SCH4U - Chemistry 12 (2024-25) - A

SCH4U-25A

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Description

Learning Strands & Expectations

Scientific Investigation Skills and Career Exploration (A1) 

  • I will be able to 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) (A1) 

Career Exploration (A2) 

  • I will be able to identify and describe a variety of careers related to the field of science under study and the education and training necessary for these careers. (A2) 

Relating Science to Technology, Society and Environment  

  • I will be able to relate the concepts of each unit to technology, society, and the environment.  (B1, C1, D1, E1, F1) 

Developing Skills of Investigation and Communication 

  • I can use appropriate vocabulary related to organic chemistry, structure and properties of matter, chemical systems and equilibrium, electrochemistry (B2, C2, D2, E2, F2) 

Understanding Basic Concepts 

  • I can identify and explain chemistry concepts related to the Big Ideas in the course (B3, C3, D3, E3, F3) 

 

Success Criteria

I know I will be successful if…. 

  1. I can identify and explain chemistry concepts related to the Big Ideas (Organic Chemistry, Structure and Properties of Matter, Energy Changes and Rates of Reaction, Chemical Systems and Equilibrium, and Electro Chemistry) (B3, C3, D3, E3, F3) 

  1. I can use equations, diagrams, and images to support my explanations of concepts in chemistry. (B3, C3, D3, E3, F3)  

  1. I can identify one career related to each Big Idea. (Organic Chemistry, Structure and Properties of Matter, Energy Changes and Rates of Reaction, Chemical Systems and Equilibrium, and Electro Chemistry) (A2) 

  1. I can describe the education and training required for each career choice. (A2) 

  1. I can present my ideas in an organized and logical sequence. (A1) 

  1. I can use appropriate scientific terminology related to chemistry. (B2, C2, D2, E2, F2) 

  1. I can speak at an appropriate pace and tone (with inflection). (A1)  

  1. I can deliver a presentation without reading directly off my notes/script. (A1)   

  1. I can identify and describe one real world application of the chemistry concepts related to each Big Idea. (B1, C1, D1, E1, F1) 

  1. I can assess the impact of chemistry concepts on technology, society, and the environment. (B1, C1, D1, E1, F1) 

  1. I can cite my sources using APA format. (A1)  

  1. I can use in-text citations and a reference list to acknowledge my research sources.  (A1) 

 

 

Task

In this final assignment of SCH4U, you will reflect on the big ideas of the course and make connections between these big ideas, course concepts, real world applications, and future careers.  You will create a 7 slide presentation and will present your connections in short video presentation.   

Step 1: Select a Big Idea for each Unit  

Each of the units in SCH4U discussed concepts related to some “Big Ideas” in chemistry. Select one Big Idea from each unit to reflect on. You should have 5 Big Ideas. 

The Big Ideas for each Unit are listed below:  

 

Unit 1: Structure and Properties of Matter  

  • The nature of the attractive forces that exist between particles in a substance determines the properties and limits the uses of that substance.  
  • Technological devices that are based on the principles of atomic and molecular structures can have societal benefits and costs.  

  

Unit 2: Organic Chemistry  

  • Organic compounds have predictable chemical and physical properties determined by their respective structures.  
  • Organic chemical reactions and their applications have significant implications for society, human health, and the environment.  

 

Unit 3: Energy Changes and Rates of Reaction 

  • Energy changes and rates of chemical reactions can be described quantitatively.  
  • Efficiency of chemical reactions can be improved by applying optimal conditions.  
  • Technologies that transform energy can have societal and environmental costs and benefits.  

  

Unit 4: Chemical Systems and Equilibrium  

  • Chemical systems are dynamic and respond to changing conditions in predictable ways. 
  • Applications of chemical systems at equilibrium have significant implications for nature and industry.  

  

Unit 5: Electrochemistry  

  • Oxidation and reduction are paired chemical reactions in which electrons are transferred from one substance to another in a predictable way.  
  • The control and applications of oxidation and reduction reactions have significant implications for industry, health and safety, and the environment.  

 

Step 2: Make Connections to the Big Ideas 

  • Review the entire course. For each Big Idea selected: 
    • Identify and explain one specific concept learned in the course that demonstrates or relates to the Big Idea. Include relevant equations, diagrams, or images to support your explanation.  
    • Identify and describe one real world application that relates to the Big Idea. Include a diagram that shows how the application is applied. Explain how the application relates to the Big Idea using the diagram. 
    • Explain the significance of the application to society, technology, and or the environment. Identify at least 1 positive or negative impact of the application on scientific advancement, society, the economy, human health, or the environment.  
    • Research and identify a specific a career related to the Big Idea. Describe the career. List and describe the education and training required for this career.   
  
Step 3:  Cite your Sources  

  • Cite all sources used to gather information on your applications or careers in APA format on a References slide. LMS content does not need to be cited. Include in-text citations. Refer to the citation guidelines provided below. 

  

Step 4: Create a Slideshow and Script/ Speaking Notes 

  • Organize the information you found into two categories. Information you will DISPLAY in your slideshow and information you will DISCUSS while presenting your slide show. Use the table below to help you determine what information goes where.  

DISPLAY  

(You will include this information on your slides) 

DISCUSS  

(You will talk about this in your presentation. It should not be on your slides) 

  • The Big Idea 

  • Identify specific concept learned in the course 

  • Include relevant equations, diagrams, or images 

  • Explain the concept identified and how it connects to big idea.  

  • Refer to the equations, diagrams, and images to help explain the concept.   

  • Identify one specific real word application that relates to the big idea.  

  • Include a diagram that shows how the concept is applied in this application.  

  • Include the significance  and Impact of this application to scientific advancement, society, the economy, human health, or the environment.  

 

  • Describe the real-world application.  

  • Explain how the application uses the big idea/ specific concept. Refer to the diagram provided.  

  • Explain the significance of this application to society, technology, and or the environment. 

  • Explain positive or negative impact of application.  

  • Identify a specific career that is related to the big idea.  

  • List education and training required for this career choice.  

  • Describe the career. What is involved.  

  • Describe the steps that you would take to pursue this career based on your list of education and training.  

 

  • Create 1-2 slides for each Big Idea (total 5-10 slides). On this slide, you will include ONLY the DISPLAY information from the table above. 

  • Create an appropriate introduction slide and a References slide for your References.   

  • Write your speaking notes/ script for each slide.  Include all of the DISCUSS information from the table above. The presentation limit is 10-12mins. 

  

 Step 5: Present your Slideshow 

  • Practice presenting your slides and delivering your presentation until you are able to do so with hesitation and without reading off your script/ slides/ or notes. It is okay to glance at them occasionally, but you should not read.  
  • Record your presentation. Your presentation should not exceed 10-12mins. While recording:  
    • Record your presentation in a quiet space. 
    • Speak loudly and clearly. Enunciate your words clearly. Do not speak to quickly. 
    • Ensure that your face, shoulders, and hands are visible while presenting.  This means setting up your recording so that your face can be fully visible to the camera.  You must also have your slides visible. Some suggestions are: 
      • Use your computer to screen share and record your camera and screen at same time (or record using something like Zoom) 
      • Have someone else record your presentation (Make sure the slides and you are clearly visible to the audience). 
      • Embed a video of you explaining each slide directly into the PowerPoint presentation. 
  • Check that the audio is loud enough and clear.  If not, please rerecord. Your teacher cannot grade your presentation if they can’t hear it!  
  • Submit your recording as a mp4 and submit your slideshow as a pdf.   
  • If your face and shoulders are not visible in the video, then the assignment will be given a zero. 

 

Submission requirements: 

  • Submit your video recording as an mp4 and your slideshow as a pdf.  


  

CITATION GUIDELINES:   

Cite all the sources you used in your research using APA format at the end of your report. Include a Reference page. Review the citation guidelines below.  

Citation Style 

APA 

Reference Page 

This assignment requires you to complete an APA style references page that should list the sources you consulted in the creation of your report.  

In-Text Citation Requirement 

Please provide in-text citations for all images and text used in your report.  

Sample citation 

 

Beck, C. B. (2010). An overview of plant structure and development. In An introduction to plant structure and development: Plant Anatomy for the Twenty-First Century (p. 11). essay, Cambridge University Press. 

Sample In-Text Citation 

 

Unlike humans whose capacity for growth stops after a certain point where cells begin replacing dead cells instead of adding tissue, vascular plants can continue to add new cells and tissues to the plant body for as long as they live. This can explain how extremely old vascular plants, like Redwood trees in California, have developed such massive trunks over time (Beck, 2010). 

 

Sample In-Text Citation 

 

Image: 

 

(Beck, 2010) 

For further details on How to Cite your work correctly, please consult the How to Cite page of the Academic Skills Module: Working with Information  

IMPORTANT NOTE:  It is expected that all text be in your own words. Any information used should be paraphrased rather than directly copied. Any text directly copied will be considered plagiarism and result in an academic integrity violation. 

 

Work submitted without any citations will automatically be given an Academic Integrity Violation and a Zero.