chemistry ontario curriculum syllabus

7/25/2019 Chemistry Ontario Curriculum syllabus

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Chemistry Ontario, Canada

Grade 11

Big Ideas


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Matter, Chemical Trends,

and Chemical Bonding

Every element has predictable chemical and physical properties determined by its structure.

The type of chemical bond in a compound determines the physical and chemical properties of that compound.

It is important to use chemicals properly to minimie the ris!s to human health and the environment.

Chemical Reactions Chemicals react in predictable "ays.

Chemical reactions and their applications have significant implications for society and the environment.Quantities in Chemical

Reactions

#elationships in chemical reactions can be described $uantitatively.

The efficiency of chemical reactions can be determined and optimied by applying an understanding of

$uantitative relationships in such reactions.

Solutions and Solubility %roperties of solutions can be described $ualitatively and $uantitatively, and can be predicted.&iving things depend for their survival on the uni$ue physical and chemical properties of "ater.

%eople have a responsibility to protect the integrity of Earth's "ater resources.

Gases and Atmospheric

Chemistry

%roperties of gases can be described $ualitatively and $uantitatively, and can be predicted.

(ir $uality can be affected by human activities and technology.

%eople have a responsibility to protect the integrity of Earth's atmosphere.

A. Scientific Investigation Skills and Career Exploration

Overall Expectations

Throughout this course, students "ill)


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(1. demonstrate scientific investigation s!ills *related to both in$uiry and research+ in the four areas of s!ills *initiating and planning, performing

and recording, analysing and interpreting, and communicating+

(-. Identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to

those fields.

Learning

objective

Science process

skill

Specific Expectations / Learning Outcome

(1.

cientific

Investigation

!ills

Initiating and

lanning !I"#


(1.1 formulate relevant scientific $uestions about observed relationships, ideas, problems, or issues, ma!e

informed predictions, and/or formulate educated hypotheses to focus in$uiries or research(1.- select appropriate instruments *e.g., a balance, glass"are, titration instruments+ and materials *e.g.,

molecular model !its, solutions+, and identify appropriate methods, techni$ues, and procedures, for each

in$uiry

(1.0 identify and locate a variety of print and electronic sources that enable them to address research topics

fully and appropriately(1. apply !no"ledge and understanding of safe laboratory practices and procedures "hen planning

investigations by correctly interpreting 2or!place 3aardous 4aterials Information ystem *234I+

symbols by using appropriate techni$ues for handling and storing laboratory e$uipment and materials and

disposing of laboratory materials and by using appropriate personal protection *e.g., "earing safety goggles+

erforming and

$ecording !$"#

(1.5 conduct in$uiries, controlling relevant variables, adapting or e6tending procedures as re$uired, and

using appropriate materials and e$uipment safely, accurately, and effectively, to collect observations and data(1.7 compile accurate data from laboratory and other sources, and organie and record the data, using


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appropriate formats, including tables, flo" charts, graphs, and/or diagrams

(1.8 select, organie, 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

Anal%sing and

Interpreting !AI"#

(1.9 synthesie, analyse, interpret, and evaluate $ualitative and $uantitative data solve problems involving

$uantitative data determine "hether the evidence supports or refutes the initial prediction or hypothesis and

"hether it is consistent "ith scientific theory identify sources of bias and error and suggest improvements to

the in$uiry to reduce the li!elihood of error(1.: analyse the information gathered from research sources for logic, accuracy, reliability, ade$uacy, and

bias

(1.1; dra" conclusions based on in$uiry results and research findings, and


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#aymond &emieu6, &ouis Taillefer, =. >enneth 3are+, to the fields under study

&. 'atter( C)emical *rends( and C)emical &onding


By the end of this course, students "ill)

B1. (nalyse the properties of commonly used chemical substances and their effects on human health and the environment, and propose "ays to

lessen their impact

B-. Investigate physical and chemical properties of elements and compounds, and use various methods to visually represent them

B0. ?emonstrate an understanding of periodic trends in the periodic table and ho" elements combine to form chemical bonds.

Learning

objective

Science

process

skill

Specific Expectations / Learning Outcome Sample issue Sample +uestion

B1. #elating

cience to

Technology,

ociety, and the

Environment

@I%, %#,

(I, CA


B1.1 analyse, on the basis of research, the properties of a

commonly used but potentially harmful chemical substance

*e.g., fertilier, pesticide, a household cleaning product,

materials used in electronics and batteries+ and ho" that

substance affects the environment, and propose "ays 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

Sample issue: 4any

commercial household

cleaning products contain

corrosive substances that

can accumulate in the

environment. There are

no" many green

cleaners that do not

contain these substances,

although some of these

products may not be as

Sample questions:

2hy is it more

environmentally

friendly to use late6

rather than oilDbased

paint 2hy should

paint never be poured

do"n a drain

2hat properties of

some common

pharmaceuticals allo"


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@(I, CA

B1.- evaluate the ris!s and benefits to human health of some

commonly used chemical substances *e.g., chemical additives

in foods pharmaceuticals cosmetics and perfumes household

cleaning products+

environmentally friendly

as claimed.

Sample issue: (rtificial

s"eeteners, such as

aspartame, are used as

sugar substitutes to reduce

calories in processed foods

and beverages. (lthough

such s"eeteners may

benefit people "ho are

"atching their "eight, or

those "ith diabetes, some

e6perts say that their

harmful effects on human

health may out"eigh their

benefits.

them to stay in "ater

systems and influence

the gro"th and

development of

organisms 2hat are

some "ays in "hich

this impact can be

reduced

Sample questions:

3o" can the use of

nonDstic! coo!"are

help reduce the

amount of fat in our

diet 2hat ris!s are

associated "ith the use

of such coo!"are

2hat are the ris!s and

benefits of using

sunscreens that

contain %(B( 2hat

are the ris!s and

benefits of using


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insect repellents that

contain ?EET

B-. ?eveloping

!ills of

Investigation

and

Communicatio

n

@CA

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B-.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

B-.- analyse data related to the properties of elements "ithin a

period *e.g., ioniation energy, atomic radius+ to identify

general trends in the periodic table

B-.0 use an in$uiry process to investigate the chemical

reactions of elements *e.g., metals, nonDmetals+ "ith other

substances *e.g., o6ygen, acids, "ater+, and produce an activityseries using the resulting data

B-. dra" &e"is structures to represent the bonds in ionic and

molecular compounds

B-.5 predict the nature of a bond *e.g., nonDpolar covalent,

polar covalent, ionic+, using electronegativity values of atomsB-.7 build molecular models, and "rite structural formulae, for

molecular compounds containing single and multiple bonds

*e.g., CO-, 3-O, C-3+, and for ionic crystalline structures

*e.g., FaCl+

B-.8 "rite chemical formulae of binary and polyatomic

compounds, including those "ith multiple valences, and name

the compounds using the International nion of %ure and


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(pplied Chemistry *I%(C+ nomenclature system

B0.

nderstanding

Basic Concepts


B0.1 e6plain the relationship bet"een the atomic number and

the mass number of an element, and the difference bet"een

isotopes and radioisotopes of an element

B0.- e6plain the relationship bet"een isotopic abundance of an

element's isotopes and the relative atomic mass of the element

B0.0 state the periodic la", and e6plain ho" patterns in the

electron arrangement and forces in atoms result in periodic

trends *e.g., in atomic radius, ioniation energy, electron

affinity, electronegativity+ in the periodic table

B0. e6plain the differences bet"een the formation of ionic

bonds and the formation of covalent bondsB0.5 compare and contrast the physical properties of ionic and

molecular compounds *e.g., FaCl and C3 FaO3 and 3-O+

C. Chemical #eactions

Overall E6pectations


C1. analyse chemical reactions used in a variety of applications, and assess their impact on society and the environmentC-. investigate different types of chemical reactions

C0. demonstrate an understanding of the different types of chemical reactions


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Learning

objective

Science

process

skill


C1. #elating

cience to

Technology,

ociety, and the

Environment

@I%, %#,

(I, CA

By the end of this course, students "ill)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

Sample issue: crubber

systems are a group of air

pollution control devices

used by industry to

remove or neutralie acid

e6haust gases before they

reach the atmosphere.

crubber technologieshelp to reduce acid

precipitation, but there are

many different scrubbing

techni$ues "ith varying

levels of effectiveness in

controlling acid gas

emissions.

Sample issue: Base metal

smelting produces useful

metals such as inc, lead,

Sample questions:

3o" are chemical

reactions used to

remediate

environments affected

by chemical spills

3o" can tailing ponds

be rehabilitated tolessen the effects of

haardous chemicals

on plant populations

2hat types of

chemical reactions can

change a to6ic

chemical into one that

is less to6ic or nonD

to6ic

Sample questions:

2hat are some


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@(I, CA

C1.- assess the effectiveness of some applications of chemical

reactions that are used to address social and environmental

needs and problems

copper, and nic!el directly

from their ores. 3o"ever,

during smelting, harmful

compounds can be

released into the

environment, including

cadmium, arsenic, sulfur

dio6ide, and mercury, all

of "hich can endanger the

health and safety of local

populations.

chemical reactions

used in the

manufacture of paper

3o" might the

reactants or products of

the pulp and paper

production process

affect the health of

people living near the

plant In "hat "ays

might the leaching of

chemicals from tailing

ponds affect the "ater

$uality in a local

community In "hat

"ays do to6ic chemical

fires affect local

communities

C-. ?eveloping

!ills of

Investigation

and

@CA

@%#, (I,


C-.1 use appropriate terminology related to chemical reactions,

including, but not limited to) neutralization, precipitate, acidic,

and basic

C-.- "rite balanced chemical e$uations to represent synthesis,


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Communicatio

n

CA

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decomposition, single displacement, double displacement, and

combustion reactions, using the I%(C nomenclature system

C-.0 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 presenceof an acid, or the presence of a base+

C-. predict the products of different types of synthesis and

decomposition reactions *e.g., synthesis reactions in "hich

simple compounds are formed synthesis reactions of metallic

or nonDmetallic o6ides "ith "ater decomposition reactions, in

"hich a chemical compound is separated into several

compounds+

C-.5 predict the products of single displacement reactions,

using the metal activity series and the halogen series

C-.7 predict the products of double displacement reactions

*e.g., the formation of precipitates or gases neutraliation+

C-.8 design an in$uiry to demonstrate the difference bet"een a

complete and an incomplete combustion reaction

C-.9 plan and conduct an in$uiry to compare the properties of

nonDmetal o6ide solutions and metal o6ide solutions *e.g.,

carbon dio6ide reacts "ith "ater to ma!e "ater acidic

magnesium o6ide reacts "ith "ater to ma!e "ater basic+

C-.: investigate neutraliation reactions *e.g., neutralie a

dilute solution of sodium hydro6ide "ith a dilute solution of

hydrochloric acid, and isolate the sodium chloride produced+


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C-.1; plan and conduct an in$uiry to demonstrate a single

displacement reaction, using elements from the metal activity

series

C0.

nderstanding

Basic Concepts


C0.1 identify various types of chemical reactions, including

synthesis, decomposition, single displacement, double

displacement, and combustion

C0.- e6plain the difference bet"een a complete combustion

reaction and an incomplete combustion reaction *e.g., complete

and incomplete combustion of hydrocarbon fuels+

C0.0 e6plain the chemical reactions that result in the formation

of acids and bases from metal o6ides and nonDmetal o6ides

*e.g., calcium o6ide reacts "ith "ater to produce a basicsolution carbon dio6ide reacts "ith "ater to produce an acidic

solution+

?. Huantities in Chemical #eactions



?1. analyse processes in the home, the "or!place, and the environmental sector that use chemical $uantities and calculations, and assess the

importance of $uantitative accuracy in industrial chemical processes

?-. investigate $uantitative relationships in chemical reactions, and solve related problems

?0. demonstrate an understanding of the mole concept and its significance to the $uantitative analysis of chemical reactions.

Learning Science Specific Expectations / Learning Outcome Sample issue Sample +uestion


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objective process

skill

?1. #elating

cience to

Technology,ociety, and the

Environment

@(I, CA

@I%, %#,

(I, CA


?1.1 analyse processes in the home, the "or!place, and the

environmental sector that involve the use of chemical

$uantities and calculations

*e.g., mi6ing household cleaning solutions, calculating

chemotherapy doses, monitoring pollen counts+

?1.- assess, on the basis of research, the importance of

$uantitative accuracy in industrial chemical processes and the

potential impact on the environment if $uantitative accuracy is

not observed

Sample issue: 3ealth care

professionals are e6pected

to calculate dosages of

prescription drugs

accurately and safely. This

re$uires precision in

applying fractions,

decimals, ratios,

percentages, and metric

conversions.

?espite the care ta!en by

health care professionals,

improper medication use

by patients accounts for

about 0; of hospital

emergency department

visits.

Sample issue: Errors in

$uantitative accuracy have

Sample questions:

2hy is ba!ing po"der

used in ca!e batter

2hat happens "hen

too much or too little

of that ingredient is

used 2hy might t"o

people on the same

drug regimen not

necessarily ta!e the

same dosage to treat

the same illness 3o"

are carbon dio6ide

emissions calculated

and "hy are they

monitored

Sample questions:

2hy is it important to

use the correct saltD

sand mi6 on high"ays


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played a role in many

industrial chemical

disasters "orld"ide.

=ailing to ad


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@(IA

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number of particles, and atomic mass

?-. determine the empirical formulae and molecular formulae

of various chemical compounds, given molar masses and

percentage composition or mass data

?-.5 calculate the corresponding mass, or $uantity in moles or

molecules, for any given reactant or product in a balanced

chemical e$uation as "ell as for any other reactant or product

in the chemical reaction

?-.7 solve problems related to $uantities in chemical reactions

by performing calculations involving percentage yield and

limiting reagents

?-.8 conduct an in$uiry to determine the actual yield,

theoretical yield, and percentage yield of the products of a

chemical reaction *e.g., a chemical reaction bet"een steel "ool

and copper*II+ sulfate solution+, assess the effectiveness of the

procedure, and suggest sources of e6perimental error

?0.

nderstanding

Basic Concepts

By the end of this course, students "ill)?0.1 e6plain the la" of definite proportions

?0.- describe the relationships bet"een (vogadro's number,

the mole concept, and the molar mass of any given substance

?0.0 e6plain the relationship bet"een the empirical formula

and the molecular formula of a chemical compound

?0. e6plain the $uantitative relationships e6pressed in a


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balanced chemical e$uation, using appropriate units of measure

*e.g., moles, grams, atoms, ions, molecules+

E. olutions and olubility

Overall E6pectationsBy the end of this course, students "ill)

E1. analyse the origins and effects of "ater pollution, and a variety of economic, social, and environmental issues related to drin!ing "ater

E-. investigate $ualitative and $uantitative properties of solutions, and solve related problems

E0. demonstrate an understanding of $ualitative and $uantitative properties of solutions.

Learning

objective

Science

process

skill


E1. #elating

cience to

Technology,

ociety, and the

Environment

@(I, CA


E1.1 analyse the origins and cumulative effects of pollutants

that enter our "ater systems *e.g., landfill leachates,

agricultural runDoff, industrial effluents, chemical spills+, and

e6plain ho" these pollutants affect "ater $uality

Sample issue: Golf

courses use fertilier and

irrigation systems to

sustain the vegetation.

3o"ever, chemical

substances, "hen

combined "ith "ater, may

Sample questions:

2hat pollutants might

be found in untreated

"aste"ater from a

chic!en farm or a

poultryDprocessing


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@(I, CAE1.- analyse economic, social, and environmental issues

related to the distribution, purification, or use of drin!ing "ater

*e.g., the impact on the environment of the use of bottled

"ater+

run off and pollute local

"ater systems.

Sample issue: In

developing countries,

thousands of people,

many of them children,

die every year from

drin!ing contaminated

"ater.

4any of these countries

cannot afford to build

"ater treatment plants. In

Forth (merica, "here

safe "ater is generally

plant 3o" do

leachates from old

landfill sites enter our

"ater system 3o"

might they affect the

"ater $uality of local

streams 2hat are

some of the sources

and effects of mercury

in "ater systems

2hat impact might this

contaminant have on

(boriginal

communities that

depend on fishing as a

source of food

Sample questions:

2hat are the economic

costs of building,

maintaining, and

monitoring "aterD

purification plants


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available, "e spend

millions of dollars on

bottled "ater, draining

sources of fresh "ater and

challenging "asteD

disposal systems.

2hat are the social and

environmental costs if

these plants are not

properly maintained

and monitored 3o"

effective are municipal

"aste"ater treatment

processes at removing

pharmaceuticals such

as hormones and

antibiotics from our

drin!ing "ater 2hat

public health concerns

are associated "ith the

consumption of "ater

bottled in plastic

containers

E-. ?eveloping

!ills of

Investigation

and

Communicatio

@CA

@(I, CA


E-.1 use appropriate terminology related to a$ueous solutionsand solubility, including, but not limited to) concentration,

solubility, precipitate, ionization, dissociation, pH, dilute,

solute, andsolvent

E-.- solve problems related to the concentration of solutions


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n

@%#A

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@(I, CA

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by performing calculations involving moles, and e6press the

results in various units *e.g., moles per litre, grams per 1;; m&,

parts per million or parts per billion, mass, volume per cent+

E-.0 prepare solutions of a given concentration by dissolving a

solid solute in a solvent or by diluting a concentrated solution E-. conduct an investigation to analyse $ualitative and

$uantitative properties of solutions *e.g., perform a $ualitative

analysis of ions in a solution+

E-.5 "rite balanced net ionic e$uations to represent

precipitation and neutraliation reactions

E-.7 use stoichiometry to solve problems involving solutions

and solubility

E-.8 determine the concentration of an acid or a base in a

solution *e.g., the concentration of acetic acid in vinegar+,

using the acidJbase titration techni$ue

E-.9 conduct an investigation to determine the concentrations

of pollutants in their local treated drin!ing "ater, and compare

the results to commonly used guidelines and standards *e.g.,

provincial and federal standards+

E0.nderstanding

Basic Concepts

By the end of this course, students "ill)E0.1 describe the properties of "ater *e.g., polarity, hydrogen

bonding+, and e6plain "hy these properties ma!e "ater such a

good solvent

E0.- e6plain the process of formation for solutions that are


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produced by dissolving ionic and molecular compounds *e.g.,

salt, o6ygen+ in "ater, and for solutions that are produced by

dissolving nonDpolar solutes in nonDpolar solvents *e.g., grease

in vegetable oil+

E0.0 e6plain the effects of changes in temperature and pressureon the solubility of solids, li$uids, and gases *e.g., e6plain ho"

a change in temperature or atmospheric pressure affects the

solubility of o6ygen in la!e "ater+

E0. identify, using a solubility table, the formation of

precipitates in a$ueous solutions *e.g., the use of iron or

aluminum compounds to precipitate and remove phosphorus

from "aste"ater+

E0.5 e6plain the (rrhenius theory of acids and basesE0.7 e6plain the difference bet"een strong and "ea! acids, and

bet"een strong and "ea! bases, in terms of degree of

ioniation

=. Gases and (tmospheric

Chemistry



=1. analyse the cumulative effects of human activities and technologies on air $uality, and describe some Canadian initiatives to reduce air pollution,

including "ays to reduce their o"n carbon footprint

=-. investigate gas la"s that e6plain the behaviour of gases, and solve related problems

=0. demonstrate an understanding of the la"s that e6plain the behaviour of gases.


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Learning

objective

Science

process

skill


=1. #elating

cience toTechnology,

ociety, and the

Environment

@(I, CA

@(I, CA


=1.1 analyse the effects on air $uality of some technologies and

human activities *e.g., smelting driving gasDpo"ered vehicles+,

including their o"n activities, and propose actions to reduce

their personal carbon footprint

=1.- assess air $uality conditions for a given Canadian

location, using Environment Canada's (ir Huality 3ealth

Inde6, and report on some Canadian initiatives to improve air

$uality and reduce greenhouse gases *e.g., Ontario's ?riveClean program to control vehicle emissions+

Sample issue: GasD

po"ered la"nmo"ers cutgrass $uic!ly and

efficiently, but they emit

greenhouse gases.

3o"ever, there are several

alternatives, including

electric or push mo"ers or

replacing la"n "ith a

naturalied garden.

Sample issue:

3istorically, mining andsmelting polluted the air,

land, and "ater around

udbury, Ontario. 4ore

Sample questions: In

"hat "ays does ourconsumption of

products imported

from distant countries

affect our carbon

footprint 3o" might

eat localJbuy local

initiatives help to

reduce our carbon

footprint 3o"

effectively does the use

of digital

communications for

business reduce our

carbon footprint

Sample questions:

3o" effective has

Ontario's ?rive Clean


22/46

recently, as a result of

government regulations,

industry has significantly

reduced emissions,

leading to an

improvement in air

$uality and reversal in the

acidification of local

"ater"ays.

program been in

reducing greenhouse

gas emissions in the

province 2hat are

some industrial and

geographic factors that

might ma!e air $uality

in some communities

very different from that

in others 2hat are

some municipal

governments doing to

improve local air

$uality 3o" can

public transit

initiatives help

improve air $uality

2hat are the

limitations of suchinitiatives

=-. ?eveloping

!ills of

Investigation


=-.1 use appropriate terminology related to gases and

atmospheric chemistry, including, but not limited to)standard


23/46


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and behaviour of gases in terms of types and degrees of

molecular motion

=0. describe, for an ideal gas, the $uantitative relationships

that e6ist bet"een the variables of pressure, volume,

temperature, and amount of substance=0.5 e6plain ?alton's la" of partial pressures, Boyle's la",

Charles's la", GayD&ussac's la", the combined gas la", and the

ideal gas la"

=0.7 e6plain (vogadro's hypothesis and ho" his contribution

to the gas la"s has increased our understanding of the chemical

reactions of gases

Chemistry, Grade 1-

Big Ideas

rganic

Chemistry

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

environment.

Structure and

!roperties o"

Matter

The nature of the attractive forces that e6ist bet"een particles in a substance determines the properties and limits the uses of

that substance.

Technological devices that are based on the principles of atomic and molecular structures can have societal benefits and

costs.

#nergy Changes Energy changes and rates of chemical reactions can be described $uantitatively.

Efficiency of chemical reactions can be improved by applying optimal conditions.


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and Rates o"

Reaction

Technologies that transform energy can have societal and environmental costs and benefits.

Chemical

Systems and

#quilibrium

Chemical systems are dynamic and respond to changing conditions in predictable "ays.

(pplications of chemical systems at e$uilibrium have significant implications for nature and industry.

#lectrochemistry O6idation and reduction are paired chemical reactions in "hich electrons are transferred from one substance to another in a

predictable "ay.

The control and applications of o6idation and reduction reactions have significant implications for industry, health and

safety, and the environment.

(. cientific Investigation !ills and Career E6ploration




26/46

(1. demonstrate scientific investigation s!ills *related to both in$uiry and research+ in the four areas of s!ills *initiating and planning, performing

and recording, analysing and interpreting, and communicating+

(-. identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to

those fields.

Learningobjective

Science processskill

Specific Expectations / Learning Outcome

(1.

cientific

Investigation

!ills

Initiating and

%lanning @I%AK

(1.1 formulate relevant scientific $uestions about observed relationships, ideas, problems, or issues, ma!e

informed predictions, and/or formulate educated hypotheses to focus in$uiries or research(1.- select appropriate instruments *e.g., glass"are, calorimeter, thermometer+ and materials

*e.g., chemical compounds and solutions+, and identify appropriate methods, techni$ues, and procedures, for

each in$uiry

(1.0 identify and locate a variety of print and electronic sources that enable them to address research topics

fully and appropriately(1. apply !no"ledge and understanding of safe laboratory practices and procedures "hen planning

investigations by correctly interpreting 2or!place 3aardous 4aterials Information ystem *234I+

symbols by using appropriate techni$ues for handling and storing laboratory e$uipment and materials and

disposing of laboratory materials and by using appropriate personal protection *e.g., "earing safety goggles+

%erforming and

#ecording @%#AK

(1.5 conduct in$uiries, controlling relevant variables, adapting or e6tending procedures as re$uired, and

using appropriate materials and e$uipment safely, accurately, and effectively, to collect observations and data

(1.7 compile accurate data from laboratory and other sources, and organie and record the data, using

appropriate formats, including tables, flo" charts, graphs, and/or diagrams(1.8 select, organie, and record relevant information on research topics from a variety of appropriate

sources, including electronic, print, and human sources, using suitable formats and an accepted form of

academic documentation


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(nalysing and

Interpreting @(IAK

(1.9 synthesie, analyse, interpret, and evaluate $ualitative and/or $uantitative data solve problems

involving $uantitative data determine "hether the evidence supports or refutes the initial prediction or

hypothesis and "hether it is consistent "ith scientific theory identify sources of bias and error and suggest

improvements to the in$uiry to reduce the li!elihood of error

(1.: analyse the information gathered from research sources for logic, accuracy, reliability, ade$uacy, andbias

(1.1; dra" conclusions based on in$uiry results and research findings, and


28/46



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

B-. investigate organic compounds and organic chemical reactions, and use various methods to represent the compounds

B0. demonstrate an understanding of the structure, properties, and chemical behaviour of compounds "ithin each class of organic compounds.

Learning

objective

Science

process

skill


B1. #elating

cience to

Technology,

ociety, and the

Environment

@(I, CA


B1.1 assess the impact on human health, society, and the

environment of organic compounds used in everyday life *e.g.,

polymers, nutritional supplements, food additives,

pharmaceuticals, pesticides+

Sample issue: Organic

solvents can dissolve

many substances such as

paint, oil, and grease.

They are used to produce

plastics, dyes, detergents,

te6tiles, and

pharmaceuticals.

3o"ever, "or!ers

e6posed to organic

solvents may e6perience

longDterm effects on their

health. (lso, solvents

Sample questions:

2hat methods should

be used to safely

dispose of volatile

organic compounds

2hat 234I symbols

or 3ousehold

3aardous 2aste

ymbols *332+should appear on

containers of

pesticides 2hy are


29/46

from industrial spills and

lea!s can leach into soil

and ground"ater, posing

serious health and

environmental ris!s.

organic compounds

added to food

products 2hat impact

can these additives

have on human health

@(I, CA B1.- propose a personal course of action to reduce the use of

compounds that are harmful to human health and the

environment *e.g., "eed la"ns by hand rather than using

herbicides, use cloth bags for shopping to reduce the number of

plastic bags in landfill sites, choose fuelDefficient or hybrid

vehicles to reduce fossil fuel emissions+

Sample issue: 4any

Ontario communities have

banned the use of

pesticides. (s a

conse$uence of these byD

la"s, many homeo"ners

are see!ing alternative

"ays of controlling "eeds

in their la"ns.

Sample questions:

3o" long does it ta!e

for plastic garbage

bags to decompose in a

landfill site 2hat

biodegradable

materials can be used

to replace polystyrene

as a pac!aging

material 2hat are

some technologies and

features that are

ma!ing ne" cars more

fuelDefficient

B-. ?eveloping

!ills of

Investigation

@CA


B-.1 use appropriate terminology related to organic chemistry,

including, but not limited to) organic compound, functional


30/46

and

Communicatio

n

@(I, CA

@%#, (IA

group, saturated hydrocarbon, unsaturated hydrocarbon,

structuralisomer, stereoisomer, andpolymer

B-.- use International nion of %ure and (pplied Chemistry

*I%(C+ nomenclature conventions to identify names, "rite

chemical formulae, and create structural formulae for the

different classes of organic compounds, including

hydrocarbons, alcohols, aldehydes, !etones, carbo6ylic acids,

esters, ethers, amines, amides, and simple aromatic compounds

B-.0 build molecular models for a variety of simple organic

compounds @%#, (I, CA B-. analyse, on the basis of in$uiry,

various organic chemical reactions *e.g., production of esters,

polymeriation, o6idation of alcohols, multiple bonds in an

organic compound, combustionreactions, addition reactions+

B0.

nderstanding

Basic Concepts


B0.1 compare the different classes of organic compounds,

including hydrocarbons, alcohols, aldehydes, !etones,

carbo6ylic acids, esters, ethers, amines, and amides, by

describing the similarities and differences in names and

structural formulae of the compounds "ithin each class

B0.- describe the similarities and differences in physicalproperties *e.g., solubility in different solvents, odour, melting

point, boiling point+ "ithin each class of organic compounds

B0.0 e6plain the chemical changes that occur during various

types of organic chemical reactions, including substitution,


31/46

addition, elimination, o6idation, esterification, and hydrolysis

B0. e6plain the difference bet"een an addition reaction and a

condensation polymeriation reactionB0.5 e6plain the concept of isomerism in organic compounds,

and ho" variations in the properties of isomers relate to their

structural and molecular formulae

C. tructure and %roperties of 4atter

Overall E6pectationsBy the end of this course, students "ill)

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

C-. investigate the molecular shapes and physical properties of various types of matter

C0. demonstrate an understanding of atomic structure and chemical bonding, and ho" they relate to the physical properties of ionic, molecular,

covalent net"or!, and metallic substances.

Learning

objective

Science

process

skill


C1. #elating

cience to

Technology,

ociety, and the

Environment

@(I, CA


C1.1 assess the benefits to society of technologies that are

based on the principles of atomic and molecular structures

*e.g., magnetic resonance imaging @4#IA, infraredspectroscopy, LDray crystallography, nuclear energy, medical

applications of spectroscopy and mass spectrometry+

Sample issue: In

medicine, radioisotopes

are bonded "ith chemical

compounds to form

radioactive tracers, "hich

are then in


32/46

radiation emitted by the

tracers allo"s doctors to

obtain images of organ

systems, facilitating the

early and accurate

diagnosis of disease.

3o"ever, to avoid

radioactive contamination,

care must be ta!en in the

storage, use, and disposal

of this material.

mass spectrometry

advanced our

understanding of

atomic and molecular

structure 2hat social

benefits are associated

"ith such advances

@(I, CA C1.- evaluate the benefits to society, and the impact on the

environment, of specialied materials that have been created on

the basis of scientific research into the structure of matter and

chemical bonding *e.g., bulletproof fabric, nanotechnologies,

superconductors, instant adhesives+

Sample issue:

Fanoparticles have many

potential applications in

medicine, including the

improvement of drug

delivery systems, the

enhancement of

diagnostic images, and

use in surgical robotics,

all of "hich could

improve the effectiveness

of our health care system.

Sample questions:

2hat precautions are

ta!en to protect the

health and safety of

people "or!ing "ith

nanoparticles 2hat

properties of

disposable diapers

enable them to hold so

much li$uid 2hat

impact has the

"idespread use of such


33/46

3o"ever, nanoparticle

contamination can have a

negative effect on the

environment.

diapers had on the

environment 2hat

impact has the

development of

synthetic fibres, such

as nylon, had on

society 2hat "ould

your life be li!e if

there "ere no plastics

In "hat "ays has the

invention of the silicon

chip changed societyC-. ?eveloping

!ills of

Investigation

and

Communicatio

n


C-.1 use appropriate terminology related to structure and

properties of matter, including, but not limited to) orbital,

emission spectrum, energy level,photon, and dipole @CA

C-.- use the %auli e6clusion principle, 3und's rule, and the

aufbau principle to "rite electron configurations for a variety

of elements in the periodic table @(I, CA

C-.0 predict the shapes of simple molecules and ions *e.g.,

C3, O0, O-, 3-O, F3M+, using the valence shell electron

pair repulsion *NE%#+ model, and dra" diagrams to represent

their molecular shapes @(I, CA

C-. predict the polarity of various chemical compounds,


34/46

based on their molecular shapes and the difference in the

electronegativity values of the atoms @(IA

C-.5 predict the type of solid *ionic, molecular, covalent

net"or!, metallic+ formed by a given substance in a chemical

reaction, and describe the properties of that solid @(IA

C-.7 conduct an in$uiry to observe and analyse the physical

properties of various substances *e.g., salts, metals+ and to

determine the type of chemical bonding present in each

substance @%#, (IA

C0.

nderstanding

Basic Concepts


C0.1 e6plain ho" e6perimental observations and inferences

made by Ernest #utherford and Fiels Bohr contributed to the

development of the planetary model of the hydrogen atom

C0.- describe the electron configurations of a variety of

elements in the periodic table, using the concept of energy

levels in shells and subshells, as "ell as the %auli e6clusion

principle, 3und's rule, and the aufbau principle

C0.0 identify the characteristic properties of elements in each

of thes, p, and dbloc!s of the periodic table, and e6plain the

relationship bet"een the position of an element in the periodic

table, its properties, and its electron configurationC0. e6plain ho" the physical properties of a solid or li$uid

*e.g., solubility, boiling point, melting point, melting point

suppression, hardness, electrical conductivity, surface tension+

depend on the particles present and the types of intermolecular


35/46

and intramolecular forces *e.g., covalent bonding, ionic

bonding, Nan der 2aals forces, hydrogen bonding, metallic

bonding+

C0.5 describe a Canadian contribution to the field of atomic

and molecular theory *e.g., the "or! of #ichard =.2. Bader of

4c4aster niversity on electronic density in small molecules

the "or! of #obert . &e#oy of the niversity of 2aterloo on

the mathematical techni$ue to determine the atomic radius of

molecules !no"n as the &e#oy #adius the "or! of #onald .

Gillespie of 4c4aster niversity on the NE%# model+

,. Energ% C)anges and $ates of $eaction



?1. 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

?-. investigate and analyse energy changes and rates of reaction in physical and chemical processes, and solve related problems

?0. demonstrate an understanding of energy changes and rates of reaction.

Learningobjective

Scienceprocess

skill


?1. #elating

cience to


?1.1 analyse some conventional and alternative energy

Sample issue: The

cooling of homes and

Sample questions:

2hat proportion of


36/46

Technology,

ociety, and the

Environment

technologies *e.g., fossil fuelJburning po"er plants, hydroD

po"ered generators, solar panels, "ind turbines, fuel cells+,

and evaluate them in terms of their efficiency and impact on

the environment @(I, CA

commercial buildings in

summer re$uires more

energy than heating in the

"inter at pea! times.

Bro"nouts are more

li!ely in summer than in

"inter. 3o"ever, ne"

technologies use deep

la!e "ater cooling as an

alternative to conventional

air conditioning systems

in office to"ers. Thissignificantly reduces

energy use and its

environmental impact.

Ontario's energy needs

is served by solar and

"ind technologies

2hat are the pros and

cons of e6panding the

availability of these

technologies

2hat types of

chemical reactions

occur in different types

of fuel cells 2hat are

the advantages and

disadvantages, in terms

of efficiency and

environmental impact,

of using corn to

produce ethanol fuel

?1.- analyse the conditions *e.g., temperature, pressure,

presence of a catalyst+ re$uired to ma6imie the efficiency of

some common natural or industrial chemical reactions *e.g.,

decomposition, combustion, neutraliation+, and e6plain ho"

the improved efficiency of the reaction contributes to

Sample issue: Bleaches

such as hydrogen

pero6ide and chlorine are

used "hen fibres are

processed into paper or

Sample questions:

3o" can you increase

the rate of

decomposition in a

home composter


37/46

environmental sustainability @(I, CA te6tiles. Concentrations of

these substances can harm

the environment, but if

enymes are added to

these processes as

biocatalysts, fe"er

chemicals are needed, less

energy is consumed, and

there is less

environmental impact.

2hat can be done to

improve the efficiency

of an automobile that

runs entirely on fossil

fuels 2hy is


38/46

and e6press the results in energy per mole of fuel @/molA+ @(I,

CA

?-. plan and conduct an in$uiry to calculate, using a

calorimeter, the heat of reaction of a substance *e.g., the heat of

solution of ammonium nitrate, or of combustion of a

hydrocarbon+, compare the actual heat of reaction to the

theoretical value, and suggest sources of e6perimental error @I%,

%#, (I, CA

?-.5 solve problems related to energy changes in a chemical

reaction, using 3ess's la" @(IA

?-.7 conduct an in$uiry to test 3ess's la" *e.g., measure heats

of reaction from the combustion of magnesium, and combine

them to yield the PH value of the reaction+ @%#, (IA?-.8 calculate the heat of reaction for a formation reaction,

using a table of standard enthalpies of formation and applying

3ess's la" @(IA

?-.9 plan and conduct an in$uiry to determine ho" various

factors *e.g., change in temperature, addition of a catalyst,

increase in surface area of a solid reactant+ affect the rate of a

chemical reaction @I%, %#, (IA

?0.

nderstanding

Basic Concepts


?0.1 compare the energy changes resulting from physical

change *e.g., boiling "ater+, chemical reactions *e.g., bleaching

a stain+, and nuclear reactions *e.g., fission, fusion+, in terms of


39/46

"hether energy is released or absorbed

?0.- compare the energy change from a reaction in "hich

bonds are formed to one in "hich bonds are bro!en, and

e6plain these changes in terms of endothermic and e6othermic

reactions

?0.0 e6plain ho" mass, heat capacity, and change in

temperature of a substance determine the amount of heat

gained or lost by the substance

?0. state 3ess's la", and e6plain, using e6amples, ho" it is

applied to find the enthalpy changes of a reaction

?0.5 e6plain, using collision theory and potential energy

diagrams, ho" factors such as temperature, the surface area of

the reactants, the nature of the reactants, the addition of

catalysts, and the concentration of the solution control the rate

of a chemical reaction

?0.7 describe simple potential energy diagrams of chemical

reactions *e.g., the relationships bet"een the relative energies

of reactants and products and the activation energy of the

reaction+

?0.8 e6plain, "ith reference to a simple chemical reaction

*e.g., combustion+, ho" the rate of a reaction is determined by

the series of elementary steps that ma!e up the overall reaction

mechanism


40/46

E. Chemical ystems and E$uilibrium



E1. analyse chemical e$uilibrium processes, and assess their impact on biological, biochemical, and technological systems

E-. investigate the $ualitative and $uantitative nature of chemical systems at e$uilibrium, and solve related problems

E0. demonstrate an understanding of the concept of dynamic e$uilibrium and the variables that cause shifts in the e$uilibrium of chemical systems.

Learning

objective

Science

process

skill


E1. #elating

cience to

Technology,

ociety, and the

Environment


E1.1 analyse the optimal conditions for a specific chemical

process related to the principles of e$uilibrium that ta!es place

in nature or is used in industry *e.g., the production of sulfuric

acid, electrolyte balance in the human body, sedimentation in

"ater systems+ @(I, CA

Sample issue: The

principle of dynamic

e$uilibrium is used in

industrial processes to

ma6imie the

concentration of products

and minimie leftover

reactants. Industrial

chemists determine ideal

pressure and temperature

conditions, and proper

catalysts, so that fe"er

materials and less energy

are used.

Sample questions:

2hy are lo"

temperature conditions

not used "ith

e6othermic reactions

3o" do chemicals

dissolved in human

blood help maintain a

blood p3 level

bet"een 8.- and 8.

E1.- assess the impact of chemical e$uilibrium processes on Sample issue: 3eavy Sample questions:


41/46

various biological, biochemical, and technological systems

*e.g., remediation in areas of heavy metal contamination,

development of gallstones, use of buffering in medications, use

of barium sulphate in medical diagnosis+ @(I, CA

metals such as copper,

lead, and inc can

accumulate to to6ic levels

in the human body. (

process called chelation,

"hich causes a chemical

reaction involving an

e$uilibrium shift, removes

the metals from the

body before permanent

organ damage occurs.

2hy are headache

tablets buffered 2hy

is barium sulfate safe

to use for

LDrays of the digestive

system even though

barium ions are

poisonous 3o" do

!idney stones form

E-. ?eveloping

!ills of

Investigation

and

Communicatio

n


E-.1 use appropriate terminology related to chemical systemsand e$uilibrium, including, but not limited to) homogeneous,

closed system, reversible reaction, equilibrium constant,

equilibrium concentration, molar solubility,and buffer @CA

E-.- predict, applying &e ChRtelier's principle or the reaction

$uotient for a given reaction, ho" various factors *e.g., changes

in volume, temperature, or concentration of reactants or

products in a solution+ "ould affect a chemical system at

e$uilibrium, and conduct an in$uiry to test those predictions

@%#, (IA

E-.0 conduct an in$uiry to determine the value of an

e$uilibrium constant for a chemical reaction *e.g., >e$ for


42/46

iron*III+ thiocyanate, >sp for calcium hydro6ide, >a for acetic

acid+ @%#, (IA

E-. solve problems related to e$uilibrium by performing

calculations involving concentrations of reactants and products

*e.g., >e$, >sp, >a, p3, pO3, >p, >b+ @(IA

E-.5 solve problems related to acidJbase e$uilibrium, using

acidJbase titration data and the p3 at the e$uivalence point

@(IA

E0.

nderstanding

Basic Concepts

By the end of this course, students "ill)E0.1 e6plain the concept of dynamic e$uilibrium, using

e6amples of physical and chemical e$uilibrium systems *e.g.,

li$uidJvapour e$uilibrium, "ea! electrolytes in solution,

reversible chemical reactions+

E0.- e6plain the concept of chemical e$uilibrium and ho" it

applies to the concentration of reactants and products in a

chemical reaction at e$uilibrium

E0.0 e6plain &e ChRtelier's principle and ho" it applies to

changes to a chemical reaction at e$uilibriumE0. identify common e$uilibrium constants, including >e$,

>sp, >", >a, >b, and >p, and "rite the e6pressions for each

E0.5 use the ioniation constant of "ater *>"+ to calculate p3,

pO3, @30O-A, and @O3JA for chemical reactionsE0.7 e6plain the BrSnstedD&o"ry theory of acids and bases

E0.8 compare the properties of strong and "ea! acids, and

strong and "ea! bases, using the concept of dynamic

e$uilibrium


43/46

E0.9 describe the chemical characteristics of buffer solutions

=. ElectrochemistryOverall E6pectations


=1. analyse technologies and processes relating to electrochemistry, and their implications for society, health and safety, and the environment

=-. investigate o6idationDreduction reactions using a galvanic cell, and analyse electrochemical reactions in $ualitative and $uantitative terms

=0. demonstrate an understanding of the principles of o6idationDreduction reactions and the many practical applications of electrochemistry.

Learning

objective

Science

process

skill


=1. #elating

cience to

Technology,

ociety, and the

Environment


=1.1 assess, on the basis of research, the viability of using

electrochemical technologies as alternative sources of energy

*e.g., fuel cells for emergency po"er generation or as po"er

sources in remote locations+, and e6plain their potential impact

on society and the environment @I%, %#, (I, CA

Sample issue: 3ydrogen

fuel cells use hydrogen as

the fuel and o6ygen as the

o6idant, and produce

"ater, rather than

environmentally harmful

greenhouse gases, as

"aste. (lthough some

cars run on such cells,

practical problems must

Sample questions:

2hat is the capacity of

a standard rechargeable

battery before it has to

be recharged 2hat

methods should be

used to dispose of

depleted batteries

2hat impact has the

use of rechargeable


44/46

be resolved before this

source of energy is

commonly used in the

transportation sector.

batteries in portable

electronic devices had

on society

=1.- analyse health and safety issues involving

electrochemistry *e.g., corrosion of metal pipes in drin!ing

"ater systems+ @(I, CA

Sample issue: Corrosion

is a leading cause of

structural degradation of

bridges and road"ays.Fot only does rust "ea!en

metal structures, but as it

builds up it forces apart

connecting parts of thestructure, causing the

structure to fail and

ris!ing public safety. et,

methods used to prevent

corrosion may also have

negative effects on human

health.

Sample questions:

2hat health and safety

haards are associated

"ith "aste generated

by electroplating

companies 2hy do

metal orthodontic

braces not corrode

2hat are some of the

to6ic substances that

can escape from

electronic "aste into

the environment 2hat

are the potential effects

of these poisons on our

health

=-. ?eveloping

!ills of

By the end of this course, students "ill)=-.1 use appropriate terminology related to electrochemistry,


45/46

Investigation

and

Communicatio

n

including, but not limited to) half-reaction, electrochemical

cell, reducing agent, oxidizing agent, redox reaction, and

oxidationnumber @CA

=-.- conduct an in$uiry to analyse, in $ualitative terms, an

o6idationDreduction *redo6+ reaction @%#, (I, CA

=-.0 "rite balanced chemical e$uations for o6idationDreduction

reactions, using various methods including o6idation numbers

of atoms and the halfDreaction method of balancing @(I, CA

=-. build a galvanic cell and measure its cell potential @%#,

(IA

=-.5 analyse the processes in galvanic cells, and dra" labelled

diagrams of these cells to sho" the o6idation or reduction

reaction that occurs in each of the halfDcells, the direction of

electron flo", the electrode polarity *anode and cathode+, the

cell potential, and the direction of ion movement @(I, CA

=-.7 predict the spontaneity of redo6 reactions, based on

overall cell potential as determined using a table of standard

reduction potentials for redo6 halfDreactions @(IA

=0.

nderstanding

Basic Concepts


=0.1 e6plain redo6 reactions in terms of the loss and gain of

electrons and the associated change in o6idation number=0.- identify the components of a galvanic cell, and e6plain

ho" each component functions in a redo6 reaction

=0.0 describe galvanic cells in terms of o6idation and reduction

halfDcells "hose voltages can be used to determine overall cell


46/46

potential

=0. e6plain ho" the hydrogen halfDcell is used as a standard

reference to determine the voltages of another halfDcell=0.5 e6plain some applications of electrochemistry in common

industrial processes *e.g., in refining metals such as aluminum

and inc in the production of hydrogen+=0.7 e6plain the corrosion of metals in terms of an

electrochemical process, and describe some common

corrosionDinhibiting techni$ues *e.g., painting, galvaniing,

cathodic protection+

chemistry ontario curriculum syllabus

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