Chemistry 11
Course Outline 2013
Teacher: Mr. Haak
Required Materials:
● Laptop
● Scientific calculator
● 3 Ring binder with lined paper
● Pencils, Eraser and Ruler
● WorkText (borrowed or purchased) – BC Science Chemistry 11
Prescribed Learning Outcomes: I Can...
Chapter 1 – Skills and Processes of Chemistry
● A1 - demonstrate appropriate safety techniques and proper use of protective
equipment
● A2 demonstrate skills in measuring and in recording data
● A3 communicate results and data in clear and understandable forms
Chapter 2 – The Nature of Matter
● B1 relate the observable properties and characteristics of elements, compounds,
and mixtures to the concept of atoms and molecules
● B3 describe the characteristics of matter
● B4 differentiate between physical and chemical changes
● B5 select an appropriate way of separating the components of a mixture
● B2 write the names and formulae for ionic and covalent compounds, given
appropriate charts or data tables
Chapter 3 The Mole – The Central Unit of Chemistry
● C1 explain the significance and use of the mole
● C2 perform calculations involving the mole
● C3 determine relationships between molar quantities of gases at STP
Chapter 4: Expressing and Measuring Chemical Change
● D1 explain chemical reactions in terms of the rearrangement of the atoms as
bonds are broken and new bonds are formed
● D2 apply the law of conservation of mass to balance formula equations
● D3 devise balanced equations for various chemical reactions
● D4 describe reactions in terms of energy changes
● D5 perform stoichiometric calculations involving chemical reactions
1
Chapter 5 A Closer Look at Matter
● E1 describe the development of the model of the atom
● E2 describe the sub-atomic structures of atoms, ions, and isotopes, using
calculation where appropriate
● E5 justify chemical and physical properties in terms of electron population
Chapter 6 Relationships and Patterns in Chemistry
● E3 describe the development of the modern periodic table
● E4 draw conclusions about the similarities and trends in the properties of
elements, with reference to the periodic table
● E6 demonstrate knowledge of various types of chemical bonding
● E7 apply understanding of bonding to create formulae and Lewis structures
Chapter 7 Solution Chemistry
● F1 distinguish between a solution and a pure substance
● F2 predict the relative solubility of a solute in a solvent, based on its polarity
● F3 relate ion formation to electrical conductivity in aqueous solutions
● F4 calculate the concentration of ions in solution
Chapter 8 Organic Chemistry
● G1 describe characteristic features and common applications of organic chemistry
● G2 demonstrate knowledge of the various ways that carbon and hydrogen can
combine to form a wide range of compounds
● G3 generate names and structures for simple organic compounds
● G4 differentiate the various types of bonding between carbon atoms
● G5 identify common functional groups
● G6 perform a simple organic preparation
Our Learning Environment - will be based upon RESPECT for oneself and others
Respect
yourself
and
others
Engage, be an active
Supplies,
be
Positive
attitude
Enjoy
learning;
be
Care
for
our
Think Critically
learner
prepared
1
curious
school
1
2
Assessment & Evaluation:
●
●
●
One of the most important methods for improving student performance is feedback; assessment is
one of the ways I give feedback. I would like to give feedback that is most useful to students and
parents, and I want to ensure that both students and parents can use that feedback to improve
students’ confidence and performance.
Assessment determines how well you demonstrated the Prescribed Learning Outcomes and will
be used to help you understand what outcomes you understand and what ones you need to work
on.
Final Grade: A = 86-100% , B = 73-85% , C+ = 67-72% , C = 60-66% , C- = 50-59% , IP/F =
<50%
Assessment of Learning: (Summative)
●
A demonstration of what you know.
●
This is an opportunity to find out what you know and
what you need to learn. Chances to practice, ask
questions, and form an understanding of the concepts.
Student achievement will be evaluated according to
performance standards.
These standards indicate a continuum of development
from Simple understanding, Basic understanding, Target
understanding, to Advanced understanding.
Students will evaluate their own work and provide
feedback for themselves with teacher guidance in
preparation for assessment of learning (Tests)
Tests/Projects: 100% of Your Grade
Assessment for Learning:
(Formative)
Quiz/Assignments/Labs:
●
●
●
4 - Advanced Understanding
(Exceeds Expectations)
3 - Target Understanding
(Fully Meeting Expectations)
2 - Basic Understanding
●
(Minimally Meeting Expectations)
●
1 - Simple Understanding
(Not Meeting Expectations
<50%)
Assessment as Learning: (Reflections)
●
Students will have the opportunity to self-assess and identify
areas for learning
Semester Marks Breakdown
● 75% Chapter Tests / Projects / Check your Understanding (CYU)
(Assessment of Learning)
● 25% Final Exam
3
Performance Standards:
In Progress or
Incomplete
●
●
●
Assignment Not done or missing
Not Assessed
Absent
1
●
Progressing
○ but needs more time to complete requirements
○ Not demonstrating minimally acceptable performance
○ Shows limited understanding of the concepts
○ Limited accuracy; major errors or omissions in your work
○ Unable to solve problems without close, ongoing assistance
“With help, I know (can do) some of what was taught.”
Simple
Understanding
Not Meeting
Expectations
●
2
Basic
Understanding
Minimally Meeting
Expectations
3
●
Satisfactory:
○ satisfies most basic requirements but some work is flawed or incomplete
○ Understood some of the concepts
○ Work is partially clear; may be confusing in places, some errors or omissions
● “I know (can do) all the easy parts, but I don’t know (can’t do) the more difficult
parts.”
●
Target
Understanding
Fully Meeting
Expectations
●
4
Advanced
Understanding
Exceeding
Expectations
Good:
○ satisfies requirements
○ Understood the concepts
○ Demonstrated a consistent understanding and application of the concepts
○ Generally accurate; minor errors or omissions in work (is generally clear, easy to
follow)
“I know (can do) everything that was taught.”
●
Outstanding:
○ demonstrates exemplary understanding and application
○ Understood all of the concepts
○ No errors or omissions, work is detailed, precise, and logically organized.
● “I know (can do) it well enough to make connections, apply to new situations, and
communicate the idea to others.”
4
5