This course enables students to deepen their understanding of chemistry through the study of organic chemistry, the structure and properties of matter, energy changes and rates of reaction, equilibrium in chemical systems, and electrochemistry. Students will further develop their problem-solving and investigation skills as they investigate chemical processes, and will refine their ability to communicate scientific information. Emphasis will be placed on the importance of chemistry in everyday life and on evaluating the impact of chemical technology on the environment.
Overall Curriculum Expectations
A. 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.
B. 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.
C. 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.
D. 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.
E. 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.
A variety of teaching and learning strategies will be used throughout the course to engage students in the learning process. Strategies will be used which will build on students’ prior knowledge and to assess where students are in their understanding of mathematical concepts enabling them to learn the curriculum. Differentiated teaching/learning strategies will be used within units of study to support the learning needs of students in the class. Students are encouraged to share learning strategies with their teacher which helps them improve their learning. Examples of teaching and learning strategies which will be used throughout the course include, but are not limited to:
Direct Instruction (Teacher led and discussion based)
Class Activities (Teach facilitation)
Experiential Learning
Worksheets/Surveys
Teacher Modeling
Text-based Modeling
Use of Computers/Internet
1:1 Conferencing Teacher & Student
Independent Work
Project Based Learning
Use of Visual Representations
Problem Solving Exercises
Teacher Directed Learning
Use of Computer Software/Technology
Investigative Inquiry
The primary purpose of assessment and evaluation is to improve student learning and to help students assume responsibility for their learning. Mid-semester and final marks are determined through evaluations or Assessments of Learning which typically occur towards the end of a unit and end of semester. During the learning process information about a student’s learning is gathered and used by the teacher and student to inform decisions that affect goal-setting and teaching in the classroom. The data gathered as Assessment as Learning and Assessment for Learning do not carry a mark weight but do play a crucial role in student success as they help inform the teacher and the student about each student’s progress. All types of assessments allow teachers to provide descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement.
Grading
Throughout this course, you will be given multiple opportunities to practice and reinforce the concepts you are learning. While these formative tasks do not contribute to your mark in the course, they will assist you in preparing for summative assessments which will count towards your final grade.
The final grade is based on performance in 3 areas: Products, Observations and conversations.
Unit 1: Structure and Properties of Matter
Unit 2: Energy changes and Reaction rates
Unit 3: Chemical equilibirum and Acid base chemistry
MID-SEMESTER POINT
Unit 4: Oxidation-Reduction and Electrochemistry
Unit 5: Organic chemistry
Final Exam
Advanced Knowledge Academy adheres to the assessment & evaluation practices as outlined in the Ministry of Education’s Growing Success documents. The final mark for this course will be calculated according to the following breakdown:
Grading:
Coursework (65%): Assignments, quizzes, tests, problem-solving activities, and other course evaluations completed throughout the course
Final Evaluation (25%): Written final examination
Attendance and Participation (10%): Based on ongoing engagement in the course, completion of learning activities, timely submission of work, response to teacher feedback, and participation in teacher communication/support
Learning Skills: Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-Regulation are assessed and reported separately and are not included in the percentage grade
Learning Skills (responsibility, organisation; independent work, collaboration, initiative, self-regulation) will also be assessed separately from the achievement of the learning expectations and will be reported on the provincial report card.
Unit 1: Structure and Properties of Matter
27 hours
Unit 2: Energy changes and Reaction rates
21 hours
Unit 3: Chemical equilibirum and Acid base chemistry
– Quizzes – Presentations – Project Drafts – Demonstrations – Conferencing – Questioning – Independent Study Assignment Proofing – Problem Solving (process focused) – Work Sheets – Direct Instruction
– Quizzes – Exit and Entrance Cards – Self/Peer Assessment
– Tests – Presentations – Projects – Demonstrations – Questioning – Independent Study Assignments – Problem Solving (Process Focused)
Considerations for Program Planning
Assessment is ongoing and varied, focusing on both process and product, and includes diagnostic, formative, and summative evaluations in accordance with Growing Success. Clear guidelines on academic honesty are communicated at the outset of the course: students are expected to submit original work, and incidents of plagiarism are addressed according to school policy, with an emphasis on restorative approaches and learning from errors. Policies regarding late assignments balance the importance of meeting deadlines with recognition of individual circumstances; extensions are available for valid reasons, but persistent lateness may result in academic consequences such as reduced achievement levels, as outlined in Growing Success. Students are provided with feedback and opportunities to reflect on their progress and develop self-regulation skills in the independent online environment.
In an asynchronous online mathematics course, instructional approaches are guided by Ministry and board policy, centering on universal design, differentiated instruction, and clear learning objectives. Lessons are structured to activate prior knowledge, scaffold complex concepts, and encourage students to articulate their reasoning through a variety of media, including written explanations, visual organizers, and interactive math tools. Teachers model problem-solving strategies using pre-recorded videos, simulations, and annotated examples, ensuring students have access to multiple representations such as numerical, algebraic, graphical, and contextual formats. The course provides opportunities for inquiry-based learning, practice with immediate feedback, collaboration through discussion forums, and reflection on mathematical thinking. These approaches support the development of conceptual understanding, procedural fluency, and real-world application skills for diverse learners.
Environmental issues and financial contexts are authentically integrated into math tasks, challenging students to analyze real-world data, model change, and make informed decisions. Topics such as exponential growth and decay, compound interest, and resource allocation support both environmental stewardship and the development of valuable financial literacy skills.
Technology is at the core of asynchronous mathematics instruction, functioning as both the primary mode of content delivery and a catalyst for mathematical exploration. Students use digital graphing software, dynamic algebra systems, video lessons, and interactive modules to investigate functions and solve complex problems. Communication and collaboration are fostered through online forums, cloud-based assignments, and digital portfolios, allowing students to share ideas and receive feedback asynchronously. Teachers provide digital resources and support safe, responsible technology use, guiding students in evaluating sources, safeguarding privacy, and practicing digital citizenship in all coursework interactions.
The course is intentionally designed to ensure accessibility for all, with particular supports for students with special education needs and English language learners. Accommodations, such as adaptive technologies, flexible timelines, and multi-modal instructions, are provided to facilitate equitable participation. Instruction is scaffolded to develop mathematical vocabulary and reasoning, with frequent opportunities for students to demonstrate understanding in formats that draw on their strengths—such as oral explanations, graphical responses, and collaborative digital projects.
Curriculum materials reflect diverse perspectives, cultural backgrounds, and identities, in alignment with equity and inclusive education policies. Problems and examples are selected with careful attention to representation, drawing on Indigenous and global mathematical traditions
where appropriate. The course fosters a climate of respect and encourages students to relate mathematical concepts to their lived experiences, advancing equity and social justice.
Students explore the relevance of mathematics to a wide array of careers, with assignments and projects that simulate workplace scenarios and problem-solving processes. Cooperative education principles are embodied through virtual group work, the use of discussion boards for peer feedback, and opportunities for authentic, project-based learning experiences that develop transferable skills.
The course encourages digital wellness, with expectations for respectful online conduct, guidance on healthy screen time practices, and resources to support mental health. Well-being is prioritized through clear communication channels for academic and personal support, promoting a safe and inclusive online space for learning. By integrating these considerations, the course ensures alignment with Ministry and board initiatives while fostering a rigorous, inclusive, and supportive online mathematics learning environment.
Achievement Chart
Category
Level 1
Level 2
Level 3
Level 4
Knowledge & Understanding
Demonstrates limited knowledge and understanding of chemistry concepts, terminology, theories, and procedures. Demonstrates significant misconceptions or gaps in understanding.
Demonstrates some knowledge and understanding of chemistry concepts, terminology, theories, and procedures. Some misconceptions or gaps are evident.
Demonstrates considerable knowledge and understanding of chemistry concepts, terminology, theories, and procedures. Understanding is generally accurate.
Demonstrates thorough and comprehensive knowledge and understanding of chemistry concepts, terminology, theories, and procedures. Understanding is consistently accurate and precise.
Thinking
Uses limited planning and processing skills to solve problems and investigate chemical relationships. Reasoning is incomplete or contains significant errors.
Uses some planning and processing skills to solve problems and analyze chemical relationships. Reasoning is partially developed.
Uses effective planning and processing skills to solve problems, analyze data, and establish chemical relationships. Reasoning is logical and generally complete.
Uses highly effective planning and processing skills to solve complex problems, analyze evidence, evaluate models, and establish sophisticated chemical relationships. Reasoning is thorough and insightful.
Communication
Communicates chemical ideas, calculations, representations, and conclusions with limited clarity and accuracy. Uses chemical terminology, symbols, equations, diagrams, and conventions inconsistently.
Communicates chemical ideas with some clarity and accuracy. Uses terminology, symbols, equations, diagrams, and conventions with some errors or inconsistencies.
Communicates chemical ideas with considerable clarity, accuracy, and organization. Uses appropriate terminology, symbols, equations, diagrams, and conventions correctly in most situations.
Communicates chemical ideas with a high degree of clarity, precision, and organization. Consistently uses appropriate terminology, symbols, equations, diagrams, graphs, and chemical conventions accurately and effectively.
Application
Applies knowledge and skills to familiar or unfamiliar chemical situations with limited effectiveness. Requires considerable support to select appropriate strategies, formulas, or procedures.
Applies knowledge and skills to chemical situations with some effectiveness. Selects appropriate strategies or procedures with partial success.
Applies knowledge and skills to familiar and unfamiliar chemical situations with considerable effectiveness. Selects and uses appropriate strategies, formulas, models, and procedures accurately.
Applies knowledge and skills to familiar and unfamiliar chemical situations with a high degree of effectiveness. Independently selects, adapts, and integrates appropriate strategies, models, calculations, and procedures.
