Course Syllabus

Text  Syllabus

Chemistry 12

Faculty

Course Description

This course differs significantly from the junior chemistry program in that the approach is quantitative throughout. That is to say experimental work is directed to collecting data on the measurable variables affecting chemical change. In this way the weight ratios in which elements are combined and in which compounds interact are established leading to relationships which enable chemists to predict the quantities of materials involved in chemical change. Wherever possible, graphing of variables, in order to discover the mathematical basis of relationship, is undertaken. Students acquire analytical techniques by means of which quantitative data is collected. Experimental design and criteria for evaluation of results are integral to the experimental approach. Topics covered include Dalton's atomic theory, the mole concept and stoichiometry, atomic structure, and the periodic table, VSPER theory, bonding, solution phenomena, and an introduction to carbon chemistry. Throughout the course, there is an emphasis on the chemistry of ionic compounds.

Course Expectations

St. George’s School expects all students at the Senior School to be interested and motivated in achieving their personal best while at the School. We expect students will be engaged in their endeavours, responsible to their studies, classmates and teachers, and demonstrate integrity in their pursuit of learning.

Submitting work

Students in this course are expected to complete work assignments on the date assigned and to submit their work on Canvas.

If circumstances prevent the student from completing a work assignment on the assigned due date, the student must inform the teacher prior to the due date for the work assignment. The teacher will provide a second due date through 5th block system. 

Instructional Aims

Based on the B.C. Ministry of Education curriculum, students will learn through labs, discussions, problem-solving, projects, presentations, and other activities.

Science provides opportunities for us to better understand the natural world. Through science, we ask questions and seek answers to grow our collective scientific knowledge.

Big Ideas & Learning Outcomes

Big Ideas are ideas that are central to our understanding in this area of learning. They are the key concepts, principles, and theories that are used to organize knowledge within this subject.

The Big Ideas in this course are:

1. Atoms and molecules are building blocks of matter.
2. Organic chemistry and its applications have significant implications for human health, society, and the environment.
3. The mole is a quantity used to make atoms and molecules measurable.
4. Matter and energy are conserved in chemical reactions.
5. Solubility within a solution is determined by the nature of the solute and the solvent.

Based on the B.C. Ministry of Education curriculum, students will learn and be evaluated on the following knowledge and skills found here for Chemistry 11.

Assessment and Evaluation

Students will be assessed using a variety of tools, formal and informal, including tests, quizzes, lab reports and home study.  While these assessments will always include some of the learning outcomes, they will also evaluate the skills associated with the course such as scientific literacy or scientific problem solving.

Overview of Major Assessments (Dates are approximate / will be confirmed in class)

Unit Tests

• Chemistry 10 Review 

• Moles 

• Stoichiometry

• Atomic Theory/Periodic Trends 

• Bonding and Molecular Shapes

• Solutions  

• Organic 

We anticipate adjustments may be made throughout the year due to the extenuating circumstances we are facing. Any adjustments will be posted here and discussed as a class.

Both the school’s assessment expectations and supports that teachers provide can be found online. Academic dishonesty to any degree is not acceptable.

There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:

• Faculty support
• 5th Block
• Head of Grade
• Student Success Centre
• Personal Counselling

Grading

The content in this course is cumulative, and within any unit multiple learning outcomes will be tested at the same time, often within the same question.  As such, marks will be accumulated within a unit with the following weights:

It should be noted that skills from any completed unit will continue to be used and tested in following units, and as such there will be some overlap of content between units.

First Peoples Principles

We would like to acknowledge that the land on which we gather is the unceded territory of the Coast Salish Peoples, including the territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. We are honoured to live, work, and play on this land together.

As part of contribution to reconciliation, Chemistry 12 makes First Peoples Principles of Learning (Links to an external site.) visible in class by understanding that learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Learning involves recognizing the consequences of one’s actions. Learning requires exploration of one’s identity.

Literacy/Numeracy

Learning Resources

Resources that will be used as part of this course include:

• Learning materials and class information needed for this course can be found on the school’s Learning Management System (LMS), Canvas. Handouts, Powerpoints, assignment details, links to learning resources, and feedback on assessment can be found there.
• Course Textbook: Chang: Chemistry 9th edition

Classroom Expectations

• Absences – When students are away for illness, sports, etc. it is expected that they will refer to classmates and/or Canvas to review what was missed and ensure they have completed assigned work BEFORE returning class. For extended absences (e.g. school trip) please see your teacher in ADVANCE to collect any information needed, so that you may be prepared for class upon return.
• Missed Assessments – Please see your teacher about any missed assessments as soon as possible. If circumstances permit, advance notice is preferable.
• Academic Integrity – Please refer to the Student Handbook for the Academic Integrity Policy. Carefully read and understand the sections on cheating and plagiarism.
• Electronic Devices – Cell phones, cameras and other electronic devices used for social media and gaming may not be used in class unless specifically used for research with the teacher’s permission
• Food Consumption – Students should seek permission from their teacher BEFORE bringing food items into a science classroom. Due to the possible hazardous environment (chemicals), a teacher may not permit food items.

Canvas Information

Canvas is where course content, grades, and communication will reside for this course.

• canvas.stgeorges.bc.ca
• For Canvas, passwords, or any other technical support contact the SGS Service Desk.
• 604 221-3654
• Sr Room 121
• SGSServiceDesk@stgeorges.bc.ca

Saint George's School student Code of Conduct

St. George’s School shares a proud tradition as a learning community committed to both academic excellence and character development. We strive for growth within our personal lives while maintaining respect for and contributions to the broader community.

The purpose of the Student Code of Conduct is to ensure that

1. A safe, caring, and productive teaching and learning environment exists.
2. We maintain appropriate balances among individual and collective interests and responsibilities.
3. There is clarity around standards and expected student behaviour at school, in the community, and online through social media.
4. We encourage and practice environmental stewardship.

The core values which provide the foundation for the Student Code of Conduct are:

• Empathy
• Humility
• Integrity
• Respect
• Responsibility
• Resilience

Conduct Expectations

1. I commit myself to strive for honourable behaviour in my daily life, according to the standards as set forth by the School. I will try to be faithful to my parents, my School, my friends, and myself.
2. I will avoid bringing any ill-repute to the School at any time, including evenings, weekends, or over any school break or holiday.
3. I will comply with all school policies as they relate to upholding the standard of excellence of St. George’s School at all times.
4. I understand, accept, and will respect all of my school-related commitments and responsibilities.
   • I will arrive to school on time and attend all classes, assemblies, practices, rehearsals, and field trips as outlined by my teachers.
   • I will obtain necessary permission to leave class or school.
5. I will take pride in my personal appearance.
   • I will be dressed appropriately at all times for all events as outlined by the School.
   • I will abide by the grooming rules as outlined in the Standards of Dress and Appearance section and always observe the accepted standards of personal hygiene.
6. I will behave in a way that always brings credit to the School, with integrity, empathy, respect, and humility.
   • I recognize that the taking of tests and exams requires an exemplary standard of honesty and will not misrepresent myself by cheating, copying, or plagiarizing.
   • I recognize that integrity is a clear expectation and that borrowing of possessions of others without their consent is stealing.
   • I will care for all property, whether it is public or a peer’s personal possessions.
   • I will avoid disruptive behaviour at all times, and will strive to treat all others with great respect.
   • I will adhere to the School’s policies regarding the appropriate use of technology, including online communication, electronic devices, and the internet.
   • I will avoid any possession, use, or distribution of alcohol, cigarettes, e-cigarettes, cannabis and illicit drugs or related paraphernalia, weapons, replica weapons, or any other dangerous or illegal items or substances.
7. I will demonstrate responsible use and protection of the natural environment through conservation and sustainable practices.

Academic Integrity

Academic Integrity means honesty and responsibility in scholarship. It is the commitment and obligation of all students, faculty, parents/guardians, and administration to ensure that all academic work stems from the student’s own efforts. Academic Dishonesty erodes the ethical climate of honesty, respect, responsibility, fairness, and trust in our school community. At St. George's School, Academic Dishonesty to any degree is not acceptable. In addition to any other consequence, students found to have engaged in Academic Dishonesty shall not receive a mark for work that is the result of Academic Dishonesty.

Academic Dishonesty includes any conduct with the intent to gain an unfair advantage in connection with an academic assessment. Academic Dishonesty can occur in many ways. Common forms of Academic Dishonesty include, but are not limited to, cheating, falsification, plagiarism, and tampering.

• Cheating occurs when an individual undermines the integrity of an assessment (including homework and other assignments, reports, projects, quizzes, tests, exams, or other forms of performance evaluations). Examples of cheating include:
  • Copying any part of an assessment;
  • Allowing others to copy any part of an assessment;
  • Improperly giving or receiving assessment information;
  • Using unauthorized resources for or during an assessment;
  • Submission of the same assessment more than once; and/or
  • Skipping classes to avoid an assessment.
• Falsification: occurs when an individual has changed information in order to make one believe something that is not true. Examples of falsification include: 
  • Falsifying research findings, whether in laboratory experiments, field trip exercises, or other assignments;
  • Alteration or falsification of academic reports or other academic records for any purpose;
  • Submission of false credentials;
  • Making false representation on an application for admission; and/or
  • Requesting the extension of a deadline or delaying the taking or sitting of an assessment citing reasons known to be false, including submitting false documentation supporting that request.
• Plagiarism: occurs when an individual submits or presents the work and/or idea of another person as his or her own, in essence lying. This includes the copying of images, sound, video, and other forms of intellectual property. Examples of plagiarism include:
  • Lack of recognition given to the original author for phrases, sentences, and ideas of the author incorporated in a paper or project; and/or
  • A portion of a document is copied from an author, or composed by another person, and presented as original work of the student.
• Tampering occurs when individual has interfered with information for the purpose of academic gain. Examples of tampering include:
  • Unauthorized access to, use of, or alteration of computer data and information;
  • Gaining academic advantage by using technology that inhibits the use of the resources by others;
  • Damage to or destruction of library or laboratory resources; and/or
  • Willful or negligent damage to the academic work of a fellow student and/or teacher.

Academic Supports

There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:

• Faculty support
• 5th Block
• Head of Grade
• Student Success Centre
• Personal Counselling

Bullying

St. George’s School does not tolerate bullying. Students are prohibited from bullying.

Bullying is conduct that is unwelcome to others, including other students and faculty members. This includes conduct which a reasonable person knows, or ought reasonably to know, is unwelcome to the recipient. Unwanted physical contact, verbal abuse and threats, unwelcome remarks including jokes, innuendo, or taunting (in verbal, written or digital form) about a person’s body, race, gender, attire, (perceived) sexual orientation, or religion are all forms of bullying. Other examples of bullying may include but are not limited to:

• Physical violence such as hitting, pushing or spitting at another student;
• Interfering with another student’s property, such as by stealing, hiding, or damaging it;
• Using offensive names when addressing another student;
• Teasing or spreading rumours about another student or their family;
• Belittling another student’s abilities and achievements;
• Writing offensive notes or graffiti about another student;
• Unreasonably excluding another student from a group activity;
• Ridiculing another student’s appearance, way of speaking or mannerisms; and/or
• Misusing technology (internet or mobiles) to hurt, intimidate, embarrass, or humiliate another person.

Anyone who is the target of bullies is encouraged to report the bullying and not to suffer in silence. Speaking out and reporting bullying ensures the School can appropriately address the bullying and may help prevent other students from future bullying.

Students are required to:

• Refrain from engaging in any kind of bullying;
• Intervene to help support any student who is being bullied, unless it is unsafe to do so; and
• Report to a member of faculty, staff, or administration any witnessed or suspected instances of bullying.