHING & LEARNING STRATEGIES

• Direct Instruction (teacher-led)

• Class Discussion (teacher facilitated)

• Small Group Discussion

• 1:1 Conferencing Teacher & Student

• Teacher reading to class

• Silent individual reading

• Experiential learning (learn by doing)

• Worksheets/Surveys

• Text-based modeling

• Use of Computers / Internet

• Use of video or audio materials

• Presentations

• Group Work (teacher facilitation)

• Brainstorming

ASSESSMENT & EVALUATION

Purpose

The primary purpose of assessment is to improve student learning. Assessment relates directly to the expectations for the course.

A variety of assessments for and as learning are conducted on a regular basis to allow ample opportunities for students to improve and ultimately demonstrate their full range of learning and in order for the teacher to gather information to provide feedback. Assessment tasks relate to the success criteria set out in lesson plans. Success criteria allow students to see what quality looks like.

Evaluation is the process of judging the quality of student work in relation to the achievement chart categories and criteria, and assigning a percentage grade to represent that quality. Evaluation is based on gathering evidence of student achievement through:

• Products

• Observations

• Conversations

Assessment for Learning - we provide feedback and coaching

Assessment FOR Learning is the process of seeking and interpreting evidence for the use of learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to go there.

Assessment as Learning - we help students monitor progress, set goals, reflect on their learning Assessment AS Learning is the process of the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modeling external, structured opportunities for students to assess themselves.

Assessment of Learning – we use assessments as ways of providing evaluative statements about the level of achievement of students

Assessment OF Learning is the assessment that becomes public and results in statements of symbols (marks/grades/levels of achievement) about how well students are learning. It often contributes to pivotal decisions that will affect students’ future.

Grading

• The final grade is based on performance in 3 areas: products, observations, conversations.

• 70% of the grade is based on evaluations conducted throughout the course.

• 30% is based on a final evaluation.

Weighting of categories

Knowledge & Understanding --- 30%

Thinking --- 30%

Communication --- 20%

Application ---20%

Assessment Tools 

Marking schemes / Rubrics / Anecdotal comments 

Assessment Strategies 

Assessment for Learning 

Quizzes / Presentations / Projects / Demonstrations / Work Sheets 

Assessment as Learning 

Reflective Journals / Exit and Entrance Cards / KWL Chart / Self/Peer assessment 

Assessment of Learning 

Tests / Presentations / Projects / Demonstrations / Work Sheets 

CONSIDERATIONS FOR PROGRAM PLANNING 

Instructional Approaches 

Teachers in the school are expected to: 

• clarify the purpose for learning 

• help students activate prior knowledge 

• differentiate instruction for individual students and small groups according to need 

• explicitly teach and model learning strategies 

• encourage students to talk through their thinking and learning processes 

• provide many opportunities for students to practise and apply their developing knowledge and skills 

• apply effective teaching approaches involve students in the use of higher-level thinking skill 

  
  

• encourage students to look beyond the literal meaning of texts.

Teachers use a variety of instructional and learning strategies best suited to the particular type of learning. Students have opportunities to learn in a variety of ways: 

• individually 

• cooperatively 

• independently with teacher direction 

• through investigation involving hands-on experience 

  
  

• through examples followed by practice 

• by using concrete learning tools - manipulatives - in mathematics such as connecting cubes, measurement tools, algebra tiles, and number cubes 

• by encouraging students to gain experience with varied and interesting applications of the new knowledge. Rich contexts for learning open the door for students to see the “big ideas” of mathematics that will enable and encourage them to reason mathematically throughout their lives 

Health and Safety in Science 

At Brain Power, not only is the instruction and learning of the course content important to us, the health and safety aspects of scientific study is just as crucial. Studies in science, more than almost any other course, is inherently risky. Whether it is through using reactive chemicals; small, fine instruments; DC and AC electricity; or even observing natural phenomena in the wild, students must be conscious of the safety considerations for themselves, those that are surrounding them, and those that may be impacted after experiments and observations have concluded. 

For students to study safely in the classroom, teachers must have: 

• concern for their own safety and those of their students; 

• the requisite knowledge to use materials, equipment, and procedures involved in the safe study of science 

• knowledge of the appropriate means to care for all living things brought in to the classroom 

• skills needed to perform tasks safely and efficiently 

Students can demonstrate that they have the appropriate knowledge, skills, habits, and attitude for safe participation in the science classroom by: 

• maintaining a well organized and uncluttered workspace 

• following established safety procedures 

• identifying possible safety concerns, whether from their own study or others 

• suggesting and implementing appropriate safety procedures 

• carefully following the instruction and examples of the teacher 

• consistently show care and concern for their own safety and that of others. 

Teachers, within reason, are encouraged to provide students with opportunities and ideas to get out-of-classroom learning in the sciences as it helps build strong real world skills, and helps student connect their learning to the real world. Should these opportunities be provided for students, teachers must plan ahead for the unpredictable nature of these events to protect students’ health and safety. 

Environmental Education 

Environmental education is education about the environment, for the environment, and in the environment that promotes an understanding of, rich and active experience in, and an appreciation for the dynamic interactions of: 

• The earth’s physical and biological systems 

• The dependency of our social and economic systems on these natural systems 

• The scientific and human dimensions of environmental issues 

• The positive and negative consequences, both intended and unintended, of the interactions between human-created and natural systems. Shaping Our Schools, Shaping Our Future: Environmental Education in Ontario Schools (June 2007), p. 6 

As our understanding of technology changes, our reliance on it increases. Further, the effects of this technology on the environment change even more rapidly. Students must have the understanding of the effects of technology on not only society, but the environment as well. This must be carefully discussed and introduced with students to build a stronger, more efficient student of the sciences, as well as a more informed Canadian citizen. 

There are a number of situations where students can be improving their “environmental literacy” throughout the course. Some examples from the Ministry of Education’s curriculum documents are: 

• A sense of place can be developed as students investigate natural and human factors that influence Earth’s climate. 

• An understanding of the effects of human activity on the environment can develop as students consider the impact of their actions (e.g., taking part in tree planting at a local park, walking or biking to school instead of riding in the car, packing a litterless lunch) on their local environment. 

• Systems thinking can be developed as students understand what a system is and how changing one part of it (e.g., introducing zebra mussels into a local lake or non-native invasive plants into a wetland) can affect the whole system 

Program Considerations for Students with Special Education Needs

Teachers must incorporate appropriate strategies for instruction and assessment to facilitate the success of students with special educational needs in their classrooms. These strategies stem from the beliefs as laid out in Special Education Transformation: The report of the Co-Chairs with the Recommendations of the Working Table on Special Education, 2006: 

• All students can succeed 

• Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students 

• Successful instructional practices are founded on evidence-based research, tempered by experience 

• Classroom teachers are key educators for a students’ literacy and numeracy development. 

• Each student has his or her own unique patterns of learning. 

• Classroom teachers need the support of the larger community to create a learning environment that supports students with special education needs. 

• Fairness is not sameness. 

Teachers must plan their program that recognize the diversity of students’ learning styles, needs, and responses, so students can have performance tasks that respect their abilities so they can derive the greatest possible benefit from the teaching and learning process. 

Teachers must be mindful of three types of accommodations for students at Brain Power: 

• Instructional Accommodations: changes in teaching strategies, including styles of presentation, methods of organization, or use of technology and multimedia 

• Environmental Accommodations: changes that the student may require in the classroom and/or school environment, such as preferential seating or special lighting. 

• Assessment accommodations: changes in assessment procedures that enable the student to demonstrate his or her learning, such as allowing additional time to complete tests or assignments, or permitting oral responses to test questions 

No modifications to course expectations are made at Brain Power. 

Program Considerations for English Language Learners 

Teachers must incorporate appropriate strategies for instruction and assessment to facilitate the success of the English language learners in their classrooms. These strategies include: 

• modification of some or all of the subject expectations depending on the level of English proficiency 

• use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding; previewing of textbooks; pre-teaching of key 

  vocabulary; peer tutoring; strategic use of students’ first languages) 

  
  

• use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity) 

  
  

• use of assessment accommodations (e.g., granting of extra time; use of oral interviews, demonstrations or visual representations, or tasks requiring completion of graphic organizers and cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English). 

  
  

Antidiscrimination Education 

Learning resources reflect students’ interests, backgrounds, cultures, 

and experiences. Learning materials should: 

• enable students to become more sensitive to the diverse cultures and perceptions of others, including Aboriginal peoples 

• discuss aspects of the history of mathematics to make students aware of the various cultural groups that have contributed to the evolution of mathematics over the centuries 

• illustrate to students that everyday people use mathematics in their everyday lives, both at work and at home 

• connect mathematics to real world situations and human affairs such as health, science, environmental studies, trend analysis, and politics 

Literacy and Inquiry/Research Skills 

The school emphasizes the importance of the following: 

• using clear, concise communication in the classroom involving the use of diagrams, charts, tables, and graphs 

• emphasizing students’ ability to interpret and use graphic texts. 

• acquiring the skills to locate relevant information from a variety of sources, such as books, newspapers, dictionaries, encyclopaedias, interviews, videos, and the Internet. 

• learning that all sources of information have a particular point of view 

• learning that the recipient of the information has a responsibility to evaluate it, determine its validity and relevance, and use it in appropriate ways. 

Role of Technology 

Information and communications technologies (ICT) tools used in many ways: 

• Students use multimedia resources, databases, Internet websites, digital cameras, and word-processing programs. 

• Students use databases, spreadsheets, dynamic geometry and statistical software, graphing software, computer algebra systems, and so on in order to quickly navigate through complex problems, to see the effect of dynamic data on their values and trends, and to see a graphical representation of data. 

• They use technology to collect, organize, and sort the data they gather and to write, edit, and present reports on their findings. 

• Students are encouraged to use ICT to support and communicate their learning. For example, students working individually or in groups can use computer technology and/or Internet websites to gain access to museums and archives in Canada and around the world. 

• Students use digital cameras and projectors to design and present the results of their research to their classmates. 

  
  

• The school plans to use ICT to connect students to other schools and to bring the global community into the classroom. 

  
  

• Students are made aware of issues of Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. 

  
  

Career Education 

Students are given opportunities to develop career-related skills by: 

• applying their skills to work-related situations 

• exploring educational and career options 

• developing research skills 

• developing key essential skills such as reading text, writing, computer use, measurement and calculation, and problem solving 

• practising expository writing 

• learning strategies for understanding informational reading material 

• making oral presentations 

• working in small groups with classmates to help students express themselves confidently and work cooperatively with others. 

Financial Literacy 

The school is emphasizing the importance of ensuring that Ontario students have the opportunity to improve their financial literacy. Financial literacy is defined as “having the knowledge and skills needed to make responsible economic and financial decisions with competence and confidence”. The goal is to help students acquire the knowledge and skills that will enable them to understand and respond to complex issues regarding their own personal finances and the finances of their families, as well as to develop an understanding of local and global effects of world economic forces and the social, environmental, and ethical implications of their own choices as consumers. Thus, an attempt will be made to integrate Financial Literacy in all the school’s courses. 

Financial Literacy in the context of science can be as simple as discussing the costs of various scientific resources and examining various reasons in a business and technological sense on why these resources cost what they do, to more complex means of recreating laboratory experiments with common household materials (in a responsible and safe manner), and discussing the limitations and changes to the experiment that this may produce. 

Academic Honesty 

Students who present the work of others as their own are guilty of plagiarism and will receive a mark of zero for the work and will have the details of the plagiarism noted in their school records. Students who are guilty of cheating on tests or examinations will receive a mark of zero on the test or examination and have the details of the cheating noted in their school records. 

Late Assignments 

Students are responsible for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher, and in a form approved by the teacher. There are consequences for not completing assignments for evaluation or for submitting those assignments late. 

Resources 

Nelson Chemistry 12 University Preparation, © 2011. 

Moodle Website 

Dictionaries, Thesaurus etc. Various Daily Newspapers, Magazines, and Periodicals (Audio and Video material) CBC, The Fifth Estate, etc. 

Various Internet Resources: 

• OWL English Purdue 

• The University of Toronto Library 

• The Ontario Ministry of Health and Long Term Care 

• The Toronto Star 

• The Globe and Mail