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 a variety of careers related to the fields of science under study, and identify
scientists, including Canadians, who have made contributions to those fields.
B1. assess the impact of human activities on the sustainability of terrestrial and/or aquatic ecosystems,
and evaluate the effectiveness of courses of action intended to remedy or mitigate negative impacts;
B2. investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and
explain how they affect the sustainability of these ecosystems;
B3. demonstrate an understanding of the dynamic nature of ecosystems, particularly in terms of
ecological balance and the impact of human activity on the sustainability of terrestrial and
aquatic ecosystems.
C1. assess social, environmental, and economic impacts of the use of common elements and
compounds, with reference to their physical and chemical properties;
C2. investigate, through inquiry, the physical and chemical properties of common elements and
compounds;
C3. demonstrate an understanding of the properties of common elements and compounds, and of the
organization of elements in the periodic table.
D1. assess some of the costs, hazards, and benefits of space exploration and the contributions of
Canadians to space research and technology;
D2. investigate the characteristics and properties of a variety of celestial objects visible from Earth in
the night sky;
D3. demonstrate an understanding of the major scientific theories about the structure, formation, and
evolution of the universe and its components and of the evidence that supports these theori
E1. assess some of the costs and benefits associated with the production of electrical energy from
renewable and non‑renewable sources, and analyse how electrical efficiencies and savings can be
achieved, through both the design of technological devices and practices in the home;
E2. investigate, through inquiry, various aspects of electricity, including the properties of static and
current electricity, and the quantitative relationships between potential difference, current, and
resistance in electrical circuits;
E3. demonstrate an understanding of the principles of static and current electricity.
A1.1 formulate scientific questions about observed
relationships, ideas, problems, and/or issues,
make predictions, and/or formulate hypotheses
to focus inquiries or research
A1.2 select appropriate instruments (e.g., sampling
instruments, laboratory glassware, magnifying
lenses, an electroscope) and materials
(e.g., ebonite rods, star charts, a ball and spring
apparatus, pH paper) for particular inquiries
A1.3 identify and locate print, electronic, and human
sources that are relevant to research questions
A1.4 apply knowledge and understanding of safe
practices and procedures when planning investigations
(e.g., appropriate techniques for
handling, storing, and disposing of laboratory
materials [following the Workplace Hazardous
Materials Information System–WHMIS]; safe
operation of electrical equipment; safe handling
of biological materials), with the aid of appropriate
support materials (e.g., the Reference Manual
on the WHMIS website; the Live Safe! Work
Smart! website)
A1.5 conduct inquiries, controlling some variables,
adapting or extending procedures as
required, and using standard equipment and
materials safely, accurately, and effectively, to
collect observations and data
A1.6 gather data from laboratory and other sources,
and organize and record the data using appropriate
formats, including tables, flow charts, graphs,
and/or diagrams
A1.7 select, organize, and record relevant information
on research topics from various sources,
including electronic, print, and/or human
sources (e.g., Statistics Canada publications,
NASA or EnerGuide websites, personal interviews),
using recommended formats and an
accepted form of academic documentation
A1.8 analyse and interpret qualitative and/or
quantitative data to determine whether the evidence
supports or refutes the initial prediction
or hypothesis, identifying possible sources of error,
bias, or uncertainty
A1.9 analyse the information gathered from research
sources for reliability and bias
A1.10 draw conclusions based on inquiry results
and research findings, and justify their conclusions
A1.11 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 use appropriate numeric, symbolic, and
graphic modes of representation, and appropriate
units of measurement (e.g., SI and imperial units)
A1.13 express the results of any calculations involving
data accurately and precisely
A2.1 identify and describe a variety of careers
related to the fields of science under study
(e.g., astrophysicist, geophysicist, conservation
officer, park warden, fire protection engineer,
hydrologist, electrician) and the education and
training necessary for these careers
A2.2 identify scientists, including Canadians
(e.g., David Suzuki, Howard Alper, Roberta
Bondar, Kenneth Hill), who have made a contribution
to the fields of science under study
B1.1 assess, on the basis of research, the impact
of a factor related to human activity (e.g., urban
sprawl, introduction of invasive species,
overhunting/overfishing) that threatens the
sustainability of a terrestrial or aquatic ecosystem
[IP, PR, AI, C]
Sample issue: The Great Lakes constitute an
important shipping route. Foreign ships often
empty their ballast water, which can contain
invasive species, directly into the lakes. The
goby, which was likely imported in ballast water,
is an aggressive fish that has taken over the
spawning grounds of some native species,
threatening the balance of the ecosystem.
Sample questions: How has suburban development
on the Niagara Escarpment or the Oak
Ridges Moraine affected local ecosystems? How
has the zebra mussel population in Lake Erie
affected aquatic species and water quality? How
has commercial logging affected the sustainability
of forests in Northern Ontario?
B1.2 evaluate the effectiveness of government
initiatives in Canada (federal, provincial, municipal),
and/or the efforts of societal groups or
non-governmental organizations, such as
Aboriginal communities, environmental groups,
or student organizations, with respect to an
environmental issue that affects the sustainability
of terrestrial or aquatic ecosystems (e.g., wetland
restoration, recycling programs, Canada–
Ontario
Environmental Farm Plans, stewardship of
national and provincial parks) [AI, C]
Sample issue: Landfill sites can have negative effects
on adjacent ecosystems, attracting pests, leaching
toxic chemicals, and producing greenhouse gases.
Municipal recycling and composting programs
divert garbage, reducing the need for new landfill
sites. However, many people, particularly
rural residents and those in apartment buildings,
may not be included in these programs.
Sample questions: What provincial or federal
legislation attempts to protect special features
or sensitive elements of terrestrial or freshwater
ecosystems? How could such legislation be
more effective? How have the actions of local
wetland-reclamation, municipal tree-planting,
Aboriginal fisheries-management, Great Lakes–
rehabilitation, organic farming, or other groups
helped to ensure ecological sustainability?
What further action could such groups take?
B2.1 use appropriate terminology related to sustainable
ecosystems, including, but not limited
to: bioaccumulation, biosphere, diversity, ecosystem,
equilibrium, sustainability, sustainable use, protection,
and watershed [C]
B2.2 interpret qualitative and quantitative data
from undisturbed and disturbed ecosystems
(terrestrial and/or aquatic), communicate the results
graphically, and, extrapolating from the
data, explain the importance of biodiversity for
all sustainable ecosystems [PR, AI, C]
B2.3 plan and conduct an investigation, involving
both inquiry and research, into how a human
activity affects soil composition or soil fertility
(e.g., changes to soil composition resulting from
the use of different compostable materials, organic
or inorganic fertilizers, or pesticides), and,
extrapolating from the data and information
gathered, explain the impact of this activity on
the sustainability of terrestrial ecosystems
[IP, PR, AI, C]
B2.4 plan and conduct an investigation, involving
both inquiry and research, into how a human
activity affects water quality (e.g., leaching of
organic or inorganic fertilizers or pesticides into
water systems, changes to watersheds resulting
from deforestation or land development, diversion
of ground water for industrial uses), and,
extrapolating from the data and information gathered,
explain the impact of this activity on the
sustainability of aquatic ecosystems [IP, PR, AI, C]
B2.5 analyse the effect of human activity on the
populations of terrestrial and aquatic ecosystems
by interpreting data and generating graphs (e.g.,
data from Statistics Canada, Parks Canada, and
other websites on: the concentration in water of
chemicals from fertilizer run-off and their effect
on the growth of algae; stressors associated with
human use of natural areas, such as trampled
vegetation, wildlife mortality from motor
vehicles, and the removal of plants, animals,
and/or natural objects; suburban developments
and their impact on the food supply for animals
such as foxes and racoons) [PR, AI, C]
B3.1 compare and contrast biotic and abiotic characteristics
of sustainable and unsustainable
terrestrial and aquatic ecosystems
B3.2 describe the complementary processes of cellular
respiration and photosynthesis with
respect to the flow of energy and the cycling
of matter within ecosystems (i.e., carbon dioxide
is a by‑product of cellular respiration and
is used for photosynthesis, which produces
oxygen needed for cellular respiration), and
explain how human activities can disrupt the
balance achieved by these processes (e.g., automobile
use increases the amount of carbon dioxide
in the atmosphere; planting more trees decreases
the amount of carbon dioxide in the
atmosphere)
B3.3 describe the limiting factors of ecosystems
(e.g., nutrients, space, water, energy, predators),
and explain how these factors affect the
carrying capacity of an ecosystem (e.g., the effect
of an increase in the moose population on
the wolf population in the same ecosystem)
B3.4 identify the earth’s four spheres (biosphere,
hydrosphere, lithosphere, atmosphere), and describe
the relationship that must exist between
these spheres if diversity and sustainability are
to be maintained
B3.5 identify various factors related to human activity
that have an impact on ecosystems (e.g., the
introduction of invasive species; shoreline development;
industrial emissions that result in
acid rain), and explain how these factors affect
the equilibrium and survival of ecosystems
(e.g., invasive species push out native species
and upset the equilibrium in an ecosystem;
shoreline development affects the types of terrestrial
and aquatic life that can live near lake
shores or river banks; acid rain changes the pH
of water, which affects the type of aquatic life
that can survive in a lake)
C1.1 assess the usefulness of and/or the hazards
associated with common elements or compounds
in terms of their physical and chemical properties
[AI, C]
Sample issue: Polyethylene is a versatile, flexible,
and durable compound that is used in a range of
products, including toys, plastic bottles, bulletproof
vests, and plastic bags. However, its
durability poses problems for the environment
because products made from polyethylene are
not biodegradable.
Sample questions: What properties of diamonds
make them useful in a variety of applications?
What property of DDT allows it to continue to
accumulate in the fatty tissue of mammals despite
its ban by the Canadian government in the 1980s?
How do the chemical properties of peroxide
make it suitable for use in hair dye? What are
the hazards associated with this use?
C1.2 assess social, environmental, and economic
impacts of the use of common elements or compounds
[AI, C]
Sample issue: By reducing the accumulation of
ice on roads, road salt makes winter driving
safer, decreasing medical and insurance costs
associated with motor vehicle accidents. But the compounds in road salt damage roads and
vehicles, pollute water systems, and harm animals
and vegetation.
Sample questions: How has the presence of
mercury in water bodies in Northern Ontario
affected the environment and the lives of
Aboriginal people? How does the widespread
use of agricultural chemicals in Canada or
elsewhere affect the economy, society, and the
environment? What are the economic benefits
and environmental costs of diamond mining
for Northern Canadian communities?
C2.1 use appropriate terminology related to atoms,
elements, and compounds, including, but not
limited to: boiling point, mixtures, particle theory,
pure substances, and viscosity [C]
C2.2 conduct an inquiry to identify the physical
and chemical properties of common elements
and compounds (e.g., magnesium sulfate,
water, carbon, copper II) [PR]
C2.3 plan and conduct an inquiry into the properties
of common substances found in the laboratory
or used in everyday life (e.g., starch, table salt,
wax, toothpaste), and distinguish the substances
by their physical and chemical properties
(e.g., physical properties: hardness, conductivity,
colour, melting point, solubility, density; chemical
properties: combustibility, reaction with
water) [IP, PR, AI]
C2.4 conduct appropriate chemical tests to identify
some common gases (e.g., oxygen, hydrogen,
carbon dioxide) on the basis of their chemical
properties, and record their observations [PR, C]
C2.5 construct molecular models to represent
simple molecules (e.g., O2, CO2, H2O, NH3, CH4)
[PR]
C3.1 explain how different atomic models evolved
as a result of experimental evidence (e.g., how
the Thomson model of the atom changed as a
result of the Rutherford gold-foil experiment)
C3.2 describe the characteristics of neutrons, protons,
and electrons, including charge, location,
and relative mass
C3.3 distinguish between elements and compounds
(e.g., compounds are pure substances
that can be broken down into elements by
chemical means)
C3.4 describe the characteristic physical and chemical
properties of common elements and
compounds (e.g., aluminum is a good conductor
of heat; copper reacts to moist air by developing
a greenish surface of copper carbonate; sodium
carbonate is a white, odourless powder that dissolves
in water; water has unique physical
properties that allow it to support life)
C3.5 describe patterns in the arrangements of electrons
in the first 20 elements of the periodic table,
using the Bohr‑Rutherford model
C3.6 explain the relationship between the atomic
structure of an element and the position of that
element in the periodic table
C3.7 compare and contrast the physical properties
of elements within a group (e.g., alkali metals)
and between groups (e.g., the carbon group and
noble gases) in the periodic table
C3.8 identify and use the symbols for common
elements (e.g., C, Cl, S, N) and the formulae for
common compounds (e.g., H2O, CO2, NaCl, O2
D1.1 assess, on the basis of research, and report on
the contributions of Canadian governments, organizations,
businesses, and/or individuals to
space technology, research, and/or exploration
(e.g., as part of the International Space Station
mission; in the fields of telecommunications and
satellite technology) [IP, PR, AI, C]
Sample issue: The Canadarm was developed by
a Canadian company with financial support
from the federal government to offset its high
costs. It is an important component of the
International Space Station, a unique facility
that provides many innovative opportunities for
space exploration and research.
Sample questions: What contributions have
Canadian researchers made to space exploration?
How have Canadians contributed to the
development and use of satellite technology?
How have partnerships between the public
and private sectors in Canada contributed to
the development of technology used in space
research and exploration?
D1.2 assess some of the costs, hazards, and benefits
of space exploration (e.g., the expense of developing
new technologies, accidents resulting
in loss of life, contributions to our knowledge of
the universe), taking into account the benefits of
technologies that were developed for the space
program but that can be used to address environmental
and other practical challenges on
Earth (e.g., radiation monitors and barriers,
sensors to monitor air and water quality, remote
sensing technology, fire-resistant materials) [AI, C]
Sample issue: Technologies that were originally
developed for space exploration now have a
range of environmental, medical, business, and
domestic uses. However, these technologies
were developed at great cost, using funds
that might have been directed to other types
of research and development.
Sample questions: What hazards do humans face
when they are in space? What technologies have
been developed in response to these hazards?
How have these technologies been adapted for
use on Earth? How much money was spent
to develop the Canadarm? How is Canadarm
technology now used in other sectors such as
medicine and the environment?
D2.1 use appropriate terminology related to the
study of the universe, including, but not limited
to: celestial objects, orbital radius, retrograde motion,
and satellite [C]
D2.2 use direct observation, computer simulation,
or star charts to determine the location, appearance,
and motion of well-known stars and other
celestial objects that are visible in the night sky
(e.g., the stars Polaris, Sirius, Betelgeuse; the
planet Venus) [PR, AI]
D2.3 plan and conduct a simulation that illustrates
the interrelationships between various properties
of celestial objects visible in the night sky
(e.g., set up flashlights of various intensities at
different distances from an observation point to
help illustrate why the brightness of a star viewed
from Earth is a function of both its actual brightness
and its distance from Earth) [IP, PR, AI]
D2.4 gather and record data, using an inquiry or
research process, on the properties of specific
celestial objects within the solar system (e.g., the
composition of their atmosphere, if any; the
composition of their surface; the strength of
their gravitational pull) [IP, PR, C]
D2.5 compare and contrast properties of celestial
objects visible in the night sky, drawing on information
gathered through research and using
an appropriate format (e.g., compare the size of
planets; represent the distance of stars from
Earth using scientific notation; compare star
temperatures and colour) [PR, AI, C]
D3.1 describe observational and theoretical evidence
relating to the origin and evolution of the
universe (e.g., evidence supporting the big
bang theory)
D3.2 describe observational and theoretical evidence
relating to the formation of the solar
system (e.g., evidence that supports the theory
that the solar system was formed from a contracting,
spinning disc of dust and gas)
D3.3 describe the major components of the solar
system and the universe (e.g., planets, stars, galaxies),
using appropriate scientific terminology
and units (e.g., astronomical units, scientific notation,
light years)
D3.4 describe the sun’s composition and energy
source, and explain how its energy warms
Earth and supports life on the planet (e.g., with
reference to the types of radiation the sun emits
and the interaction of the sun’s energy with
Earth’s atmosphere)
D3.5 explain the causes of astronomical phenomena
(e.g., the aurora borealis, solar eclipses,
phases of the moon, comets) and how various
phenomena can best be observed from Earth
(e.g., solar eclipses should be viewed through a
suitable solar filter or by projection, not with the
naked eye)
D3.6 describe various reasons that humankind has
had for studying space (e.g., to develop calendars
for agricultural purposes, to forecast weather, for
celestial navigation, for religious inspiration) and
the conceptions of the universe held by various
cultures and civilizations (e.g., Aboriginal
peoples; ancient Greek, Mayan civilizations)
E1.1 analyse the design of a technological device
that improves its electrical efficiency or protects
other devices by using or controlling static electricity
(e.g., paint sprayers, photocopiers,
lightning rods, grounding wires) [AI, C]
Sample questions: How does eliminating static
electricity help or hinder the performance of a
device? How have static electricity controls
helped in developing new technologies?
E1.2 assess some of the social, economic, and environmental
implications of the production of
electrical energy in Canada from renewable and
non‑renewable sources (e.g., wind, solar, hydro,
coal, oil, natural gas, nuclear) [AI, C]
Sample issue: The operation of wind farms
along Lake Huron produces electricity from a
renewable source, reducing dependence on
non-renewable sources of electricity. However,
the wind farms produce noise and visual pollution,
affect local animal life, and reduce the
amount of land available for agriculture.
Sample questions: What is the price difference between
electricity produced from solar power and
by coal-burning plants? What effects do coal
mining, oil production, wind farms, and hydroelectric
dams have on surrounding ecosystems?
What types of hazardous substances are used or
created in the production of solar power and
nuclear power? What types of emissions are produced
by coal-burning and hydroelectric power
plants? What are the effects of these emissions on
human health and the environment?
E1.3 produce a plan of action to reduce electrical
energy consumption at home (e.g., using
EnerGuide information when purchasing appliances),
and outline the roles and responsibilities
of various groups (e.g., government, business,
family members) in this endeavour [IP, AI, C]
Sample issue: Replacing incandescent light bulbs
with compact fluorescent bulbs can reduce the
energy needed to light a home by 75%. Although
the bulbs are more expensive than incandescent
bulbs, electrical companies sometimes provide
coupons to reduce the price. Also, the Ontario
government is phasing out incandescent bulbs,
which will further reduce energy consumption.
Sample questions: What are EnerGuide and
ENERGY STAR, and how can they be used
when purchasing appliances or electronics?
What is the difference in energy consumption
between a conventional and a front-loading
washing machine? What appliances consume
electrical energy even when they are not in use?
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 a variety of careers related to the fields of science under study, and identify
scientists, including Canadians, who have made contributions to those fields.
B1. evaluate the importance of medical and other technological developments related to systems
biology, and analyse their societal and ethical implications;
B2. investigate cell division, cell specialization, organs, and systems in animals and plants, using
research and inquiry skills, including various laboratory techniques;
B3. demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to
systems in animals and plants.
C1. analyse a variety of safety and environmental issues associated with chemical reactions, including
the ways in which chemical reactions can be applied to address environmental challenges;
C2. investigate, through inquiry, the characteristics of chemical reactions;
C3. demonstrate an understanding of the general principles of chemical reactions, and various ways to
represent them.
D1. analyse some of the effects of climate change around the world, and assess the effectiveness of
initiatives that attempt to address the issue of climate change;
D2. investigate various natural and human factors that influence Earth’s climate and climate change;
D3. demonstrate an understanding of natural and human factors, including the greenhouse effect,
that influence Earth’s climate and contribute to climate change.
E1. evaluate the effectiveness of technological devices and procedures designed to make use of light,
and assess their social benefits;
E2. investigate, through inquiry, the properties of light, and predict its behaviour, particularly with
respect to reflection in plane and curved mirrors and refraction in converging lenses;
E3. demonstrate an understanding of various characteristics and properties of light, particularly with
respect to reflection in mirrors and reflection and refraction in lenses.
A1.1 formulate scientific questions about observed
relationships, ideas, problems, and/or issues,
make predictions, and/or formulate hypotheses
to focus inquiries or research
A1.2 select appropriate instruments (e.g., sampling
instruments, laboratory glassware, magnifying
lenses, an electroscope) and materials
(e.g., ebonite rods, star charts, a ball and spring
apparatus, pH paper) for particular inquiries
A1.3 identify and locate print, electronic, and human
sources that are relevant to research questions
A1.4 apply knowledge and understanding of safe
practices and procedures when planning investigations
(e.g., appropriate techniques for
handling, storing, and disposing of laboratory
materials [following the Workplace Hazardous
Materials Information System–WHMIS]; safe
operation of electrical equipment; safe handling
of biological materials), with the aid of appropriate
support materials (e.g., the Reference Manual
on the WHMIS website; the Live Safe! Work
Smart! website)
A1.5 conduct inquiries, controlling some variables,
adapting or extending procedures as
required, and using standard equipment and
materials safely, accurately, and effectively, to
collect observations and data
A1.6 gather data from laboratory and other sources,
and organize and record the data using appropriate
formats, including tables, flow charts, graphs,
and/or diagrams
A1.7 select, organize, and record relevant information
on research topics from various sources,
including electronic, print, and/or human
sources (e.g., Statistics Canada publications,
NASA or EnerGuide websites, personal interviews),
using recommended formats and an
accepted form of academic documentation
A1.8 analyse and interpret qualitative and/or
quantitative data to determine whether the evidence
supports or refutes the initial prediction
or hypothesis, identifying possible sources of error,
bias, or uncertainty
A1.9 analyse the information gathered from research
sources for reliability and bias
A1.10 draw conclusions based on inquiry results
and research findings, and justify their conclusions
A1.11 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 use appropriate numeric, symbolic, and
graphic modes of representation, and appropriate
units of measurement (e.g., SI and imperial units)
A1.13 express the results of any calculations involving
data accurately and precisely
A2.1 identify and describe a variety of careers
related to the fields of science under study
(e.g., astrophysicist, geophysicist, conservation
officer, park warden, fire protection engineer,
hydrologist, electrician) and the education and
training necessary for these careers
A2.2 identify scientists, including Canadians
(e.g., Sheela Basrur, William Richard Peltier,
Alice Wilson, Willard Doyle), who have made a
contribution to the fields of science under study
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.
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.
C1. analyse 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.
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.
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.
F1. analyse 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.
A1.1 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 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
A1.3 identify and locate a variety of print and
electronic sources that enable them to address
research topics fully and appropriately
A1.4 apply knowledge and understanding of
safe laboratory practices and procedures when
planning investigations by correctly interpreting
Workplace Hazardous Materials Information
System (WHMIS) symbols; by using appropriate
techniques for handling and storing laboratory
equipment and materials and disposing of
laboratory materials; and by using appropriate
personal protection (e.g., wearing safety goggles)
A1.5 conduct inquiries, controlling relevant
variables, adapting or extending procedures as
required, and using appropriate materials and
equipment safely, accurately, and effectively, to
collect observations and data
A1.6 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
A1.7 select, organize, and record relevant information
on research topics from a variety of
appropriate sources, including electronic, print,
and/or human sources, using suitable formats and
an accepted form of academic documentation
A1.8 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
A1.9 analyse the information gathered from
research sources for logic, accuracy, reliability,
adequacy, and bias
A1.10 draw conclusions based on inquiry results
and research findings, and justify their conclusions
with reference to scientific knowledge
A1.11 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 use appropriate numeric, symbolic, and
graphic modes of representation, and appropriate
units of measurement (e.g., SI and imperial units)
A1.13 express the results of any calculations
involving data accurately and precisely, to
the appropriate number of decimal places or
significant figures
A2.1 identify and describe a variety of careers
related to the fields of science under study
(e.g., pharmacist, forensic scientist, chemical
engineer, food scientist, environmental chemist,
occupational health and safety officer, water
quality analyst, atmospheric scientist) and the
education and training necessary for these careers
A2.2 describe the contributions of scientists,
including Canadians (e.g., Carol Ann Budd,
Edgar Steacie, Raymond Lemieux, Louis
Taillefer, F. Kenneth Hare), to the fields
under study
B1.1 analyse, on the basis of research, the properties
of a commonly used but potentially harmful
chemical substance (e.g., fertilizer, pesticide, a
household cleaning product, materials used in
electronics and batteries) and how that substance
affects the environment, and propose ways to
lessen the harmfulness of the substance (e.g., by
reducing the amount used, by modifying one of
its chemical components) or identify alternative
substances that could be used for the same
purpose [IP, PR, AI, C]
Sample issue: Many commercial household
cleaning products contain corrosive substances
that can accumulate in the environment. There
are now many “green” cleaners that do not
contain these substances, although some of
these products may not be as environmentally
friendly as claimed.
Sample questions: Why is it more environmentally
friendly to use latex rather than oil-based
paint? Why should paint never be poured down
a drain? What properties of some common
pharmaceuticals allow them to stay in water
systems and influence the growth and development
of organisms? What are some ways in
which this impact can be reduced?
B1.2 evaluate the risks and benefits to human
health of some commonly used chemical
substances (e.g., chemical additives in foods;
pharmaceuticals; cosmetics and perfumes;
household cleaning products) [AI, C]
Sample issue: Artificial sweeteners, such as
aspartame, are used as sugar substitutes to
reduce calories in processed foods and beverages.
Although such sweeteners may benefit
people who are watching their weight, or
those with diabetes, some experts say that
their harmful effects on human health may
outweigh their benefits.
Sample questions: How can the use of non-stick
cookware help reduce the amount of fat in our
diet? What risks are associated with the use of
such cookware? What are the risks and benefits
of using sunscreens that contain PABA? What
are the risks and benefits of using insect repellents
that contain DEET?
B2.1 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 [C]
B2.2 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 [AI]
B2.3 use an inquiry process to investigate the
chemical reactions of elements (e.g., metals,
non-metals) with other substances (e.g.,
oxygen, acids, water), and produce an activity
series using the resulting data [PR, AI]
B2.4 draw Lewis structures to represent the bonds
in ionic and molecular compounds [PR, C]
B2.5 predict the nature of a bond (e.g., non-polar
covalent, polar covalent, ionic), using electronegativity
values of atoms [AI]
B2.6 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)
[PR, AI, C]
B2.7 write chemical formulae of binary and
polyatomic compounds, including those with
multiple valences, and name the compounds
using the International Union of Pure and
Applied Chemistry (IUPAC) nomenclature
system [AI, C]
B3.1 explain the relationship between the atomic
number and the mass number of an element,
and the difference between isotopes and radioisotopes
of an element
B3.2 explain the relationship between isotopic
abundance of an element’s isotopes and the
relative atomic mass of the element
B3.3 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 explain the differences between the formation
of ionic bonds and the formation of
covalent bonds
B3.5 compare and contrast the physical properties
of ionic and molecular compounds (e.g., NaCl
and CH4; NaOH and H2O)
C1.1 analyse, 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 [IP, PR, AI, C]
Sample issue: Base metal smelting produces useful
metals such as zinc, lead, copper, and nickel
directly from their ores. However, during smelting,
harmful compounds can be released into the
environment, including cadmium, arsenic, sulfur
dioxide, and mercury, all of which can endanger
the health and safety of local populations.
Sample questions: What are some chemical reactions
used in the manufacture of paper? How
might the reactants or products of the pulp and
paper production process affect the health of
people living near the plant? In what ways
might the leaching of chemicals from tailing
ponds affect the water quality in a local community?
In what ways do toxic chemical fires
affect local communities?
C1.2 assess the effectiveness of some applications
of chemical reactions that are used to address
social and environmental needs and problems
[AI, C]
Sample issue: Scrubber systems are a group of
air pollution control devices used by industry
to remove or neutralize acid exhaust gases
before they reach the atmosphere. Scrubber
technologies help to reduce acid precipitation,
but there are many different scrubbing techniques
with varying levels of effectiveness in
controlling acid gas emissions.
Sample questions: How are chemical reactions
used to remediate environments affected by
chemical spills? How can tailing ponds be
rehabilitated to lessen the effects of hazardous
chemicals on plant populations? What types of
chemical reactions can change a toxic chemical
into one that is less toxic or non-toxic?
C2.1 use appropriate terminology related to
chemical reactions, including, but not limited
to: neutralization, precipitate, acidic, and basic [C]
C2.2 write balanced chemical equations to represent
synthesis, decomposition, single displacement,
double displacement, and combustion reactions,
using the IUPAC nomenclature system [PR, AI, C]
C2.3 investigate synthesis, decomposition, single
displacement, and double displacement reactions,
by testing the products of each reaction
(e.g., test for products such as gases, the presence
of an acid, or the presence of a base)
[PR, AI]
C2.4 predict the products of different types of
synthesis and decomposition reactions (e.g.,
synthesis reactions in which simple compounds
are formed; synthesis reactions of metallic or
non-metallic oxides with water; decomposition
reactions, in which a chemical compound is
separated into several compounds) [AI]
C2.5 predict the products of single displacement
reactions, using the metal activity series and the
halogen series [AI]
C2.6 predict the products of double displacement
reactions (e.g., the formation of precipitates or
gases; neutralization) [AI]
C2.7 design an inquiry to demonstrate the difference
between a complete and an incomplete
combustion reaction [IP, C]
C2.8 plan and conduct an inquiry to compare the
properties of non-metal oxide solutions and
metal oxide solutions (e.g., carbon dioxide reacts
with water to make water acidic; magnesium
oxide reacts with water to make water basic)
[IP, PR, AI]
C2.9 investigate neutralization reactions (e.g.,
neutralize a dilute solution of sodium hydroxide
with a dilute solution of hydrochloric acid, and
isolate the sodium chloride produced) [PR]
C2.10 plan and conduct an inquiry to demonstrate
a single displacement reaction, using elements
from the metal activity series [IP, PR]
C3.1 identify various types of chemical
reactions, including synthesis, decomposition,
single displacement, double displacement,
and combustion
C3.2 explain the difference between a complete
combustion reaction and an incomplete
combustion reaction (e.g., complete and
incomplete combustion of hydrocarbon fuels)
C3.3 explain the chemical reactions that result
in the formation of acids and bases from
metal oxides and non-metal oxides (e.g., calcium
oxide reacts with water to produce a basic
solution; carbon dioxide reacts with water to
produce an acidic solution)
D1.1 analyse processes in the home, the workplace,
and the environmental sector that involve the
use of chemical quantities and calculations
(e.g., mixing household cleaning solutions,
calculating chemotherapy doses, monitoring
pollen counts) [AI, C]
Sample issue: Health care professionals are
expected to calculate dosages of prescription
drugs accurately and safely. This requires
precision in applying fractions, decimals,
ratios, percentages, and metric conversions.
Despite the care taken by health care professionals,
improper medication use by patients
accounts for about 30% of hospital emergency
department visits.
Sample questions: Why is baking powder used
in cake batter? What happens when too much
or too little of that ingredient is used? Why
might two people on the same drug regimen
not necessarily take the same dosage to treat the
same illness? How are carbon dioxide emissions
calculated and why are they monitored?
D1.2 assess, on the basis of research, the importance
of quantitative accuracy in industrial chemical
processes and the potential impact on the
environment if quantitative accuracy is not
observed [IP, PR, AI, C]
Sample issue: Errors in quantitative accuracy
have played a role in many industrial chemical
disasters worldwide. Failing to adjust the quantities
of chemicals needed to produce different
batch sizes of a product have created runaway
reactions, resulting in huge explosions. Such
industrial accidents can have devastating shortand
long-term effects on the environment.
Sample questions: Why is it important to
use the correct salt-sand mix on highways
during winter storms? Why is it important to
correctly measure the chemicals used in water
treatment plants? How might incorrect
measurements affect the environment? How
and why are environmental contaminants
monitored in soil, water, and air around a
chemical manufacturing plant?
D2.1 use appropriate terminology related to
quantities in chemical reactions, including, but
not limited to: stoichiometry, percentage yield,
limiting reagent, mole, and atomic mass [C]
D2.2 conduct an inquiry to calculate the percentage
composition of a compound (e.g., a hydrate)
[PR, AI]
D2.3 solve problems related to quantities in
chemical reactions by performing calculations
involving quantities in moles, number of
particles, and atomic mass [AI]
D2.4 determine the empirical formulae and
molecular formulae of various chemical compounds,
given molar masses and percentage
composition or mass data [AI]
D2.5 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 [AI]
D2.6 solve problems related to quantities in chemical
reactions by performing calculations involving
percentage yield and limiting reagents [AI]
D2.7 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 [PR, AI]
D3.1 explain the law of definite proportions
D3.2 describe the relationships between Avogadro’s
number, the mole concept, and the molar mass
of any given substance
D3.3 explain the relationship between the empirical
formula and the molecular formula of a
chemical compound
D3.4 explain the quantitative relationships expressed
in a balanced chemical equation, using
appropriate units of measure (e.g., moles, grams,
atoms, ions, molecules)
E1.1 analyse the origins and cumulative effects of
pollutants that enter our water systems (e.g.,
landfill leachates, agricultural run-off, industrial
effluents, chemical spills), and explain how
these pollutants affect water quality [AI, C]
Sample issue: Golf courses use fertilizer and
irrigation systems to sustain the vegetation.
However, chemical substances, when combined
with water, may run off and pollute local
water systems.
Sample questions: What pollutants might be
found in untreated wastewater from a chicken
farm or a poultry-processing plant? How do
leachates from old landfill sites enter our water
system? How might they affect the water
quality of local streams? What are some of
the sources and effects of mercury in water
systems? What impact might this contaminant
have on Aboriginal communities that depend
on fishing as a source of food?
E1.2 analyse economic, social, and environmental
issues related to the distribution, purification,
or use of drinking water (e.g., the impact on the
environment of the use of bottled water) [AI, C]
Sample issue: In developing countries, thousands
of people, many of them children, die
every year from drinking contaminated water.
Many of these countries cannot afford to build
water treatment plants. In North America,
where safe water is generally available, we
spend millions of dollars on bottled water,
draining sources of fresh water and challenging
waste-disposal systems.
Sample questions: What are the economic costs
of building, maintaining, and monitoring
water-purification plants? What are the social
and environmental costs if these plants are not
properly maintained and monitored? How
effective are municipal wastewater treatment
processes at removing pharmaceuticals such as
hormones and antibiotics from our drinking
water? What public health concerns are
associated with the consumption of water
bottled in plastic containers?
E2.1 use appropriate terminology related to
aqueous solutions and solubility, including,
but not limited to: concentration, solubility,
precipitate, ionization, dissociation, pH, dilute,
solute, and solvent [C]
E2.2 solve problems related to the concentration
of solutions by performing calculations involving
moles, and express the results in various units
(e.g., moles per litre, grams per 100 mL, parts
per million or parts per billion, mass, volume
per cent) [AI, C]
E2.3 prepare solutions of a given concentration
by dissolving a solid solute in a solvent or by
diluting a concentrated solution [PR]
E2.4 conduct an investigation to analyse qualitative
and quantitative properties of solutions
(e.g., perform a qualitative analysis of ions in a
solution) [PR, AI]
E2.5 write balanced net ionic equations to represent
precipitation and neutralization reactions [AI, C]
E2.6 use stoichiometry to solve problems involving
solutions and solubility [AI]
E2.7 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 [PR, AI]
E2.8 conduct an investigation to determine the
concentrations of pollutants in their local treated
drinking water, and compare the results to
commonly used guidelines and standards
(e.g., provincial and federal standards) [PR, AI]
E3.1 describe the properties of water (e.g., polarity,
hydrogen bonding), and explain why these
properties make water such a good solvent
E3.2 explain the process of formation for solutions
that are produced by dissolving ionic and
molecular compounds (e.g., salt, oxygen) in
water, and for solutions that are produced by
dissolving non-polar solutes in non-polar
solvents (e.g., grease in vegetable oil)
E3.3 explain the effects of changes in temperature
and pressure on the solubility of solids, liquids,
and gases (e.g., explain how a change in temperature
or atmospheric pressure affects the
solubility of oxygen in lake water)
E3.4 identify, using a solubility table, the formation
of precipitates in aqueous solutions (e.g., the
use of iron or aluminum compounds to precipitate
and remove phosphorus from wastewater)
E3.5 explain the Arrhenius theory of acids and bases
E3.6 explain the difference between strong and weak
acids, and between strong and weak bases, in terms
of degree of ionization
F1.1 analyse the effects on air quality of some
technologies and human activities (e.g., smelting;
driving gas-powered vehicles), including their
own activities, and propose actions to reduce
their personal carbon footprint [AI, C]
Sample issue: Gas-powered lawnmowers cut
grass quickly and efficiently, but they emit
greenhouse gases. However, there are several
alternatives, including electric or push mowers
or replacing lawn with a naturalized garden.
Sample questions: In what ways does our consumption
of products imported from distant
countries affect our carbon footprint? How
might “eat local–buy local” initiatives help to
reduce our carbon footprint? How effectively
does the use of digital communications for
business reduce our carbon footprint?
F1.2 assess air quality conditions for a given
Canadian location, using Environment Canada’s
Air Quality Health Index, and report on some
Canadian initiatives to improve air quality and
reduce greenhouse gases (e.g., Ontario’s Drive
Clean program to control vehicle emissions)
[AI, C]
Sample issue: Historically, mining and smelting
polluted the air, land, and water around Sudbury,
Ontario. More recently, as a result of government
regulations, industry has significantly reduced
emissions, leading to an improvement in air
quality and reversal in the acidification of
local waterways
Sample questions: How effective has Ontario’s
Drive Clean program been in reducing greenhouse
gas emissions in the province? What are
some industrial and geographic factors that
might make air quality in some communities
very different from that in others? What are
some municipal governments doing to improve
local air quality? How can public transit
initiatives help improve air quality? What are
the limitations of such initiatives?
F2.1 use appropriate terminology related to gases
and atmospheric chemistry, including, but not
limited to: standard temperature, standard pressure,
molar volume, and ideal gas [C]
F2.2 determine, through inquiry, the quantitative
and graphical relationships between the pressure,
volume, and temperature of a gas [PR, AI]
F2.3 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 [AI]
F2.4 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) [AI]
F2.5 determine, through inquiry, the molar
volume or molar mass of a gas produced by a
chemical reaction (e.g., the molar volume of
hydrogen gas from the reaction of magnesium
with hydrochloric acid) [PR, AI]
F3.1 identify the major and minor chemical
components of Earth’s atmosphere
F3.2 describe the different states of matter, and
explain their differences in terms of the forces
between atoms, molecules, and ions
F3.3 use the kinetic molecular theory to explain
the properties and behaviour of gases in terms
of types and degrees of molecular motion
F3.4 describe, for an ideal gas, the quantitative
relationships that exist between the variables of
pressure, volume, temperature, and amount
of substance
F3.5 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
F3.6 explain Avogadro’s hypothesis and how his
contribution to the gas laws has increased our
understanding of the chemical reactions of gases
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.
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.
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.
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.
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.
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.
A1.1 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 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
A1.3 identify and locate a variety of print and
electronic sources that enable them to address
research topics fully and appropriately
A1.4 apply knowledge and understanding of
safe laboratory practices and procedures when
planning investigations by correctly interpreting
Workplace Hazardous Materials Information
System (WHMIS) symbols; by using appropriate
techniques for handling and storing laboratory
equipment and materials and disposing of
laboratory materials; and by using appropriate
personal protection (e.g., wearing safety goggles)
A1.5 conduct inquiries, controlling relevant
variables, adapting or extending procedures as
required, and using appropriate materials and
equipment safely, accurately, and effectively, to
collect observations and data
A1.6 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
A1.7 select, organize, and record relevant information
on research topics from a variety of
appropriate sources, including electronic, print,
and/or human sources, using suitable formats and
an accepted form of academic documentation
A1.8 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
A1.9 analyse the information gathered from
research sources for logic, accuracy, reliability,
adequacy, and bias
A1.10 draw conclusions based on inquiry results
and research findings, and justify their conclusions
with reference to scientific knowledge
A1.11 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 use appropriate numeric, symbolic, and
graphic modes of representation, and appropriate
units of measurement (e.g., SI and imperial units)
A1.13 express the results of any calculations
involving data accurately and precisely, to
the appropriate number of decimal places or
significant figures
A2.1 identify and describe a variety of careers
related to the fields of science under study
(e.g., pharmacist, forensic scientist, chemical
engineer, food scientist, environmental chemist,
occupational health and safety officer, water
quality analyst, atmospheric scientist) and the
education and training necessary for these careers
A2.2 describe the contributions of scientists,
including Canadians (e.g., Robert G. Ackman,
Alice Wilson, Carol Ann Budd, Norman L.
Bowen, Brian Evans Conway), to the fields
under study