Grade 12

Students will read the play “Hedda Gabler” and complete journal analysis as well as contrast video presentations of the play with the written novel form. Students will also complete an essay on the topic.

Poetry uses forms and conventions to suggest differential interpretation to words, or to evoke emotive responses. Devices such as assonance, alliteration, onomatopoeia and rhythm will be explored as they work to achieve musical or incantatory effects.

The use of symbolism, irony and other stylistic elements of poetic diction will be explored as students develop critical thinking skills to enhance their interpretations of the poems. Students will see how metaphor, simile and metonymy create a resonance between disparate images.

Students will explore important elements of grammar and essay writing development. Grammar topics will include: Pronoun Agreement, verb agreement, active and passive voice, and faulty parallelism. Essay writing will include lessons on MLA formatting as well as the form and structure of a proper literary essay.

Students will read the novel “The Great Gatsby” and complete journal analysis as well as contrast video presentations of the story with the written novel form.

Students will explore the play’s historical context and examine its various themes and story concepts. Students will read the play and develop a comprehensive understanding of the important story elements like plot, setting and symbols as well as character development in the play.

This unit explores the impact of international business on people and businesses in Canada and the economic interdependence of nations. Students analyse barriers to trade and investigate Canadian trading partners. Furthermore, students choose a country on which to base many of their assignments throughout the course.

This unit investigates the impact of globalization on Canadian businesses. Students examine and analyze the factors which influence a country’s ability to participate in international business, as well as the advantages of doing business in Canada. Students investigate case studies of domestic and multinational companies.

This unit explores the cultural factors that influence international markets and investigates how political, economic and geographic factors which affect international business operations. Students will develop an understanding of product modifications and standardization common and international markets.

This unit investigates the marketing challenges facing international businesses including: adaptations to international product marketing strategies; legal, cultural, and economic factors affecting product marketing; market research strategies for foreign markets; and concepts of distribution and logistics. Students investigate the ethical challenges of international businesses including both the positive and negative effects on the countries in which they operate.

What is Calculus?

Now that we have reviewed some concepts that will be needed before beginning the introduction to calculus, we have to consider simplifying expressions with radicals in the denominator of radical expressions. Recall that a rational number is a number that can be expressed as a fraction (quotient) containing integers.

So the process of changing a denominator from a radical (square root) to a rational number (integer) is called rationalizing the denominator. The reason that we rationalize denominators is that dividing by an integer is preferable to dividing by a radical number.

The concept of a derivative is, in essence, a way of creating a short cut to determine the tangent line slope function that would normally require the concept of a limit. Once patterns are seen from the evaluation of limits, rules can be established to simplify what must be done to determine this slope function.

This unit begins by examining those rules including: the power rule, the product rule, the quotient rule and the chain rule followed by a study of the derivatives of composite functions. The next section is dedicated to finding the derivative of relations that cannot be written explicitly in terms of one variable. Next students will simply apply the rules they have already developed to find higher order derivatives.

As students saw earlier, if given a position function, they can find the associated velocity function by determining the derivative of the position function.

They can also take the second derivative of the position function and create a rate of change of velocity function that is more commonly referred to as the acceleration function which is where this unit ends.

A variety of types of problems exist in this unit and are generally grouped into the following categories: Pythagorean Theorem Problems (these include ladder and intersection problems), Volume Problems (these usually involve a 3-D shape being filled or emptied), Trough Problems, Shadow problems and General Rate Problems. During this unit students will look at each of these types of problems individually.

In this unit you will learn about the term exponential function is almost exclusively used as a shortcut for the natural exponential function ex, where e is Euler’s number, a number (approximately 2.718281828) such that the function ex is its own derivative.

The exponential function is used to model a relationship in which a constant change in the independent variable gives the same proportional change (i.e. percentage increase or decrease) in the dependent variable. The function is often written as exp(x), especially when it is impractical to write the independent variable as a superscript.

The exponential function is widely used in physics, chemistry, engineering, mathematical biology, economics and mathematics.

This unit begins with examples and exercises involving exponential and logarithmic functions using Euler’s number (e). But as students have already seen, many other bases exist for exponential and logarithmic functions. Students will now look at how they can use their established rules to find the derivatives of such functions.

The next topic should be familiar as the steps involved in sketching a curve that contains an exponential or logarithmic function are identical to those taken in the curve sketching unit studied earlier in the course. Because the derivatives of some functions cannot be determined using the rules established so far in the course, students will need to use a technique called logarithmic differentiation which is introduced next.

A vector space is a mathematical structure formed by a collection of elements called vectors, which may be added together and multiplied (“scaled”) by numbers, called scalars in this context.

Scalars are often taken to be real numbers, but there are also vector spaces with scalar multiplication by complex numbers, rational numbers, or generally any field. The operations of vector addition and scalar multiplication must satisfy certain requirements, called axioms, listed below.

An example of a vector space is that of Euclidean vectors, which may be used to represent physical quantities such as forces: any two forces (of the same type) can be added to yield a third, and the multiplication of a force vector by a real multiplier is another force vector.

In the same vein, but in a more geometric sense, vectors representing displacements in the plane or in three-dimensional space also form vector spaces. Vectors in vector spaces do not necessarily have to be arrow-like objects as they appear in the mentioned examples: vectors are best thought of as abstract mathematical objects with particular properties, which in some cases can be visualized as arrows.

In this unit, you will learn:

1. Vectors as Forces & Velocity
2. The Dot Product of Two Geometric Vectors
3. The Dot Product of Algebraic Vectors
4. Scalar and Vector Projections
5. The Cross Product of Two Vectors
6. Applications of the Dot Product and Cross Product

In this unit, you will learn:

1. Equations of Lines in R2
2. Equations of Lines in R3
3. Equations of Planes
4. Problems Involving Lines & Planes
5. Parallel or Intersecting Planes & Skew Lines
6. Problems Involving Three Planes
7. Using Matrices to Solve Systems of Equations

In this unit you will learn about permutations, counting principles, statistics and permutations with combinations. So, in Mathematics we use more accurate language:

• If the order doesn’t matter, it is a Combination.
• If the order does matter it is a Permutation.

In this unit you will learn about probability. Probability is the measure of the likelihood that an event will occur. Probability is quantified as a number between 0 and 1 (where 0 indicates impossibility and 1 indicates certainty). The higher the probability of an event, the more certain we are that the event will occur.

In this unit you will learn about Central Tendency. In statistics, a central tendency (or, more commonly, a measure of central tendency) is a central or typical value for a probability distribution. It may also be called a center or location of the distribution. Colloquially, measures of central tendency are often called averages.

In this unit you will learn about statistics. Statistics is the study of the collection, analysis, interpretation, presentation, and organization of data. In applying statistics to, e.g., a scientific, industrial, or societal problem, it is conventional to begin with a statistical population or a statistical model process to be studied.

Populations can be diverse topics such as “all persons living in a country” or “every atom composing a crystal”. Statistics deals with all aspects of data including the planning of data collection in terms of the design of surveys and experiments.

In this unit you will learn about statistical distribution. In probability and statistics, a probability distribution assigns a probability to each measurable subset of the possible outcomes of a random experiment, survey, or procedure of statistical inference.

Examples are found in experiments whose sample space is non-numerical, where the distribution would be a categorical distribution; experiments whose sample space is encoded by discrete random variables, where the distribution can be specified by a probability mass function; and experiments with sample spaces encoded by continuous random variables, where the distribution can be specified by a probability density function.

More complex experiments, such as those involving stochastic processes defined in continuous time, may demand the use of more general probability measures.

In this unit you will learn about Statistical Approximation. The need for function approximations arises in many branches of applied mathematics, and computer science in particular. In general, a function approximation problem asks us to select a function among a well-defined class that closely matches (“approximates”) a target function in a task-specific way.

For this summative, you will investigate a meaningful problem that is significant to you, personally and also mathematically.

• In completing this project, you will do the following:
  Choose a topic that interests you, where there has been significant reputable research done from which you can draw on for inspiration.
• Thoroughly research the topic of study, including studies done by others, in order to develop a clear topic and set of 2-4 research questions. Be sure to come up with questions that will require you to use multiple techniques in the analysis (such as measures of central tendency and spread, histograms, z-scores, box plots, scatter plots, etc.).
• You must include one scatter plot that has two variables, neither of which is time.

This unit reviews the foundational concepts that have been covered in prerequisite math courses. Students revisit the definition of a function, function notation, and the key properties of functions. Students also review transformations of functions and inverse functions.

The unit assessment evaluates students’ ability to carry out proper communication, formatting, and technical skills in their work, all of which will be important aspects of their assignments in the remainder of the course.

In this unit students learn to identify and describe some key features of polynomial functions and to make connections between the numeric, graphical, and algebraic representations of polynomial functions.

These concepts allow students to manipulate functions in a number of ways and apply their skills to solve real-world problems. Strategies will be employed to aid in the connection to an understanding of rates of change.

In this unit you will learn about how to:

• Solve problems involving polynomial and simple rational equations graphically and algebraically;
• Demonstrate an understanding of solving polynomial and simple rational inequalities.

This unit begins with a review of exponential functions, their properties, and applications. This leads into discussions about a related function, the logarithmic function. From here students learn about logarithmic properties and then apply their knowledge of exponential and logarithmic functions to solve real-world problems.

This unit develops students understanding of trigonometry by expanding on the functions behind the trigonometric ratios. Students look at trigonometric functions and their reciprocals, examine their key properties and behaviors, and learn how they can be transformed to model a wide range of data.

In this Unit, you will learn:

1. Trigonometric Identities for Equivalent Functions
2. Compound Angle Formulas
3. Double Angle Formulas

In this Unit, you will learn:

1. Average Rates of Change
2. Instantaneous Rates of Change
3. Solving Problems with Rates of Change
4. Rates of Change in Polynomial Functions
5. Rates of Change in Rational and Trigonometric Function
6. Combining Two Functions Sums and Differences
7. Combining Two Functions Products and Quotients
8. Compositions of Functions

Students will demonstrate an understanding of how energy changes and rates of reaction can be described quantitatively. They will investigate ways to improve the efficiency of chemical reactions by applying optimal conditions. Students will also evaluate the societal and environmental costs and benefits of technologies that transform energy.

Students will demonstrate an understanding of the predictable ways in which chemical systems are dynamic and respond to changing conditions. They will also assess the significant implications for nature and industry of applying chemical systems at equilibrium.

Students will demonstrate an understanding of how the predictable chemical and physical properties of organic compounds are determined by their respective structures. They will also assess the significant implications of organic chemical reactions and their applications for society, human health, and the environment.

Students will demonstrate an understanding of how the nature of attractive forces that exist between particles in a substance determines the properties and limits the uses of that substance. They will also evaluate the societal benefits and costs of technological devices that are based on the principles of atomic and molecular structures.

Students will demonstrate an understanding of the predictable way in which electrons are transferred from one substance to another in oxidation and reduction reactions. They will also assess the significant implications of controlling and applying oxidation and reduction reactions for industry, health and safety, and the environment.

In this unit you will learn about Measurement in Physics.

In this unit you will learn about Motion and Forces in Physics. A force is a push or pull upon an object resulting from the object’s interaction with another object. Whenever there is an interaction between two objects, there is a force upon each of the objects.

When the interaction ceases, the two objects no longer experience the force. Forces only exist as a result of an interaction.

In this unit you will learn about Energy and Momentum. In physics, the energy–momentum relation is the relativistic equation relating any object’s rest (intrinsic) mass, total energy, and momentum:

Holds for a system, such as a particle or macroscopic body, having intrinsic rest mass m0, total energy E, and a momentum of magnitude p, where the constant c is the speed of light, assuming the special relativity case of flat spacetime.

In this unit you will learn about Waves and Light. Light is electromagnetic radiation within a certain portion of the electromagnetic spectrum. The word usually refers to visible light, which is visible to the human eye and is responsible for the sense of sight.

Visible light is usually defined as having wavelengths in the range of 400–700 nanometres (nm), or 4.00 × 10−7 to 7.00 × 10−7 m, between the infrared (with longer wavelengths) and the ultraviolet (with shorter wavelengths). This wavelength means a frequency range of roughly 430–750 terahertz (THz).

In this unit you will learn about Quantum Theory and Special Relativity. In physics, relativistic quantum mechanics (RQM) is any Poincaré covariant formulation of quantum mechanics (QM). This theory is applicable to massive particles propagating at all velocities up to those comparable to the speed of light c, and can accommodate massless particles.

In this unit you will learn about Electrostatics. Electrostatics is a branch of physics that deals with the phenomena and properties of stationary or slow-moving electric charges. Since classical physics, it has been known that some materials such as amber attract lightweight particles after rubbing.

Electrostatic phenomena arise from the forces that electric charges exert on each other. Such forces are described by Coulomb’s law. Even though electrostatically induced forces seem to be rather weak, the electrostatic force between e.g. an electron and a proton, that together make up a hydrogen atom, is about 36 orders of magnitude stronger than the gravitational force acting between them.

In this unit you will learn about to significant tools writers use when creating their works. You will be introduced to the writing process, including drafting, self-editing, sharing, revising, peer-editing, and publishing to the course web site.

Students will learn specifically about; Plagiarism, MLA and the APA Citation format, Footnotes and Endnotes, Language Conventions, Diction and Tone, Voice, Rhetorical Devices, Point of View, Plot, Character & Setting and finally Drafting and Editing.

In this unit you will learn about different kinds of stories. You will be working to read and answer questions. As you are doing this you will be analyzing the various components of the stories and eventually understanding the way that they are put together. You will also be asked to create original works yourself.

Creative Non-fiction encompasses a wide array of writing, including journalism, speech writing, feature article and op-ed writing, sports writing, investigative journalism, review writing and travel writing. The primary difference between this approach to writing and others is that it always involves the delivery of facts.

However, this does not mean that it need be dry or stilted. Creative fiction writers need to pay careful attention to their audience and to the way in which they convey information to it. As you will see, creative non- fiction writers often use techniques from fiction to heighten audience interest.

Henri Rene Albert Guy de Maupassant was born on August 5, 1850, to an affluent family at the Chateau de Miromesnil, in France. As a child, Guy adored his mother and loathed his absent father. His mother was very literary and passed on her love of books to her son, Guy, and his brother, Herve. Much of Guy’s childhood was spent in the countryside playing sports or simply spending time outdoors.

The Franco-Prussian War erupted shortly after Maupassant finished college. Maupassant enlisted as a volunteer and then, in 1871, left the army to work as a clerk in the navy for the next ten years. During this time he became close with Gustave Flaubert, a friend of his mother’s and the author of Madame Bovary (1857).

Flaubert introduced him to several other prominent writers and spurred Maupassant to focus on his writing. As a result, Maupassant began producing a fair amount of short fiction on his own and eventually found work as a contributing editor for several prominent French newspapers in 1878. Despite this early focus on writing, however, Maupassant didn’t publish any of his work until he turned thirty.

The introduction focuses on the “Economic Problem” — unlimited wants and limited resources. There is an opportunity cost to each decision an individual or business makes. Some decisions and choices that we make are easy. Such as what to have for lunch: a hamburger or a hot dog. Other decisions and choices are difficult and encompass more time and energy such as where to live and what career to pursue.

Every one of these choices has a price — a cost. We are giving up something to do another. This section will look at how individual and society can use economics to analyze their choices to make the best possible decisions.

In this unit, students learn through examples the role of production and costs. Production under perfect and imperfect competition is examined with topics such as profit maximization, monopolies, and oligopolies being covered in depth. Student close out the unit with an analysis of the market for labour, learning about demand and supply shifts, wages and other labour market issues.

Now that students have learned the basics and have an understanding of microeconomics, they begin to explore large-scale economic phenomena. This unit sees students learning about GDP, including the expenditures and income approaches. They will also learn to calculate a country’s GDP. Other major topics such as unemployment and inflation are covered in detail.

In the last unit of the course, students learn about Canada as a trading nation, and the benefits and strains of international trade. Principles of International Trade Theory are explored, as are trade barriers and international trade policies. Balance of payments issues, the value of the Canadian dollar, and fluctuating exchange rates are examined in the second section of the unit, with students learning how to read foreign exchange rate tables.

Lastly, economic growth is covered in the final section. The significance, measurement, and sources of economic growth are looked at in detail, and students also learn about topics such as promoting capital investment and technological progress.

Students will be exposed to the foundations of management, management theories, business ethics and social responsibility of managers and organizations.

Students will learn about how managers plan, implement plans and how they organize for change

Students will learn about how managers organize, create organizational designs and how they manage human resources.

Students will learn about the nature of leadership, traits and approaches of leadership, and how managers motivate workers.

This unit describes what issues are and then goes into why it is important to learn issues in geography. The next part goes into Global Media and the biases that exist.

We then go into demographics and resource availability around the world. Then we learn about the nature of food and dwell into food supply, distribution, shortage and hunger around the world. Also, we take a look at the Rwandan and Darfur genocide.

The unit looks at the goal of reaching sustainability. Sustainability of the consumption of resources to the way we treat our environment. Also, we look at NGO’s and individuals who are pushing to reach a sustainable environment.

This unit looks into the distribution of the political system around the world and the concept of Globalization. We then look into international cooperation with trade and foreign policy. Also, we study about the individuals and organizations aiming to improve the world.

The unit starts with studying quality of life, human rights and world religions. In addition, national population policies are looked into. Also, we go into the topic of social change.

In this unit you will learn about Biochemistry, sometimes called biological chemistry, is the study of chemical processes within and relating to living organisms. By controlling information flow through biochemical signaling and the flow of chemical energy through metabolism, biochemical processes give rise to the complexity of life.

Over the last decades of the 20th century, biochemistry has become so successful at explaining living processes that now almost all areas of the life sciences from botany to medicine to genetics are engaged in biochemical research. Today, the main focus of pure biochemistry is on understanding how biological molecules give rise to the processes that occur within living cells, which in turn relates greatly to the study and understanding of tissues, organs, and whole organisms—that is, all of biology.

In this unit you will learn about Metabolism, which is the set of life-sustaining chemical transformations within the cells of living organisms. The three main purposes of metabolism are the conversion of food/fuel to energy to run cellular processes, the conversion of food/fuel to building blocks for proteins, lipids, nucleic acids, and some carbohydrates, and the elimination of nitrogenous wastes.

These enzyme-catalyzed reactions allow organisms to grow and reproduce, maintain their structures, and respond to their environments. The word metabolism can also refer to the sum of all chemical reactions that occur in living organisms, including digestion and the transport of substances into and between different cells, in which case the set of reactions within the cells is called intermediary metabolism or intermediate metabolism.

In this unit you will learn about Genetics, which is the study of genes, genetic variation, and heredity in living organisms. It is generally considered a field of biology, but intersects frequently with many other life sciences and is strongly linked with the study of information systems.
The father of genetics is Gregor Mendel, a late 19th-century scientist and Augustinian friar.

Mendel studied “trait inheritance,” patterns in the way traits are handed down from parents to offspring. He observed that organisms (pea plants) inherit traits by way of discrete “units of inheritance.” This term, still used today, is a somewhat ambiguous definition of what is referred to as a gene.

In this unit you will learn about Homeostasis or homoeostasis, which is the property of a system in which a variable (for example, the concentration of a substance in solution, or its temperature) is actively regulated to remain very nearly constant. This regulation occurs inside a defined environment (mostly within a living organism’s body).

Examples of homeostasis include the regulation of the body temperature of an animal, the pH of its extracellular fluids, or the concentrations of sodium (Na+) and calcium (Ca2+) ions or of glucose in the blood plasma, despite changes in the animal’s environment, or what it has eaten, or what it is doing (for example, resting or exercising).

Each of these variables is controlled by a separate “homeostat” (or regulator), which, together, maintain life. Homeostats are energy-consuming physiological mechanisms.

In this unit you will learn about Population dynamics, which is the branch of life sciences that studies the size and age composition of populations as dynamical systems, and the biological and environmental processes driving them (such as birth and death rates, and by immigration and emigration). Example scenarios are ageing populations, population growth, or population decline.

This unit focuses on enabling students to learn about art history and art movements such as Impressionism, Post-Impressionism, Expressionism, Dadaism, and surrealism. Students will learn about the artists and their art pieces from each style.

This unit focuses on enabling students to learn about the differences between Modernism, and Postmodernism as global movements in arts and design. Students will be familiar with elements and principles of arts and design as a principal subject for creating a visual art piece. They will also learn about elements of postmodern principles to have a better understanding of post-modern arts.

This unit focuses on enabling students to learn and experiment with various techniques such as mixed media painting, oil pastel painting, sculpting, and printing to create artworks. They will also learn how to draw an expressive self-portrait and how to create an artistic portfolio.

This unit focuses on enabling students to learn about Symbolism and its effect on visual arts. Students will learn how to create symbols to visualize their concepts. Students will be familiar with analyzing an art piece and general information on copyright

In this unit, the students will be introduced to basic accounting principles. The students will also explore the relationship between GAAP and general accounting practices. The students will also learn about the concept of double entry system of accounting.

In this unit, the students will learn about various accounting practices for assets specifically inventories, cash and other capital assets. The students will be encouraged to identify the best way of recording assets while being exposed to various methods for doing the same.

In this unit, the students will learn about the differences in accounting practices for different forms of organisations  for e.g. partnerships, joint stock companies, etc..The students will also understand the motivation behind various types of decisions taken in different types of organisations.

In this unit the students will learn about the various means of financing available to businesses and identify the optimal mix of borrowed and owned funds that should exist in an ideal finance structure. Finally, the students will also learn about cash flow statements analysis and learn to appreciate its utility for an organisation.

In this unit, the students will be introduced to the concept of law while also learning to recognise the various sources of these laws.The students will be exposed to the various definitions and theories of law and will be encouraged to challenge themselves to propose changes in the existing laws by using research tools and techniques.

In this unit, the students will be exposed to the spirits and backgrounds of human rights law development while also being challenged to identify issues existing in the human rights laws in Canada and other parts of the world. The students will also have opportunities to analyse various contemporary issues with a human rights focus while comparing the roles of the three branches of government.

In thi unit, the students will use an inquiry process to investigate and analyse  various key concepts, legal systems, and issues in criminal law, in Canada and internationally.The students will also use research techniques to develop a legal perspective on various issues existing in the society.

In this unit, the students will explore the fundamentals of environmental and international law while also analysing the various environmental protection issues and workplace legal issues and apply their knowledge to prose solutions to these issues.

In this unit you will learn about Food preparation – preparing food for eating, generally requires selection, measurement and combination of ingredients in an ordered procedure so as to achieve desired results. Food preparation includes but is not limited to cooking.

In this unit you will learn about Nutrition which is the science that interprets the interaction of nutrients and other substances in food in relation to maintenance, growth, reproduction, health and disease of an organism. It includes food intake, absorption, assimilation, biosynthesis, catabolism and excretion.

In this unit you will learn about Digestion which is the process of breaking down food by mechanical and enzymatic action in the alimentary canal into substances that can be used by the body.

In this unit you will learn about food sustainability. Sustainable Agriculture. In simplest terms, sustainable agriculture is the production of food, fiber, or other plant or animal products using farming techniques that protect the environment, public health, human communities, and animal welfare.