MY PROFILE
Syed Viquar Ahmed Grades Taught this Semester: 10,11, & 12 (Science, Biology & Chemistry)
Academic Qualifications: B. Sc, B. Ed, M.Sc, Honour Specialist (Chemistry), Spec. Ed (Part 1), Junior (ABQ), Principal Qualification (Part 1 & 2)
Professional Training: Completed Bachelor of Education (B. Ed) from York University; Tribes Trained; Trained in RCMP policies. Currently, I am in good standing Ontario College of Teachers. Furthermore, I am qualified to teach junior, intermediate, and senior divisions.
I am an accomplished educator and an administrator with over 15+ years of teaching experience in versatile institutions across greater Toronto area as well as across the globe. Furthermore, I am also an influential leader, coach, and mentor who demonstrated excellence in advanced level communications; builds instant rapport with internal and external stakeholders. I skillfully develop and execute strategic training programs that continually surpass expectations; brings along in-depth program management experience from conception to implementation through team development and leadership skills.
Variety of Experiences:
Augmenting my credentials is my designation as the member of School’s Administrative Council and Head of Science Department at the Islamic Foundation school of Toronto which is rated as one of the top 29 schools in Ontario. Along with my teaching competencies, I bring a creative, positive energy to the institution, accompanied by a desire and willingness to work with others to achieve a common goal. Throughout my teaching experience, I have demonstrated excellent leadership, strategic planning, and stakeholders relationship management. My teaching career so far has been enriched by distinctive contributions towards curriculum development, data interpretation to make analytical decision, enforcing complete compliance with Ministry of Education regulatory affairs and raising the bar to influence each student’s steadfast commitment to excellence.
As an educator, I strongly believe that every student is different and unique in his/her background, strengths and abilities. Therefore, I differentiate my instruction, and ensure that equity and inclusion are not only thought about with respect to social status and heritage, but incorporate in my every lesson plan. Personalized learning has been the cornerstone of my rich administration career as the member of Administrative Council of IFS. Furthermore, I routinely apply co-operative learning in my practice which enforces the retaining of information, and also aids in developing life skills for the students to be able to collaborate with others as they advance in education and move towards a workplace environment. The integration of technology is also a large part of my teaching style in order to engage and empower the students using different forms of media, teaching them skills and proficiency for their future education and life.
I play chess, badminton, cricket, and soccer. I love to bake, shop, and travel. I have travelled to some interesting such as Dubai, Sharjah, Fujairah, London (UK), Kingston (Jamaica), Bangalore, Mysore, Aurangabad, and Quebec City. Inshallah, I plan to perform Umra and Hajj soon.
Currently, I am volunteering at a Musallah at Stouffville and Main Street named Darul Khair. My duties include looking after the evening and Saturday Madersa; organizing fundraising dinners, appoint teachers, and working for the overall smooth functioning of the musallah
Syed Viquar Ahmed Grades Taught this Semester: 10,11, & 12 (Science, Biology & Chemistry)
Academic Qualifications: B. Sc, B. Ed, M.Sc, Honour Specialist (Chemistry), Spec. Ed (Part 1), Junior (ABQ), Principal Qualification (Part 1 & 2)
Professional Training: Completed Bachelor of Education (B. Ed) from York University; Tribes Trained; Trained in RCMP policies. Currently, I am in good standing Ontario College of Teachers. Furthermore, I am qualified to teach junior, intermediate, and senior divisions.
I am an accomplished educator and an administrator with over 15+ years of teaching experience in versatile institutions across greater Toronto area as well as across the globe. Furthermore, I am also an influential leader, coach, and mentor who demonstrated excellence in advanced level communications; builds instant rapport with internal and external stakeholders. I skillfully develop and execute strategic training programs that continually surpass expectations; brings along in-depth program management experience from conception to implementation through team development and leadership skills.
Variety of Experiences:
Augmenting my credentials is my designation as the member of School’s Administrative Council and Head of Science Department at the Islamic Foundation school of Toronto which is rated as one of the top 29 schools in Ontario. Along with my teaching competencies, I bring a creative, positive energy to the institution, accompanied by a desire and willingness to work with others to achieve a common goal. Throughout my teaching experience, I have demonstrated excellent leadership, strategic planning, and stakeholders relationship management. My teaching career so far has been enriched by distinctive contributions towards curriculum development, data interpretation to make analytical decision, enforcing complete compliance with Ministry of Education regulatory affairs and raising the bar to influence each student’s steadfast commitment to excellence.
As an educator, I strongly believe that every student is different and unique in his/her background, strengths and abilities. Therefore, I differentiate my instruction, and ensure that equity and inclusion are not only thought about with respect to social status and heritage, but incorporate in my every lesson plan. Personalized learning has been the cornerstone of my rich administration career as the member of Administrative Council of IFS. Furthermore, I routinely apply co-operative learning in my practice which enforces the retaining of information, and also aids in developing life skills for the students to be able to collaborate with others as they advance in education and move towards a workplace environment. The integration of technology is also a large part of my teaching style in order to engage and empower the students using different forms of media, teaching them skills and proficiency for their future education and life.
I play chess, badminton, cricket, and soccer. I love to bake, shop, and travel. I have travelled to some interesting such as Dubai, Sharjah, Fujairah, London (UK), Kingston (Jamaica), Bangalore, Mysore, Aurangabad, and Quebec City. Inshallah, I plan to perform Umra and Hajj soon.
Currently, I am volunteering at a Musallah at Stouffville and Main Street named Darul Khair. My duties include looking after the evening and Saturday Madersa; organizing fundraising dinners, appoint teachers, and working for the overall smooth functioning of the musallah
Islamic Foundation School
Course Outline
Course Title: Chemistry, Grade 12, University Preparation
Course Code: SCH4U
Course Type: University Preparation.
Grade: 12
Credit Value: 01
Prerequisites: Chemistry, Grade 11, University Preparation.
Co requisites: none
Course developed by: Br. Viquar
Date: 5/09/2012
Course revised by: Br. Viquar
Date: 2/09/2013
Course based on Ministry curriculum document: The Ontario Curriculum: Grades 11 and 12, Science, 2008.
Islamic Foundation School
Course Outline
Course Outline – Chemistry 12 (SCH4U)
Course Type: University Preparation, Grade: 12, Credit Value: 1.0
Prerequisite: SCH3U, Co-requisite: None
Department: Science
Teacher: Syed Viquar Ahmed
Course Description / Rationale: The goal of this course is to lead students to develop independent learning strategies, such as making their own notes from a lesson, drawing connections across several strands of study, designing and conducting investigations for which they have generated their own question, and participating in seminars. This course has been organized around two themes. The first three units – Chemical Systems and Equilibrium, Energy Changes and Rates of Reaction, and Electrochemistry – are unified by the theme of chemical reactions. The last two units, Structure and Properties of Matter and Organic Chemistry, both involve the study of how the structure of matter affects chemical and physical properties.
Overall Curriculum 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.
Outline of Course Content:
Unit 1
Chemical Systems and Equilibrium
30 hours
Unit 2
Energy Changes and Rates of Reaction
18 hours
Unit 3
Electrochemistry
18 hours
Unit 4
Structure and Properties of Matter
16 hours
Unit 5
Organic Chemistry
16 hours
Final Assessment Tasks
12 hours
Unit 1: Chemical Systems and Equilibrium Time: 30 hours
Unit Description
In this unit, students increase their understanding of solutions to incorporate equilibrium systems. Students investigate the behaviour of different equilibrium systems, e.g., liquid-vapour, insoluble salts, weak acids and bases, and solve problems involving the law of chemical equilibrium. Le Chatelier’s principle is used to predict how various factors affect a chemical system at equilibrium. Students explore the importance of equilibrium systems in their daily lives, e.g., how equilibrium systems optimize the production of industrial chemicals and the role they play in biological systems. Throughout the unit the teacher leads students to use more independent learning strategies, e.g., students generate their own notes and compare these with teacher expectations. In the End-of-Unit Task, students use their titration skills and their understanding of molar solubility and the common ion effect to determine an unknown concentration. Students also complete a written test.
Unit 2: Energy Changes and Rates of Reaction Time: 18 hours
Unit Description
This unit involves the study of energy transformations and kinetics of chemical changes. Energy changes for physical and chemical processes and rates of reaction are studied through experimental data and calculations. Research is done on the dependence of chemical technologies and processes on the energetic of chemical reactions. Students may complete a large quiz at the end of both the Energy Changes and the Rates of Reaction section. For the End-of-Unit Task, students design and conduct an experiment to investigate the energy production/absorption and the rate associated with a chemical reaction. A mid-term examination, if one is planned, may take place at the end of this unit.
Unit 3: Electrochemistry
Time: 18 hours
Unit Description
In this unit, students demonstrate an understanding of fundamental concepts related to oxidation-reduction and the interconversion of chemical and electrical energy. Students build and explain the functioning of simple galvanic and electrolytic cells and use equations to describe these cells and solve quantitative problems related to electrolysis. Students describe some uses of batteries and fuel cells, explain the importance of electrochemical technology to the production and protection of metals and assess environmental and safety issues associated with these technologies. In the End-of-Unit Task students design and construct their own battery of a given voltage.
Unit 4: Structure and Properties of Matter Time: 16 hours
Unit Description
This unit increases student understanding of the structure of the atom by exploring the quantum mechanical model. They describe products and contributions that have advanced the knowledge of atomic and molecular theory, write electronic configurations, and explain the relationship between the position of elements in the periodic table and their properties. Students investigate solids/liquids and explain how types of chemical bonding account for the properties of ionic, molecular, covalent network and metallic substances. Students predict molecular shape using the Valence Shell Electron Pair Repulsion model. The End-of-Unit Task consists of three parts. First, students analyse the properties of an unknown solid or liquid to determine the type of substance it is (ionic, molecular, covalent network or metallic) and explain their observations. Secondly, students use the Valence Shell Electron Pair Repulsion (VSEPR) theory to predict the shape and polarity of a molecule. Thirdly, students complete a written test.
Unit 5: Organic Chemistry Time: 16 hours
Unit Description
Students continue the explorations of organic substances that began in Grade 11. They distinguish among the different classes of organic substances including alcohols, aldehydes, ketones, carboxylic acids, esters, ethers, amines and amides, by name and by structural formula. Inquiry skills such as model building and wet laboratory procedures are used to gather data and information about the properties and types of reactions in order to predict and explain observations. Students investigate the production, uses and importance of polymers in our daily lives.
The End-of-Unit Task involves students assessing the risks and benefits associated with the development and application of synthetic organic products and using molecular model kits to predict and explain a reaction.
Teaching Strategies: Since the over-riding aim of this course is to develop scientific literacy in all students, a wide variety of instructional strategies is needed to provide learning opportunities that accommodate a variety of learning styles, interests and ability levels.
· opportunities to work individually, in pairs and small groups, and in large groups;
· direct-instruction as well as open-ended exploration;
· opportunities to develop concepts themselves from observed data;
· tasks in which they define some of the parameters (such as scope or procedure);
Research: accessing information that has already been previously gathered, selecting the relevant details, analysing that information for patterns and meaning, and communicating their findings or conclusion. This will require instruction and practice in techniques for effective use of library/resource centre resources, searching the Internet and interviewing experts.
Experimentation: developing questions, identifying controls and variables, designing the experimental procedure, observing and measuring, analysing the data for patterns and meaning, and communicating conclusions. This may occur in laboratories or the field. Ensure that laboratory techniques and safety procedures are taught and assessed.
Design/Innovation: applying knowledge to define a problem or challenge, setting criteria for a satisfactory solution, devising and executing a procedure, and assessing the result.
Other teaching Strategies: Brainstorming Computers Cooperative learning Demonstration Field trip Group work Think pair share Guest speaker Independent activity Research Journals Oral presentations Questioning Role playing Video Whole class instruction Written exercise Jigsaw Tribes Strategies Others
Program Planning and Assessment:
Role of Technology in the Classroom: As part of their training in computer and information literacy, students should become familiar with a range of available software programs. Among the applications that can aid student learning are simulations, multimedia resources, databases, and computer-assisted learning modules, many of which have been developed for use in particular disciplines.
Cooperative Education and Other Workplace Experiences:
Cooperative education: It allows students to earn additional credits in a subject through a work
placement in the community. The program involves the following elements: an individualized
learning plan based on the curriculum expectations for a course and the job-specific
expectations of the related placement; monitoring of students’ progress by a teacher; opportunities
for students to analyze their out-of-school experiences and to integrate them with
in-school learning; and an evaluation process to determine whether course expectations
have been met.
Accommodations: Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course curriculum without any changes to the knowledge and skills the student is expected to demonstrate. Islamic Foundation School is committed to accommodating the needs of each and every student. Accommodations may include, but are not limited to: additional time to complete tests or assignments, permitting oral responses to test questions, use of technology and multimedia, preferential seating, special lighting, style of presentation, and methods of organization.
Evaluation/ Assessment: Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other methods of evaluation.
· For assessing/evaluating a test or quiz, a marking scheme is used.
· Where completion or non-completion is the issue, a checklist is sufficient.
· Where quality of performance is easily identifiable, a rating scale can be used.
· For more complex tasks, the criteria may be incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students.
· Other types of assessment and evaluation strategies include self evaluation, peer assessment, debate, tests, quizzes, presentations, posters, pamphlets, group work, research, questioning, analyze, critique, etc.
The Final 30% Evaluation design (final examination + performance task – lab report) would allow for evaluation to occur within all four categories. Examination questions would be equally distributed across the course units, and consideration would be given to a range of question types, such as multiple choice, short and extended answer, laboratory-based and higher-order questions. The written examination could stress Knowledge/Understanding and Making Connections while the Performance Task could focus on Inquiry and Communication Skills. There would be a balance of data from the four categories on the Achievement Level Chart, spread over both the Written. Each form of assessment and evaluation will be graded based on four achievement categories:
Assessment as Learning (70%)
Assessment of Learning (30%)
Knowledge & Understanding (17.5%)
Knowledge & Understanding (7.5%)
Application (17.5%)
Application (7.5%)
Communication (17.5%)
Communication (7.5%)
Thinking (17.5%)
Thinking (7.5%)
Assessment as Learning (70% of Final Grade):
The following is approximate and may be subject to change based on semester and time restrictions; as such, some activities listed below may be changed or omitted.
Assessment of Learning (30% of Final Grade):
TASK Culminating Laboratory Activity
Category 2.5% for each category as indicated above
Weight 10%
Final Examination 5% for all each category as indicated above (20%)
Assessment and Evaluation Strategies: checklist, anecdotal notes, assignment to hand in, brainstorming, computers, conferencing, debate, discussion, group assessment, homework check independent study, notebook check, observation, participation, peer assessment, projects, questioning, quiz, self evaluation, written test, and others.
Late Assignment Submission Policy: Students are responsible not only for their behavior in the classroom and the school but also 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. If a student has not already procured an extension from a teacher and does not meet assignment deadlines, he/she has up until the time the marked assignments are returned to submit the work for a full mark. Any work submitted after this will be marked and given a mark up to 50%.
Plagiarism: Students are expected to think independently and work honestly. All students must avoid presenting the work or ideas of others as their own. It is in the best interest of each student to build habits which contribute to genuine academic, personal, and social growth, and which attest to sound character. Plagiarism is an academic dishonesty which cannot be tolerated at IQRA Academy. The first offence will result in a mark of zero and all previous work may be put to scrutiny. Subsequent offence may result in removal from school.
Learning Skills: In addition to earning a mark on the report card, Learning Skills will be evaluated as outlined by Growing Success. Assessment, Evaluation and Reporting in Ontario Schools. 2010.. The Learning Skills are: Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-Regulation. The Learning Skills are evaluated using four-point scale: E for Excellent, G for Good, S for Satisfactory, and N for Needs Improvement.
Resources required by the student:
Resources:McGraw Hill Grade 12 chemistry Textbook, CD from Honours Specialist Chemistry, Teachers Resource CD (McGraw Hill), Internet website - http://www.unit5.org/christjs/site%20map.htm.
Islamic Perspective: In addition to ministry requirement for the delivery of this curriculum, Islamic perspective may be referenced where ever needed.
Course Outline
Course Title: Chemistry, Grade 12, University Preparation
Course Code: SCH4U
Course Type: University Preparation.
Grade: 12
Credit Value: 01
Prerequisites: Chemistry, Grade 11, University Preparation.
Co requisites: none
Course developed by: Br. Viquar
Date: 5/09/2012
Course revised by: Br. Viquar
Date: 2/09/2013
Course based on Ministry curriculum document: The Ontario Curriculum: Grades 11 and 12, Science, 2008.
Islamic Foundation School
Course Outline
Course Outline – Chemistry 12 (SCH4U)
Course Type: University Preparation, Grade: 12, Credit Value: 1.0
Prerequisite: SCH3U, Co-requisite: None
Department: Science
Teacher: Syed Viquar Ahmed
Course Description / Rationale: The goal of this course is to lead students to develop independent learning strategies, such as making their own notes from a lesson, drawing connections across several strands of study, designing and conducting investigations for which they have generated their own question, and participating in seminars. This course has been organized around two themes. The first three units – Chemical Systems and Equilibrium, Energy Changes and Rates of Reaction, and Electrochemistry – are unified by the theme of chemical reactions. The last two units, Structure and Properties of Matter and Organic Chemistry, both involve the study of how the structure of matter affects chemical and physical properties.
Overall Curriculum 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.
Outline of Course Content:
Unit 1
Chemical Systems and Equilibrium
30 hours
Unit 2
Energy Changes and Rates of Reaction
18 hours
Unit 3
Electrochemistry
18 hours
Unit 4
Structure and Properties of Matter
16 hours
Unit 5
Organic Chemistry
16 hours
Final Assessment Tasks
12 hours
Unit 1: Chemical Systems and Equilibrium Time: 30 hours
Unit Description
In this unit, students increase their understanding of solutions to incorporate equilibrium systems. Students investigate the behaviour of different equilibrium systems, e.g., liquid-vapour, insoluble salts, weak acids and bases, and solve problems involving the law of chemical equilibrium. Le Chatelier’s principle is used to predict how various factors affect a chemical system at equilibrium. Students explore the importance of equilibrium systems in their daily lives, e.g., how equilibrium systems optimize the production of industrial chemicals and the role they play in biological systems. Throughout the unit the teacher leads students to use more independent learning strategies, e.g., students generate their own notes and compare these with teacher expectations. In the End-of-Unit Task, students use their titration skills and their understanding of molar solubility and the common ion effect to determine an unknown concentration. Students also complete a written test.
Unit 2: Energy Changes and Rates of Reaction Time: 18 hours
Unit Description
This unit involves the study of energy transformations and kinetics of chemical changes. Energy changes for physical and chemical processes and rates of reaction are studied through experimental data and calculations. Research is done on the dependence of chemical technologies and processes on the energetic of chemical reactions. Students may complete a large quiz at the end of both the Energy Changes and the Rates of Reaction section. For the End-of-Unit Task, students design and conduct an experiment to investigate the energy production/absorption and the rate associated with a chemical reaction. A mid-term examination, if one is planned, may take place at the end of this unit.
Unit 3: Electrochemistry
Time: 18 hours
Unit Description
In this unit, students demonstrate an understanding of fundamental concepts related to oxidation-reduction and the interconversion of chemical and electrical energy. Students build and explain the functioning of simple galvanic and electrolytic cells and use equations to describe these cells and solve quantitative problems related to electrolysis. Students describe some uses of batteries and fuel cells, explain the importance of electrochemical technology to the production and protection of metals and assess environmental and safety issues associated with these technologies. In the End-of-Unit Task students design and construct their own battery of a given voltage.
Unit 4: Structure and Properties of Matter Time: 16 hours
Unit Description
This unit increases student understanding of the structure of the atom by exploring the quantum mechanical model. They describe products and contributions that have advanced the knowledge of atomic and molecular theory, write electronic configurations, and explain the relationship between the position of elements in the periodic table and their properties. Students investigate solids/liquids and explain how types of chemical bonding account for the properties of ionic, molecular, covalent network and metallic substances. Students predict molecular shape using the Valence Shell Electron Pair Repulsion model. The End-of-Unit Task consists of three parts. First, students analyse the properties of an unknown solid or liquid to determine the type of substance it is (ionic, molecular, covalent network or metallic) and explain their observations. Secondly, students use the Valence Shell Electron Pair Repulsion (VSEPR) theory to predict the shape and polarity of a molecule. Thirdly, students complete a written test.
Unit 5: Organic Chemistry Time: 16 hours
Unit Description
Students continue the explorations of organic substances that began in Grade 11. They distinguish among the different classes of organic substances including alcohols, aldehydes, ketones, carboxylic acids, esters, ethers, amines and amides, by name and by structural formula. Inquiry skills such as model building and wet laboratory procedures are used to gather data and information about the properties and types of reactions in order to predict and explain observations. Students investigate the production, uses and importance of polymers in our daily lives.
The End-of-Unit Task involves students assessing the risks and benefits associated with the development and application of synthetic organic products and using molecular model kits to predict and explain a reaction.
Teaching Strategies: Since the over-riding aim of this course is to develop scientific literacy in all students, a wide variety of instructional strategies is needed to provide learning opportunities that accommodate a variety of learning styles, interests and ability levels.
· opportunities to work individually, in pairs and small groups, and in large groups;
· direct-instruction as well as open-ended exploration;
· opportunities to develop concepts themselves from observed data;
· tasks in which they define some of the parameters (such as scope or procedure);
Research: accessing information that has already been previously gathered, selecting the relevant details, analysing that information for patterns and meaning, and communicating their findings or conclusion. This will require instruction and practice in techniques for effective use of library/resource centre resources, searching the Internet and interviewing experts.
Experimentation: developing questions, identifying controls and variables, designing the experimental procedure, observing and measuring, analysing the data for patterns and meaning, and communicating conclusions. This may occur in laboratories or the field. Ensure that laboratory techniques and safety procedures are taught and assessed.
Design/Innovation: applying knowledge to define a problem or challenge, setting criteria for a satisfactory solution, devising and executing a procedure, and assessing the result.
Other teaching Strategies: Brainstorming Computers Cooperative learning Demonstration Field trip Group work Think pair share Guest speaker Independent activity Research Journals Oral presentations Questioning Role playing Video Whole class instruction Written exercise Jigsaw Tribes Strategies Others
Program Planning and Assessment:
Role of Technology in the Classroom: As part of their training in computer and information literacy, students should become familiar with a range of available software programs. Among the applications that can aid student learning are simulations, multimedia resources, databases, and computer-assisted learning modules, many of which have been developed for use in particular disciplines.
Cooperative Education and Other Workplace Experiences:
Cooperative education: It allows students to earn additional credits in a subject through a work
placement in the community. The program involves the following elements: an individualized
learning plan based on the curriculum expectations for a course and the job-specific
expectations of the related placement; monitoring of students’ progress by a teacher; opportunities
for students to analyze their out-of-school experiences and to integrate them with
in-school learning; and an evaluation process to determine whether course expectations
have been met.
Accommodations: Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course curriculum without any changes to the knowledge and skills the student is expected to demonstrate. Islamic Foundation School is committed to accommodating the needs of each and every student. Accommodations may include, but are not limited to: additional time to complete tests or assignments, permitting oral responses to test questions, use of technology and multimedia, preferential seating, special lighting, style of presentation, and methods of organization.
Evaluation/ Assessment: Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other methods of evaluation.
· For assessing/evaluating a test or quiz, a marking scheme is used.
· Where completion or non-completion is the issue, a checklist is sufficient.
· Where quality of performance is easily identifiable, a rating scale can be used.
· For more complex tasks, the criteria may be incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students.
· Other types of assessment and evaluation strategies include self evaluation, peer assessment, debate, tests, quizzes, presentations, posters, pamphlets, group work, research, questioning, analyze, critique, etc.
The Final 30% Evaluation design (final examination + performance task – lab report) would allow for evaluation to occur within all four categories. Examination questions would be equally distributed across the course units, and consideration would be given to a range of question types, such as multiple choice, short and extended answer, laboratory-based and higher-order questions. The written examination could stress Knowledge/Understanding and Making Connections while the Performance Task could focus on Inquiry and Communication Skills. There would be a balance of data from the four categories on the Achievement Level Chart, spread over both the Written. Each form of assessment and evaluation will be graded based on four achievement categories:
Assessment as Learning (70%)
Assessment of Learning (30%)
Knowledge & Understanding (17.5%)
Knowledge & Understanding (7.5%)
Application (17.5%)
Application (7.5%)
Communication (17.5%)
Communication (7.5%)
Thinking (17.5%)
Thinking (7.5%)
Assessment as Learning (70% of Final Grade):
The following is approximate and may be subject to change based on semester and time restrictions; as such, some activities listed below may be changed or omitted.
Assessment of Learning (30% of Final Grade):
TASK Culminating Laboratory Activity
Category 2.5% for each category as indicated above
Weight 10%
Final Examination 5% for all each category as indicated above (20%)
Assessment and Evaluation Strategies: checklist, anecdotal notes, assignment to hand in, brainstorming, computers, conferencing, debate, discussion, group assessment, homework check independent study, notebook check, observation, participation, peer assessment, projects, questioning, quiz, self evaluation, written test, and others.
Late Assignment Submission Policy: Students are responsible not only for their behavior in the classroom and the school but also 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. If a student has not already procured an extension from a teacher and does not meet assignment deadlines, he/she has up until the time the marked assignments are returned to submit the work for a full mark. Any work submitted after this will be marked and given a mark up to 50%.
Plagiarism: Students are expected to think independently and work honestly. All students must avoid presenting the work or ideas of others as their own. It is in the best interest of each student to build habits which contribute to genuine academic, personal, and social growth, and which attest to sound character. Plagiarism is an academic dishonesty which cannot be tolerated at IQRA Academy. The first offence will result in a mark of zero and all previous work may be put to scrutiny. Subsequent offence may result in removal from school.
Learning Skills: In addition to earning a mark on the report card, Learning Skills will be evaluated as outlined by Growing Success. Assessment, Evaluation and Reporting in Ontario Schools. 2010.. The Learning Skills are: Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-Regulation. The Learning Skills are evaluated using four-point scale: E for Excellent, G for Good, S for Satisfactory, and N for Needs Improvement.
Resources required by the student:
Resources:McGraw Hill Grade 12 chemistry Textbook, CD from Honours Specialist Chemistry, Teachers Resource CD (McGraw Hill), Internet website - http://www.unit5.org/christjs/site%20map.htm.
Islamic Perspective: In addition to ministry requirement for the delivery of this curriculum, Islamic perspective may be referenced where ever needed.
Islamic Foundation School
Course Outline
Course Title: Chemistry, Grade 11, University Preparation
Course Code: SCH3U
Course Type: University Preparation.
Grade: 11
Credit Value: 01
Prerequisites: Science, Grade 10, Academic
Co requisites: none
Course developed by: Br. Viquar
Date: 5/02/2010
Course revised by: Br. Viquar
Date: 2/09/2013
Course based on Ministry curriculum document: The Ontario Curriculum: Grades 11 and 12, Science, 2008.
ISLAMIC FOUNDATION SCHOOL
Course Outline – Chemistry 11 (SCH3U)
Course Type: University Preparation, Grade: 11, Credit Value: 1.0
Prerequisite: SCH3U, Co-requisite: None
Department: Science
Teacher: Syed Viquar Ahmed
Course Description / Rationale: This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment.
Overall Expectations:
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.
Matter, Chemical Trends, and Chemical Bonding
B1 analyse the properties of commonly used chemical substances and their effects on human health and the environment, and propose ways to lessen their impact;
B2 investigate physical and chemical properties of elements and compounds, and use various methods to visually represent them;
B3 demonstrate an understanding of periodic trends in the periodic table and how elements combine to form chemical bonds.
Chemical Reactions
C1 analyze chemical reactions used in a variety of applications, and assess their impact on society and the environment;
C2 investigate different types of chemical reactions;
C3 demonstrate an understanding of the different types of chemical reactions.
Quantities in Chemical Reactions
D1 analyse processes in the home, the workplace, and the environmental sector that use chemical quantities and calculations, and assess the importance of quantitative accuracy in industrial chemical processes;
D2 investigate quantitative relationships in chemical reactions, and solve related problems;
D3 demonstrate an understanding of the mole concept and its significance to the quantitative analysis of chemical reactions.
Solutions and Solubility
E1 analyse the origins and effects of water pollution, and a variety of economic, social, and environmental issues related to drinking water;
E2 investigate qualitative and quantitative properties of solutions, and solve related problems;
E3 demonstrate an understanding of qualitative and quantitative properties of solutions.
Gases and Atmospheric Chemistry
F1 analyze the cumulative effects of human activities and technologies on air quality, and describe some Canadian initiatives to reduce air pollution, including ways to reduce their own carbon footprint;
F2 investigate gas laws that explain the behaviour of gases, and solve related problems;
F3 demonstrate an understanding of the laws that explain the behaviour of gases.
Unit Titles
1. Matter, Chemical Trends, and Chemical Bonding
22 hours
2. Quantities in Chemical Reactions
23 hours
3. Chemical Reactions
20 hours
4. Solutions and Solubility
22 hours
5. The Gaseous Physical State
21 hours
Final Exam 2 hours
Total 110 hours
Unit Descriptions:
Unit 1
Matter, Chemical Trends, and Chemical Bonding: Building on knowledge of atoms and elements gained in earlier grades, students will explore the subatomic properties of elements and the mechanisms by which a limited number of elements combine to become an enormous variety of stable compounds. Students will use empirical data and atomic theory to explain trends in the periodic table, and the nature of ionic and covalent bonds.
22 hours
Unit 2
Quantities in Chemical Reactions: Having understood the nature of covalent bonding in some detail, students will start using two specific bonds — carbon-carbon, and carbon-hydrogen — to conceptually model chemical reactions such as combustion. The combustion of hydrocarbons is a reaction that is relatively straight-forward, so it is used to further model quantitative chemistry — the use of moles to describe numbers of molecules, the calculation of molar rations, the prediction of the quantities of products after a reaction has taken place, and so forth. Along the way, students will explore some of the technological and environmental considerations that are important to carbon chemistry.
23 hours
Unit 3
Chemical Reactions: Students would analyze, on the basis of research, chemical reactions used in various industrial processes (e.g., pulp and paper production, mining, chemical manufacturing) that can have an impact on the health and safety of local populations. Students would assess the effectiveness of some applications of chemical reactions that are used to address social and environmental needs and problems.
20 hours
Unit 4
Solutions and Solubility: With foundations in different types of bonding, quantitative chemistry, and kinetic molecular theory, students are now ready to investigate problems involving solutions, solubility, and the electronic basis of pH. At this level, all of these studies have at their root a strong requirement for skillful stoichiometry — the understanding of how chemical equations balance in "real life". From the context of investigating variable solubility of polyatomic salts, different types of reaction will be explicitly classified and described. This will lead to a discussion of the activity series of metals, which ties back to the discussion near the beginning of the course about periodic table trends.
22 hours
Unit 5
The Gaseous Physical State: The study of gases has been a long concern of physical chemists: in fact, much of our knowledge of atomic structure and our calculations in quantitative chemistry have their roots in classic experiments on gases. These experiments will be explored, along with the mathematical formulas that they helped us to derive. Having acquired a strong understanding of the concept of molar ratios, students will use these calculations to solve a variety of problems involving the gaseous state. In this unit, students will also be introduced to the concepts of pressure and kinetic molecular theory. Technological and environmental considerations will be studied through guided independent work.
21 hours
Assessment of Evaluation (Final Exam) The final exam is designed to evaluate the mastery of expectations from without the course. The course is designed partially to help students see how aspects of chemistry that are currently being taught relate to aspects of chemistry that were covered in earlier parts of the course. The final exam reflects this goal of integrating knowledge.
Final Examination
2 hours
Total
110 hours
Teaching Strategies: Since the over-riding aim of this course is to develop scientific literacy in all students, a wide variety of instructional strategies is needed to provide learning opportunities that accommodate a variety of learning styles, interests and ability levels.
· opportunities to work individually, in pairs and small groups, and in large groups;
· direct-instruction as well as open-ended exploration;
· opportunities to develop concepts themselves from observed data;
· tasks in which they define some of the parameters (such as scope or procedure);
Research: accessing information that has already been previously gathered, selecting the relevant details, analysing that information for patterns and meaning, and communicating their findings or conclusion. This will require instruction and practice in techniques for effective use of library/resource centre resources, searching the Internet and interviewing experts.
Experimentation: developing questions, identifying controls and variables, designing the experimental procedure, observing and measuring, analysing the data for patterns and meaning, and communicating conclusions. This may occur in laboratories or the field. Ensure that laboratory techniques and safety procedures are taught and assessed.
Design/Innovation: applying knowledge to define a problem or challenge, setting criteria for a satisfactory solution, devising and executing a procedure, and assessing the result.
Other teaching Strategies: Brainstorming Computers Cooperative learning Demonstration Field trip Group work Think pair share Guest speaker Independent activity Research Journals Oral presentations Questioning Role playing Video Whole class instruction Written exercise Jigsaw Tribes Strategies Others
Program Planning and Assessment:
Role of Technology in the Classroom: As part of their training in computer and information literacy, students should become familiar with a range of available software programs. Among the applications that can aid student learning are simulations, multimedia resources, databases, and computer-assisted learning modules, many of which have been developed for use in particular disciplines.
Cooperative Education and Other Workplace Experiences:
Cooperative education: It allows students to earn additional credits in a subject through a work
placement in the community. The program involves the following elements: an individualized
learning plan based on the curriculum expectations for a course and the job-specific
expectations of the related placement; monitoring of students’ progress by a teacher; opportunities
for students to analyze their out-of-school experiences and to integrate them with
in-school learning; and an evaluation process to determine whether course expectations
have been met.
Accommodations: Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course curriculum without any changes to the knowledge and skills the student is expected to demonstrate. Islamic Foundation School is committed to accommodating the needs of each and every student. Accommodations may include, but are not limited to: additional time to complete tests or assignments, permitting oral responses to test questions, use of technology and multimedia, preferential seating, special lighting, style of presentation, and methods of organization.
Evaluation/ Assessment: Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other methods of evaluation.
· For assessing/evaluating a test or quiz, a marking scheme is used.
· Where completion or non-completion is the issue, a checklist is sufficient.
· Where quality of performance is easily identifiable, a rating scale can be used.
· For more complex tasks, the criteria may be incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students.
· Other types of assessment and evaluation strategies include self evaluation, peer assessment, debate, tests, quizzes, presentations, posters, pamphlets, group work, research, questioning, analyze, critique, etc.
The Final 30% Evaluation design (final examination + performance task – lab report) would allow for evaluation to occur within all four categories. Examination questions would be equally distributed across the course units, and consideration would be given to a range of question types, such as multiple choice, short and extended answer, laboratory-based and higher-order questions. The written examination could stress Knowledge/Understanding and Making Connections while the Performance Task could focus on Inquiry and Communication Skills. There would be a balance of data from the four categories on the Achievement Level Chart, spread over both the Written. Each form of assessment and evaluation will be graded based on four achievement categories:
Assessment as Learning (70%)
Assessment of Learning (30%)
Knowledge & Understanding (17.5%)
Knowledge & Understanding (7.5%)
Application (17.5%)
Application (7.5%)
Communication (17.5%)
Communication (7.5%)
Thinking (17.5%)
Thinking (7.5%)
Assessment as Learning (70% of Final Grade):
The following is approximate and may be subject to change based on semester and time restrictions; as such, some activities listed below may be changed or omitted.
Assessment of Learning (30% of Final Grade):
TASK Culminating Laboratory Activity
Category 2.5% for each category as indicated above
Weight 10%
Final Examination 5% for all each category as indicated above (20%)
Assessment and Evaluation Strategies: checklist, anecdotal notes, assignment to hand in, brainstorming, computers, conferencing, debate, discussion, group assessment, homework check independent study, notebook check, observation, participation, peer assessment, projects, questioning, quiz, self evaluation, written test, and others.
Late Assignment Submission Policy: Students are responsible not only for their behavior in the classroom and the school but also 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. If a student has not already procured an extension from a teacher and does not meet assignment deadlines, he/she has up until the time the marked assignments are returned to submit the work for a full mark. Any work submitted after this will be marked and given a mark up to 50%.
Plagiarism: Students are expected to think independently and work honestly. All students must avoid presenting the work or ideas of others as their own. It is in the best interest of each student to build habits which contribute to genuine academic, personal, and social growth, and which attest to sound character. Plagiarism is an academic dishonesty which cannot be tolerated at IFS. The first offence will result in a mark of zero and all previous work may be put to scrutiny. Subsequent offence may result in removal from school. (IFS Student Planner, page 31)
Learning Skills: In addition to earning a mark on the report card, Learning Skills will be evaluated as outlined by Growing Success. Assessment, Evaluation and Reporting in Ontario Schools. 2010.. The Learning Skills are: Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-Regulation. The Learning Skills are evaluated using four-point scale: E for Excellent, G for Good, S for Satisfactory, and N for Needs Improvement.
Resources required by the student:
Resources:McGraw Hill Grade 11 chemistry Textbook, CD from Honours Specialist Chemistry, Teachers Resource CD (McGraw Hill), Internet website - http://www.unit5.org/christjs/site%20map.htm.
Islamic Perspective: In addition to ministry requirement for the delivery of this curriculum, Islamic perspective may be referenced where ever needed.
Parent Signature__________________________________________________________.
Course Outline
Course Title: Chemistry, Grade 11, University Preparation
Course Code: SCH3U
Course Type: University Preparation.
Grade: 11
Credit Value: 01
Prerequisites: Science, Grade 10, Academic
Co requisites: none
Course developed by: Br. Viquar
Date: 5/02/2010
Course revised by: Br. Viquar
Date: 2/09/2013
Course based on Ministry curriculum document: The Ontario Curriculum: Grades 11 and 12, Science, 2008.
ISLAMIC FOUNDATION SCHOOL
Course Outline – Chemistry 11 (SCH3U)
Course Type: University Preparation, Grade: 11, Credit Value: 1.0
Prerequisite: SCH3U, Co-requisite: None
Department: Science
Teacher: Syed Viquar Ahmed
Course Description / Rationale: This course enables students to deepen their understanding of chemistry through the study of the properties of chemicals and chemical bonds; chemical reactions and quantitative relationships in those reactions; solutions and solubility; and atmospheric chemistry and the behaviour of gases. Students will further develop their analytical skills and investigate the qualitative and quantitative properties of matter, as well as the impact of some common chemical reactions on society and the environment.
Overall Expectations:
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.
Matter, Chemical Trends, and Chemical Bonding
B1 analyse the properties of commonly used chemical substances and their effects on human health and the environment, and propose ways to lessen their impact;
B2 investigate physical and chemical properties of elements and compounds, and use various methods to visually represent them;
B3 demonstrate an understanding of periodic trends in the periodic table and how elements combine to form chemical bonds.
Chemical Reactions
C1 analyze chemical reactions used in a variety of applications, and assess their impact on society and the environment;
C2 investigate different types of chemical reactions;
C3 demonstrate an understanding of the different types of chemical reactions.
Quantities in Chemical Reactions
D1 analyse processes in the home, the workplace, and the environmental sector that use chemical quantities and calculations, and assess the importance of quantitative accuracy in industrial chemical processes;
D2 investigate quantitative relationships in chemical reactions, and solve related problems;
D3 demonstrate an understanding of the mole concept and its significance to the quantitative analysis of chemical reactions.
Solutions and Solubility
E1 analyse the origins and effects of water pollution, and a variety of economic, social, and environmental issues related to drinking water;
E2 investigate qualitative and quantitative properties of solutions, and solve related problems;
E3 demonstrate an understanding of qualitative and quantitative properties of solutions.
Gases and Atmospheric Chemistry
F1 analyze the cumulative effects of human activities and technologies on air quality, and describe some Canadian initiatives to reduce air pollution, including ways to reduce their own carbon footprint;
F2 investigate gas laws that explain the behaviour of gases, and solve related problems;
F3 demonstrate an understanding of the laws that explain the behaviour of gases.
Unit Titles
1. Matter, Chemical Trends, and Chemical Bonding
22 hours
2. Quantities in Chemical Reactions
23 hours
3. Chemical Reactions
20 hours
4. Solutions and Solubility
22 hours
5. The Gaseous Physical State
21 hours
Final Exam 2 hours
Total 110 hours
Unit Descriptions:
Unit 1
Matter, Chemical Trends, and Chemical Bonding: Building on knowledge of atoms and elements gained in earlier grades, students will explore the subatomic properties of elements and the mechanisms by which a limited number of elements combine to become an enormous variety of stable compounds. Students will use empirical data and atomic theory to explain trends in the periodic table, and the nature of ionic and covalent bonds.
22 hours
Unit 2
Quantities in Chemical Reactions: Having understood the nature of covalent bonding in some detail, students will start using two specific bonds — carbon-carbon, and carbon-hydrogen — to conceptually model chemical reactions such as combustion. The combustion of hydrocarbons is a reaction that is relatively straight-forward, so it is used to further model quantitative chemistry — the use of moles to describe numbers of molecules, the calculation of molar rations, the prediction of the quantities of products after a reaction has taken place, and so forth. Along the way, students will explore some of the technological and environmental considerations that are important to carbon chemistry.
23 hours
Unit 3
Chemical Reactions: Students would analyze, on the basis of research, chemical reactions used in various industrial processes (e.g., pulp and paper production, mining, chemical manufacturing) that can have an impact on the health and safety of local populations. Students would assess the effectiveness of some applications of chemical reactions that are used to address social and environmental needs and problems.
20 hours
Unit 4
Solutions and Solubility: With foundations in different types of bonding, quantitative chemistry, and kinetic molecular theory, students are now ready to investigate problems involving solutions, solubility, and the electronic basis of pH. At this level, all of these studies have at their root a strong requirement for skillful stoichiometry — the understanding of how chemical equations balance in "real life". From the context of investigating variable solubility of polyatomic salts, different types of reaction will be explicitly classified and described. This will lead to a discussion of the activity series of metals, which ties back to the discussion near the beginning of the course about periodic table trends.
22 hours
Unit 5
The Gaseous Physical State: The study of gases has been a long concern of physical chemists: in fact, much of our knowledge of atomic structure and our calculations in quantitative chemistry have their roots in classic experiments on gases. These experiments will be explored, along with the mathematical formulas that they helped us to derive. Having acquired a strong understanding of the concept of molar ratios, students will use these calculations to solve a variety of problems involving the gaseous state. In this unit, students will also be introduced to the concepts of pressure and kinetic molecular theory. Technological and environmental considerations will be studied through guided independent work.
21 hours
Assessment of Evaluation (Final Exam) The final exam is designed to evaluate the mastery of expectations from without the course. The course is designed partially to help students see how aspects of chemistry that are currently being taught relate to aspects of chemistry that were covered in earlier parts of the course. The final exam reflects this goal of integrating knowledge.
Final Examination
2 hours
Total
110 hours
Teaching Strategies: Since the over-riding aim of this course is to develop scientific literacy in all students, a wide variety of instructional strategies is needed to provide learning opportunities that accommodate a variety of learning styles, interests and ability levels.
· opportunities to work individually, in pairs and small groups, and in large groups;
· direct-instruction as well as open-ended exploration;
· opportunities to develop concepts themselves from observed data;
· tasks in which they define some of the parameters (such as scope or procedure);
Research: accessing information that has already been previously gathered, selecting the relevant details, analysing that information for patterns and meaning, and communicating their findings or conclusion. This will require instruction and practice in techniques for effective use of library/resource centre resources, searching the Internet and interviewing experts.
Experimentation: developing questions, identifying controls and variables, designing the experimental procedure, observing and measuring, analysing the data for patterns and meaning, and communicating conclusions. This may occur in laboratories or the field. Ensure that laboratory techniques and safety procedures are taught and assessed.
Design/Innovation: applying knowledge to define a problem or challenge, setting criteria for a satisfactory solution, devising and executing a procedure, and assessing the result.
Other teaching Strategies: Brainstorming Computers Cooperative learning Demonstration Field trip Group work Think pair share Guest speaker Independent activity Research Journals Oral presentations Questioning Role playing Video Whole class instruction Written exercise Jigsaw Tribes Strategies Others
Program Planning and Assessment:
Role of Technology in the Classroom: As part of their training in computer and information literacy, students should become familiar with a range of available software programs. Among the applications that can aid student learning are simulations, multimedia resources, databases, and computer-assisted learning modules, many of which have been developed for use in particular disciplines.
Cooperative Education and Other Workplace Experiences:
Cooperative education: It allows students to earn additional credits in a subject through a work
placement in the community. The program involves the following elements: an individualized
learning plan based on the curriculum expectations for a course and the job-specific
expectations of the related placement; monitoring of students’ progress by a teacher; opportunities
for students to analyze their out-of-school experiences and to integrate them with
in-school learning; and an evaluation process to determine whether course expectations
have been met.
Accommodations: Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course curriculum without any changes to the knowledge and skills the student is expected to demonstrate. Islamic Foundation School is committed to accommodating the needs of each and every student. Accommodations may include, but are not limited to: additional time to complete tests or assignments, permitting oral responses to test questions, use of technology and multimedia, preferential seating, special lighting, style of presentation, and methods of organization.
Evaluation/ Assessment: Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other methods of evaluation.
· For assessing/evaluating a test or quiz, a marking scheme is used.
· Where completion or non-completion is the issue, a checklist is sufficient.
· Where quality of performance is easily identifiable, a rating scale can be used.
· For more complex tasks, the criteria may be incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students.
· Other types of assessment and evaluation strategies include self evaluation, peer assessment, debate, tests, quizzes, presentations, posters, pamphlets, group work, research, questioning, analyze, critique, etc.
The Final 30% Evaluation design (final examination + performance task – lab report) would allow for evaluation to occur within all four categories. Examination questions would be equally distributed across the course units, and consideration would be given to a range of question types, such as multiple choice, short and extended answer, laboratory-based and higher-order questions. The written examination could stress Knowledge/Understanding and Making Connections while the Performance Task could focus on Inquiry and Communication Skills. There would be a balance of data from the four categories on the Achievement Level Chart, spread over both the Written. Each form of assessment and evaluation will be graded based on four achievement categories:
Assessment as Learning (70%)
Assessment of Learning (30%)
Knowledge & Understanding (17.5%)
Knowledge & Understanding (7.5%)
Application (17.5%)
Application (7.5%)
Communication (17.5%)
Communication (7.5%)
Thinking (17.5%)
Thinking (7.5%)
Assessment as Learning (70% of Final Grade):
The following is approximate and may be subject to change based on semester and time restrictions; as such, some activities listed below may be changed or omitted.
Assessment of Learning (30% of Final Grade):
TASK Culminating Laboratory Activity
Category 2.5% for each category as indicated above
Weight 10%
Final Examination 5% for all each category as indicated above (20%)
Assessment and Evaluation Strategies: checklist, anecdotal notes, assignment to hand in, brainstorming, computers, conferencing, debate, discussion, group assessment, homework check independent study, notebook check, observation, participation, peer assessment, projects, questioning, quiz, self evaluation, written test, and others.
Late Assignment Submission Policy: Students are responsible not only for their behavior in the classroom and the school but also 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. If a student has not already procured an extension from a teacher and does not meet assignment deadlines, he/she has up until the time the marked assignments are returned to submit the work for a full mark. Any work submitted after this will be marked and given a mark up to 50%.
Plagiarism: Students are expected to think independently and work honestly. All students must avoid presenting the work or ideas of others as their own. It is in the best interest of each student to build habits which contribute to genuine academic, personal, and social growth, and which attest to sound character. Plagiarism is an academic dishonesty which cannot be tolerated at IFS. The first offence will result in a mark of zero and all previous work may be put to scrutiny. Subsequent offence may result in removal from school. (IFS Student Planner, page 31)
Learning Skills: In addition to earning a mark on the report card, Learning Skills will be evaluated as outlined by Growing Success. Assessment, Evaluation and Reporting in Ontario Schools. 2010.. The Learning Skills are: Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-Regulation. The Learning Skills are evaluated using four-point scale: E for Excellent, G for Good, S for Satisfactory, and N for Needs Improvement.
Resources required by the student:
Resources:McGraw Hill Grade 11 chemistry Textbook, CD from Honours Specialist Chemistry, Teachers Resource CD (McGraw Hill), Internet website - http://www.unit5.org/christjs/site%20map.htm.
Islamic Perspective: In addition to ministry requirement for the delivery of this curriculum, Islamic perspective may be referenced where ever needed.
Parent Signature__________________________________________________________.