Gizmos for Ontario - Science: Chemistry, Grade 11, University Preparation (Ontario Curriculum adopted 2008)

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.

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);

A1.1: Students will: formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research

A1.2: Students will: select appropriate instruments (e.g., a balance, glassware, titration instruments) and materials (e.g., molecular model kits, solutions), and identify appropriate methods, techniques, and procedures, for each inquiry

A1.6: Students will: compile accurate data from laboratory and other sources, and organize and record the data, using appropriate formats, including tables, flow charts, graphs, and/or diagrams

A1.8: Students will: synthesize, analyse, interpret, and evaluate qualitative and quantitative data; solve problems involving quantitative data; determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and error; and suggest improvements to the inquiry to reduce the likelihood of error

A1.11: Students will: communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

A1.12: Students will: use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI and imperial units)

A1.13: Students will: express the results of any calculations involving data accurately and precisely, to the appropriate number of decimal places or significant figures

B: Matter, Chemical Trends, and Chemical Bonding

B2: investigate physical and chemical properties of elements and compounds, and use various methods to visually represent them;

B2.1: Students will: use appropriate terminology related to chemical trends and chemical bonding, including, but not limited to: atomic radius, effective nuclear charge, electronegativity, ionization energy, and electron affinity

B2.2: Students will: analyse data related to the properties of elements within a period (e.g., ionization energy, atomic radius) to identify general trends in the periodic table

B2.4: Students will: draw Lewis structures to represent the bonds in ionic and molecular compounds

B2.5: Students will: predict the nature of a bond (e.g., non-polar covalent, polar covalent, ionic), using electronegativity values of atoms

B2.6: Students will: build molecular models, and write structural formulae, for molecular compounds containing single and multiple bonds (e.g., CO2, H2O, C2H4), and for ionic crystalline structures (e.g., NaCl)

B3: demonstrate an understanding of periodic trends in the periodic table and how elements combine to form chemical bonds.

B3.1: Students will: explain the relationship between the atomic number and the mass number of an element, and the difference between isotopes and radioisotopes of an element

B3.3: Students will: state the periodic law, and explain how patterns in the electron arrangement and forces in atoms result in periodic trends (e.g., in atomic radius, ionization energy, electron affinity, electronegativity) in the periodic table

B3.4: Students will: explain the differences between the formation of ionic bonds and the formation of covalent bonds

C: Chemical Reactions

C2: investigate different types of chemical reactions;

C2.2: Students will: write balanced chemical equations to represent synthesis, decomposition, single displacement, double displacement, and combustion reactions, using the IUPAC nomenclature system

C3: demonstrate an understanding of the different types of chemical reactions.

C3.1: Students will: identify various types of chemical reactions, including synthesis, decomposition, single displacement, double displacement, and combustion

D: Quantities in Chemical Reactions

D2: investigate quantitative relationships in chemical reactions, and solve related problems;

D2.1: Students will: use appropriate terminology related to quantities in chemical reactions, including, but not limited to: stoichiometry, percentage yield, limiting reagent, mole, and atomic mass

D2.3: Students will: solve problems related to quantities in chemical reactions by performing calculations involving quantities in moles, number of particles, and atomic mass

D2.5: Students will: calculate the corresponding mass, or quantity in moles or molecules, for any given reactant or product in a balanced chemical equation as well as for any other reactant or product in the chemical reaction

D2.7: Students will: conduct an inquiry to determine the actual yield, theoretical yield, and percentage yield of the products of a chemical reaction (e.g., a chemical reaction between steel wool and copper(II) sulfate solution), assess the effectiveness of the procedure, and suggest sources of experimental error

D3: demonstrate an understanding of the mole concept and its significance to the quantitative analysis of chemical reactions.

D3.2: Students will: describe the relationships between Avogadro’s number, the mole concept, and the molar mass of any given substance

D3.4: Students will: explain the quantitative relationships expressed in a balanced chemical equation, using appropriate units of measure (e.g., moles, grams, atoms, ions, molecules)

E: Solutions and Solubility

E2: investigate qualitative and quantitative properties of solutions, and solve related problems;

E2.1: Students will: use appropriate terminology related to aqueous solutions and solubility, including, but not limited to: concentration, solubility, precipitate, ionization, dissociation, pH, dilute, solute, and solvent

E2.4: Students will: conduct an investigation to analyse qualitative and quantitative properties of solutions (e.g., perform a qualitative analysis of ions in a solution)

E2.7: Students will: determine the concentration of an acid or a base in a solution (e.g., the concentration of acetic acid in vinegar), using the acid–base titration technique

F: Gases and Atmospheric Chemistry

F2: investigate gas laws that explain the behaviour of gases, and solve related problems;

F2.1: Students will: use appropriate terminology related to gases and atmospheric chemistry, including, but not limited to: standard temperature, standard pressure, molar volume, and ideal gas

F2.2: Students will: determine, through inquiry, the quantitative and graphical relationships between the pressure, volume, and temperature of a gas

F2.3: Students will: solve quantitative problems by performing calculations based on Boyle’s law, Charles’s law, Gay-Lussac’s law, the combined gas law, Dalton’s law of partial pressures, and the ideal gas law

F2.4: Students will: use stoichiometry to solve problems related to chemical reactions involving gases (e.g., problems involving moles, number of atoms, number of molecules, mass, and volume)

F3: demonstrate an understanding of the laws that explain the behaviour of gases.

F3.3: Students will: use the kinetic molecular theory to explain the properties and behaviour of gases in terms of types and degrees of molecular motion

F3.4: Students will: describe, for an ideal gas, the quantitative relationships that exist between the variables of pressure, volume, temperature, and amount of substance

F3.5: Students will: explain Dalton’s law of partial pressures, Boyle’s law, Charles’s law, Gay-Lussac’s law, the combined gas law, and the ideal gas law

Correlation last revised: 9/1/2026

Ontario - Science: Chemistry, Grade 11, University Preparation

Ontario Curriculum | Adopted: 2008