Courses

Manitoba · Grade 12

Chemistry, Grade 12

  • 40S

Manitoba’s Grade 12 science course, from Topic 1: Reactions in Aqueous Solutions to Topic 6: Electrochemistry.

Learn thisPractice test
Units
6
Lessons
15
Skills
65
Provincial exam
None
Official curriculum
Manitoba Education

Unit by unit

Every skill in the course, with its official code.

Unit 1 · 12 skills

Topic 1: Reactions in Aqueous Solutions

Solubility and Precipitation

Neutralization and Titration

Oxidation and Reduction

The official wording · 12 outcomes
C12-1-01
Explain examples of solubility and precipitation at the particulate and symbolic levels.
C12-1-02
Perform a laboratory activity to develop a set of solubility rules.
C12-1-03
Use a table of solubility rules to predict the formation of a precipitate.
C12-1-04
Write balanced neutralization reactions involving strong acids and bases.
C12-1-05
Perform a laboratory activity to demonstrate the stoichiometry of a neutralization reaction between a strong base and a strong acid.
C12-1-06
Calculate the concentration or volume of an acid or a base from the concentration and volume of an acid or a base required for neutralization.
C12-1-07
Design and test a procedure to determine the identity of a variety of unknown solutions.
C12-1-08
Outline the development of scientific understanding of oxidation and reduction reactions. Include: gain and loss of electrons, oxidizing agent, and reducing agent
C12-1-09
Determine the oxidation numbers for atoms in compounds and ions.
C12-1-10
Identify reactions as redox or non-redox. Include: oxidizing agent, reducing agent, oxidized substance, and reduced substance
C12-1-11
Balance oxidation-reduction reactions using redox methods. Include: acidic and basic solutions
C12-1-12
Research practical applications of redox reactions. Examples: rocket fuels, fireworks, household bleach, photography, metal recovery from ores, steel making, aluminum recycling, fuel cells, batteries, tarnish removal, fruit clocks, forensic blood detection using luminol, chemiluminescence/bioluminescence, electrolytic cleaning, electrodeposition, photochemical etching, antioxidants/ preservatives . . .

Key ideas

  1. When ions in solution combine to form an insoluble compound, a precipitate forms.

  2. A strong acid and a strong base react to form a salt and water.

  3. Oxidation is the loss of electrons; reduction is the gain of electrons (OIL RIG).

  4. We explain this at the particulate level (ions meeting) and the symbolic level (an ionic equation).

  5. We write and balance the neutralization equation, tracking the ions.

Watch out for

  • Thinking all combinations of ions form a precipitate.
  • Forgetting water is a product.
  • Reversing the definitions of oxidation and reduction.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 7 skills

Topic 2: Atomic Structure

Light and Line Spectra

The Quantum Model and Periodic Trends

The official wording · 7 outcomes
C12-2-01
Describe qualitatively the electromagnetic spectrum in terms of frequency, wavelength, and energy.
C12-2-02
Recognize, through direct observation, that elements have unique line spectra. Include: flame tests or gas discharge tubes and spectroscopes or diffraction gratings
C12-2-03
Describe applications and/or natural occurrences of line spectra. Examples: astronomy, aurora borealis, fireworks, neon lights . . .
C12-2-04
Outline the historical development of the quantum mechanical model of the atom.
C12-2-05
Write electron configurations for elements of the periodic table. Include: selected elements up to atomic number 36 (krypton)
C12-2-06
Relate the electron configuration of an element to its valence electron(s) and its position on the periodic table.
C12-2-07
Identify and account for periodic trends among the properties of elements, and relate the properties to electron configuration. Include: atomic radii, ionic radii, ionization energy, and electronegativity

Key ideas

  1. The electromagnetic spectrum ranges from radio waves to gamma rays.

  2. The atomic model evolved from Bohr's fixed orbits to the quantum mechanical model of probability regions (orbitals).

  3. Higher frequency means shorter wavelength and higher energy.

  4. Line spectra provided the evidence that electrons occupy quantized energy levels.

  5. Each element emits light at specific wavelengths, giving a unique line spectrum.

Watch out for

  • Thinking longer wavelength means higher energy.
  • Thinking electrons orbit like planets in the modern model.
  • Confusing frequency and wavelength.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 10 skills

Topic 3: Chemical Kinetics

Measuring Reaction Rates

Collision Theory and Rate Laws

The official wording · 10 outcomes
C12-3-01
Formulate an operational definition of reaction rate. Include: examples of chemical reactions that occur at different rates
C12-3-02
Identify variables used to monitor reaction rates (i.e., change per unit of time, Dx/Dt). Examples: pressure, temperature, pH, conductivity, colour . . .
C12-3-03
Perform a laboratory activity to measure the average and instantaneous rates of a chemical reaction. Include: initial reaction rate
C12-3-04
Relate the rate of formation of a product to the rate of disappearance of a reactant, given experimental rate data and reaction stoichiometry. Include: descriptive treatment at the particulate level
C12-3-05
Perform a laboratory activity to identify factors that affect the rate of a chemical reaction. Include: nature of reactants, surface area, concentration, pressure, volume, temperature, and presence of a catalyst
C12-3-06
Use the collision theory to explain the factors that affect the rate of chemical reactions. Include: activation energy and orientation of molecules
C12-3-07
Draw potential energy diagrams for endothermic and exothermic reactions. Include: relative rates, effect of a catalyst, and heat of reaction (enthalpy change)
C12-3-08
Describe qualitatively the relationship between factors that affect the rate of chemical reactions and the relative rate of a reaction, using the collision theory.
C12-3-09
Explain the concept of a reaction mechanism. Include: rate-determining step
C12-3-10
Determine the rate law and order of a chemical reaction from experimental data. Include: zero-, first-, and second-order reactions and reaction rate versus concentration graphs

Key ideas

  1. Reaction rate is the change in concentration of a reactant or product per unit time.

  2. Reaction rate depends on the nature of the reactants, surface area, concentration, pressure, temperature, and catalysts.

  3. An operational definition states it in measurable terms — for example how much product forms each second.

  4. In the lab we vary one factor at a time and observe the effect on rate.

  5. Any measurable property that changes as a reaction proceeds can monitor its rate.

Watch out for

  • Confusing rate with the total amount of product.
  • Changing more than one factor at a time.
  • Omitting the 'per unit time' in the definition.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 4 · 13 skills

Topic 4: Chemical Equilibrium

Equilibrium and Keq

Le Châtelier's Principle

Solubility Equilibrium and Ksp

The official wording · 13 outcomes
C12-4-01
Relate the concept of equilibrium to physical and chemical systems. Include: conditions necessary to achieve equilibrium
C12-4-02
Write equilibrium law expressions from balanced chemical equations for heterogeneous and homogeneous systems. Include: mass action expression
C12-4-03
Use the value of the equilibrium constant (Keq ) to explain how far a system at equilibrium has gone towards completion.
C12-4-04
Solve problems involving equilibrium constants.
C12-4-05
Perform a laboratory activity to determine the equilibrium constant of an equilibrium system.
C12-4-06
Use Le Châtelier’s principle to predict and explain shifts in equilibrium. Include: temperature changes, pressure/volume changes, changes in reactant/product concentration, the addition of a catalyst, the addition of an inert gas, and the effects of various stresses on the equilibrium constant
C12-4-07
Perform a laboratory activity to demonstrate Le Châtelier’s principle.
C12-4-08
Interpret concentration versus time graphs. Include: temperature changes, concentration changes, and the addition of a catalyst
C12-4-09
Describe practical applications of Le Châtelier’s principle. Examples: Haber process, hemoglobin production at high altitude, carbonated beverages, eyes adjusting to light, blood pH, recharging of batteries, turbocharged/supercharged engines, ester synthesis, weather indicators, arrangement of produce, carbonated beverages in a hen’s diet . . .
C12-4-10
Write solubility product (Ksp ) expressions from balanced chemical equations for salts with low solubility.
C12-4-11
Solve problems involving Ksp . Include: common ion problems
C12-4-12
Describe examples of the practical applications of salts with low solubility. Examples: kidney stones, limestone caverns, osteoporosis, tooth decay . . .
C12-4-13
Perform a laboratory activity to determine the Ksp of a salt with low solubility.

Key ideas

  1. At dynamic equilibrium the forward and reverse reactions occur at equal rates, so concentrations stay constant.

  2. A system at equilibrium shifts to partly counteract an applied stress — a change in concentration, temperature, or pressure/volume.

  3. For a slightly soluble salt, Ksp is the product of the dissolved ion concentrations, each raised to its coefficient.

  4. Equilibrium requires a closed system at constant temperature.

  5. A catalyst and an inert gas do not shift the position; only temperature changes Keq itself.

Watch out for

  • Thinking the reaction stops at equilibrium.
  • Thinking a catalyst shifts the equilibrium position.
  • Including the solid salt in the Ksp expression.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 5 · 11 skills

Topic 5: Acids and Bases

Acid-Base Theories and pH

Strong and Weak Acids and Bases

The official wording · 11 outcomes
C12-5-01
Outline the historical development of acid-base theories. Include: the Arrhenius, Brønsted-Lowry, and Lewis theories
C12-5-02
Write balanced acid-base chemical equations. Include: conjugate acid-base pairs and amphoteric behaviour
C12-5-03
Describe the relationship between the hydronium and hydroxide ion concentrations in water. Include: the ion product of water, Kw
C12-5-04
Perform a laboratory activity to formulate an operational definition of pH.
C12-5-05
Describe how an acid-base indicator works in terms of colour shifts and Le Châtelier’s principle.
C12-5-06
Solve problems involving pH.
C12-5-07
Distinguish between strong and weak acids and bases. Include: electrolytes and non-electrolytes
C12-5-08
Write the equilibrium expression (Ka or Kb ) from a balanced chemical equation.
C12-5-09
Use Ka or Kb to solve problems for pH, percent dissociation, and concentration.
C12-5-10
Perform a laboratory activity to determine the concentration of an unknown acid or base, using a standardized acid or base.
C12-5-11
Predict whether an aqueous solution of a given ionic compound will be acidic, basic, or neutral, given the formula.

Key ideas

  1. Arrhenius defined acids by H⁺ and bases by OH⁻; Brønsted-Lowry by proton transfer; Lewis by electron-pair donation.

  2. A strong acid or base ionizes completely; a weak one only partly ionizes.

  3. Each theory is broader than the one before.

  4. Strong acids and bases are strong electrolytes; weak ones are weak electrolytes.

  5. In a Brønsted-Lowry reaction an acid donates a proton to a base, forming a conjugate base and a conjugate acid.

Watch out for

  • Thinking the three theories contradict each other.
  • Confusing strength (degree of ionization) with concentration.
  • Confusing the Brønsted-Lowry and Lewis definitions.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 6 · 12 skills

Topic 6: Electrochemistry

The Activity Series and Voltaic Cells

Cell Potentials

Electrolytic Cells

The official wording · 12 outcomes
C12-6-01
Develop an activity series experimentally.
C12-6-02
Predict the spontaneity of reactions using an activity series.
C12-6-03
Outline the historical development of voltaic (galvanic) cells. Include: contributions of Luigi Galvani and Alessandro Volta
C12-6-04
Explain the operation of a voltaic (galvanic) cell at the visual, particulate, and symbolic levels. Include: writing half-cell reactions, the overall reaction, and shorthand (line) notation
C12-6-05
Construct a functioning voltaic (galvanic) cell and measure its potential.
C12-6-06
Define standard electrode potential. Include: hydrogen electrode as a reference
C12-6-07
Calculate standard cell potentials, given standard electrode potentials.
C12-6-08
Predict the spontaneity of reactions using standard electrode potentials.
C12-6-09
Compare and contrast voltaic (galvanic) and electrolytic cells.
C12-6-10
Explain the operation of an electrolytic cell at the visual, particulate, and symbolic levels. Include: a molten ionic compound and an aqueous ionic compound
C12-6-11
Describe practical uses of electrolytic cells. Examples: electrolysis of water, electrolysis of brine, electroplating, production and purification of metals . . .
C12-6-12
Solve problems related to electrolytic cells, using Faraday’s law.

Key ideas

  1. An activity series ranks metals by how readily they lose electrons (are oxidized).

  2. Standard electrode potential is a half-reaction's tendency to gain electrons, measured under standard conditions.

  3. A voltaic cell uses a spontaneous reaction to produce electricity; an electrolytic cell uses electricity to drive a non-spontaneous reaction.

  4. We rank metals by testing which displaces which from solution in the lab.

  5. It is defined relative to the standard hydrogen electrode, set at 0.00 V.

Watch out for

  • Ranking metals by mass instead of reactivity.
  • Thinking electrode potentials are absolute, not relative.
  • Thinking both cell types produce electricity.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Which course?

Manitoba has 3 science courses for Grade 12. Here they are side by side.

What a university, college or program asks for is theirs to say: check its admission page, and your school’s course guide.

The official curriculum

This page follows Manitoba’s own curriculum for Chemistry, Grade 12.

Grade 12 Chemistry: A Foundation for ImplementationManitoba Education · edu.gov.mb.ca · Read August 1, 2026

Study it in MapleMind

MapleMind teaches Chemistry, Grade 12 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.

Grade 9 Mathematics (10F) in the MapleMind app on a tablet: its units, Unit 2 open, and the skills done so far with their starsGrade 9 Mathematics (10F) in the MapleMind app on a phone: its units, Unit 2 open, and the skills done so far with their stars
Pictured: Grade 9 Mathematics (10F), another Manitoba course, partway through Unit 2.

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Questions about Chemistry, Grade 12

What is Chemistry, Grade 12?

Manitoba’s Grade 12 science course: 6 units and 65 skills, from Topic 1: Reactions in Aqueous Solutions to Topic 6: Electrochemistry.

What units are in Chemistry, Grade 12?

1. Topic 1: Reactions in Aqueous Solutions, 2. Topic 2: Atomic Structure, 3. Topic 3: Chemical Kinetics, 4. Topic 4: Chemical Equilibrium, 5. Topic 5: Acids and Bases and 6. Topic 6: Electrochemistry.

Is there a provincial exam for Chemistry, Grade 12?

No. Manitoba gives no provincial exam for Chemistry, Grade 12.

Can MapleMind help with Chemistry, Grade 12?

Yes. MapleMind teaches every skill of Chemistry, Grade 12, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.

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