Courses

Ontario · Grade 12

Chemistry, Grade 12, College Preparation

  • SCH4C

Ontario’s Grade 12 science course, from Investigation Skills and Careers to Chemistry in the Environment.

Learn thisPractice test
Units
6
Lessons
12
Skills
70
Provincial exam
None
Official curriculum
Ontario Ministry of Education

Unit by unit

Every skill in the course, with its official code.

Unit 1 · 2 skills

Investigation Skills and Careers

Scientific Investigation Skills and Career Exploration

Careers in Applied Chemistry

Scientists and Their Contributions

  • Scientists who contributed to chemistry

    I can describe the contributions of scientists, including Canadians, to chemistry.

    A2.2

    Learn itPractice testActivities
The official wording · 2 outcomes
A2.1
identify and describe a variety of careers related to the fields of science under study (e.g., environmental technologist, pharmacy technician, electroplating technician, green building or renewable energy technician, veter- inary technician, biochemical technologist) and the education and training necessary for these careers
A2.2
describe the contributions of scientists, including Canadians (e.g., Jed Harrison, Louis Slotin, Paul Kebarle, James Robert Bolton, Brian Evans Conway, Lee Wilson), to the fields under study

Key ideas

  1. Applied chemistry leads to careers such as environmental technologist, pharmacy technician, and biochemical technologist.

  2. Each career needs particular education and training, usually a college program.

Watch out for

  • Thinking chemistry careers all require a university degree.
  • Not knowing a career needs specific education and training.

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

Unit 2 · 12 skills

Matter and Qualitative Analysis

Chemicals, the Environment, and Analysis

Investigating Qualitative Analysis

The official wording · 12 outcomes
B1.1
evaluate the risks and benefits to the en- vironment of some commonly used chemical substances (e.g., substances used in fireworks, fire extinguishers, “green” cleaning products) [AI, C]
B1.2
analyse, on the basis of research, applications of qualitative analysis of matter in various fields of endeavour (e.g., in law enforcement to detect drugs or identify counterfeit money; in the manufacture of food products) [IP, PR, AI, C]
B2.1
use appropriate terminology related to quali- tative analysis of matter, including, but not limited to: double displacement, precipitate, and energy level [C]
B2.2
use a table of solubility rules to write chemical equations for double displacement reactions and to write balanced net ionic equations for chemical reactions [AI, C]
B2.3
investigate precipitation reactions and flame tests, using qualitative analysis instruments, equipment, and techniques (e.g., gas discharge tubes, high-voltage electrical sources, spectro- scope, centrifuge) [PR, AI]
B2.4
conduct qualitative analyses of an unknown sample (e.g., a household or workplace chem- ical), using a flow chart and experimental procedures, including flame tests and precipita- tion reactions, to determine the presence of metal ions [PR, AI]
B2.5
identify an unknown gas sample (e.g., hydrogen, helium, neon) by observing its emis- sion spectrum and comparing it to the spectra of known gases [PR, AI]
B2.6
use a table of solubility rules to predict if a precipitate will form in a given chemical reaction, and identify the precipitate formed [AI]
B3.1
explain the relationship between the atomic number and the mass number of an element, and the difference between isotopes and radio- isotopes of an element
B3.2
describe various types of chemical reactions, including synthesis, decomposition, single dis- placement, and double displacement reactions
B3.3
explain basic procedures used in qualitative analysis of elements and compounds, including flame tests, precipitation reactions, and the ob- servation of emission spectra
B3.4
relate observations from investigations using flame tests and emission spectra to the concept of quanta of energy proposed by Neils Bohr

Key ideas

  1. Common substances — those in fireworks, fire extinguishers, green cleaning products — carry environmental risks and benefits.

  2. Key terms include double displacement, precipitate, and energy level.

  3. A balanced evaluation weighs both.

  4. Precise terms let you describe qualitative analysis.

  5. Qualitative analysis is applied in law enforcement (detecting drugs, identifying counterfeit money) and food manufacturing.

Watch out for

  • Thinking a substance is purely safe or purely harmful.
  • Confusing a precipitate with a gas.
  • Considering only one side of the judgement.

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

Unit 3 · 17 skills

Organic Chemistry

Organic Products in Everyday Life

  • Products from organic compounds

    I can identify everyday organic products and assess their benefits and hazards.

    C1.1

    Learn itPractice testActivities

  • Environmental impact of an organic product

    I can research an organic product and assess its environmental impact.

    C1.2

    Learn itPractice testActivities

Investigating Organic Compounds

The official wording · 17 outcomes
C1.1
identify various materials and products used in everyday life that are made from organic compounds (e.g., synthetic fabrics, drugs, pesticides, cosmetics, organic solvents, car parts, artificial hearts), and assess the benefits of those products for society, as well as the health hazards they pose [AI, C]
C1.2
research a useful product made from one or more organic substances (e.g., CDs, made from crude oil), and assess the environmental impact of the production, use, and disposal of the product [IP, PR, AI, C]
C2.1
use appropriate terminology related to organic chemistry, including, but not limited to: electronegativity, covalent bond, and functional group [C]
C2.2
draw Lewis structures to represent the covalent bonds in some simple organic mol- ecules (e.g., CH 4 ) [AI, C]
C2.3
build molecular models of, and create structural formulae for, some simple organic molecules (e.g., methane, butane, ethyne) [PR, AI, C]
C2.4
conduct an inquiry to determine the physical and chemical properties of some common or- ganic compounds (e.g., solubility [in polar and non-polar solvents], conductivity, odour, com- bustibility) [PR, AI]
C2.5
conduct an inquiry to demonstrate separation of a mixture of liquids by distillation [PR]
C2.6
conduct an inquiry to identify some of the products of the combustion of a hydrocarbon and an alcohol [PR, AI]
C2.7
conduct an inquiry to synthesize a common organic compound (e.g., produce an ester, make soap) [PR]
C2.8
predict the nature of a bond (e.g., non-polar covalent or polar covalent), using the electro- negativity values of atoms (e.g., H 2 , Cl 2 , O 2 , H 2 O, CH 4 ,CH 3 OH) [AI]
C3.1
describe the unique characteristics of the carbon atom in terms of covalent bonding
C3.2
identify functional group structures that define common classes of organic compounds (e.g., alkenes, alkanes, alkynes, alcohols, alde- hydes, ketones, carboxylic acids, esters, amines)
C3.3
explain the general properties (e.g., polarity, solubility in water) of molecules that contain oxygen or nitrogen
C3.4
use structural formulae to describe some simple organic chemical reactions (e.g., addition, substitution, combustion)
C3.5
explain how the physical properties of a substance affect the processes used to separate organic chemical substances (e.g., distillation of crude oil, distillation of alcohols)
C3.6
identify the first ten hydrocarbons of the alkanes, the alkenes, and the alkynes by their names and structural formulae, using International Union of Pure and Applied Chemistry (IUPAC) nomenclature for alkanes, alkenes, and alkynes
C3.7
explain the dangers associated with the use of organic solvents (e.g., dry-cleaning compounds, paint thinners, glue solvents, nail polish remover), and some general precautions related to their use

Key ideas

  1. Everyday products — synthetic fabrics, drugs, cosmetics, car parts — are made from organic compounds.

  2. Key terms include electronegativity, covalent bond, and functional group.

  3. Assessing weighs their benefits for society against the health hazards they pose.

  4. Precise terms let you describe organic compounds.

  5. Useful products such as CDs are made from organic substances like crude oil.

Watch out for

  • Thinking an everyday product has no health hazards.
  • Confusing a functional group with a whole molecule.
  • Identifying products without assessing them.

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

Unit 4 · 10 skills

Electrochemistry

Batteries, Corrosion, and the Environment

Investigating Galvanic Cells and Corrosion

The official wording · 10 outcomes
D1.1
analyse, on the basis of research, a techno- logical application that is based on the oxidation-reduction (redox) reaction that occurs in galvanic cells (e.g., in cardiac pacemakers, batteries, electroplating) [IP, PR, AI, C]
D1.2
analyse, on the basis of research, the causes of metal corrosion, and assess the environmental impact of some techniques used to protect metals from corrosion (e.g., rustproofing, painting, cathodic protection, galvanization) [IP, PR, AI, C]
D1.2
analyse, on the basis of research, the causes of metal corrosion, and assess the environmental impact of some techniques used to protect metals from corrosion (e.g., rustproofing, painting, cathodic protection, galvanization) [IP, PR, AI, C]
D2.1
use appropriate terminology related to electrochemistry, including, but not limited to: oxidation, anode, and electrolyte [C]
D2.2
build a galvanic cell and measure its voltage [PR, AI]
D2.3
analyse the processes in galvanic cells, and draw labelled diagrams of these cells to show the oxidation or reduction reaction that occurs in each of the half-cells, the direction of electron flow, the location of the electrodes, and the dir- ection of ion movement [AI, C]
D2.4
design and conduct an inquiry to determine the factors that affect rate of corrosion of a metal (e.g., stress on the metal, contact between two metals, surface oxide, the nature of the electrolyte, the nature of the metal) [IP, PR, AI]
D3.1
explain the concepts of oxidation and reduc- tion in terms of the chemical changes that occur during redox reactions
D3.2
describe the components of a galvanic cell, and explain how each component functions in a redox reaction
D3.3
describe the chemical reaction that results in the corrosion of metal

Key ideas

  1. Technologies such as cardiac pacemakers, batteries, and electroplating are based on the redox reaction in galvanic cells.

  2. Key terms include oxidation, anode, and electrolyte.

  3. Analysing means explaining how the redox reaction makes the technology work.

  4. Precise terms let you describe electrochemical cells.

  5. Metal corrosion is an electrochemical process with identifiable causes such as exposure to moisture and oxygen.

Watch out for

  • Thinking batteries work by a physical process.
  • Confusing the anode with the cathode.
  • Not connecting the technology to the redox reaction.

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

Unit 5 · 15 skills

Chemical Calculations

Chemical Calculations in Work and Health

  • Processes using chemical calculations

    I can analyse a process that requires accurate chemical calculations.

    E1.1

    Learn itPractice testActivities

  • Accuracy in medical and personal-care solutions

    I can assess why accuracy matters in medical and personal-care solutions.

    E1.2

    Learn itPractice testActivities

Investigating the Mole and Stoichiometry

The official wording · 15 outcomes
E1.1
analyse processes in the home, the workplace, or the environmental sector that require an understanding of accurate chemical calculations (e.g., baking according to a recipe; manufacturing items such as fertilizer, paint, pharmaceuticals; testing water quality in a public pool) [AI, C]
E1.2
assess, on the basis of research, the importance of quantitative accuracy in the concentration of solutions used for medical purposes or personal care (e.g., cough syrup, intravenous solutions, sunscreen) [IP, PR, AI, C]
E2.1
use appropriate terminology related to stoi- chiometry, including, but not limited to: molar mass, molar concentration, percentage yield, and Avogadro’s number [C]
E2.2
calculate the molar mass of simple compounds with the aid of the periodic table [AI]
E2.3
convert the quantity of chemicals in simple chemical reactions from number of particles to number of moles and mass, using the mole concept [AI]
E2.4
solve problems involving relationships between the following variables in a chemical reaction: quantity in moles, number of particles, atomic mass, concentration of solution, and volume of solution [AI]
E2.5
solve problems involving stoichiometric re- lationships in balanced chemical equations [AI]
E2.6
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 effective- ness of the procedure, and suggest sources of experimental error [PR, AI]
E2.7
use qualitative observations of a chemical reaction to identify the chemical changes, presence of limiting reagents, and the products occurring in a chemical reaction (e.g., aluminum reacting with copper(II) chloride solution, steel wool reacting with oxygen) [PR, AI]
E2.8
prepare aqueous solutions of given concen- trations (e.g., concentrations expressed in grams per litre or moles per litre) by dissolving a solid solute in a solvent or by diluting a concentrated solution (e.g., a stock solution) [PR, AI]
E3.1
describe the relationships between Avogadro’s number, the mole concept, and the molar mass of any given substance
E3.2
describe some possible sources of experi- mental error in an investigation of a chemical reaction, and explain how the errors would affect the percentage yield of products of the reaction
E3.3
explain the relationships between the mole concept, the values of coefficients, the number of particles, and the mass of substances in bal- anced chemical equations
E3.4
explain the concept of molar concentration of a solution, using appropriate units of measure
E3.5
explain the concept of a limiting reagent in a chemical reaction, using examples of chemical processes from everyday life (e.g., synthesis of aspirin, synthesis of ammonia)

Key ideas

  1. Many processes — baking, manufacturing fertilizer or paint, testing pool water — require accurate chemical calculations.

  2. Key terms include molar mass, molar concentration, percentage yield, and Avogadro's number.

  3. Analysing means explaining the calculations the process depends on.

  4. Precise terms let you describe chemical calculations.

  5. Solutions for medical or personal care — cough syrup, intravenous solutions, sunscreen — depend on accurate concentrations.

Watch out for

  • Thinking chemical calculations matter only in a lab.
  • Confusing molar mass with molar concentration.
  • Not connecting the process to a calculation.

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

Unit 6 · 14 skills

Chemistry in the Environment

Air, Water, and Environmental Action

  • Evaluating air and water quality efforts

    I can evaluate government initiatives and individual actions on air and water quality.

    F1.1

    Learn itPractice testActivities

  • A personal action plan

    I can propose a personal action plan to improve air and water quality.

    F1.1

    Learn itPractice testActivities

  • Importance of quantitative analysis

    I can evaluate the importance of quantitative analysis for air and water quality.

    F1.2

    Learn itPractice testActivities

Investigating Environmental Chemistry

The official wording · 14 outcomes
F1.1
evaluate, on the basis of research, the effect- iveness of government initiatives or regulations (e.g., the Great Lakes Action Plan), and the actions of individuals (e.g., use of public trans- portation), intended to improve air and water quality, and propose a personal action plan to support these efforts [IP, PR, AI, C]
F1.1
evaluate, on the basis of research, the effect- iveness of government initiatives or regulations (e.g., the Great Lakes Action Plan), and the actions of individuals (e.g., use of public trans- portation), intended to improve air and water quality, and propose a personal action plan to support these efforts [IP, PR, AI, C]
F1.2
evaluate the importance of quantitative chemical analysis in assessing air and water quality (e.g., the use of Environment Canada’s Air Quality Index to determine when smog advisories need to be issued; systems to monitor the quality of drinking water), and explain how these analyses contribute to environmental awareness and responsibility [AI, C]
F2.1
use appropriate terminology related to chemical analysis and chemistry in the environ- ment, including, but not limited to: ozone, hard water, titration, pH, ppm, and ppb [C]
F2.2
write balanced chemical equations to repre- sent the chemical reactions involved in the neutralization of acids and bases [AI, C]
F2.3
conduct an acid–base titration to determine the concentration of an acid or a base (e.g., the concentration of acetic acid in vinegar) [PR, AI]
F2.4
conduct an inquiry, using available technol- ogy (e.g., probewear) or chemical tests, to detect the presence of inorganic substances in various samples of water [PR, AI]
F3.1
identify major and minor chemical compon- ents of Earth’s atmosphere
F3.2
identify gases and particulates that are com- monly found in the atmosphere, and explain how they affect air quality (e.g., greenhouse gases, tropospheric and stratospheric ozone, carbon monoxide, chlorofluorocarbons, soot)
F3.3
state and explain the Arrhenius definition of acids and bases
F3.4
explain the difference between strong and weak acids, and between strong and weak bases, in terms of degree of ionization
F3.5
identify the gas emissions that are the major contributors to acid precipitation, and explain the steps in the formation of acid rain
F3.6
explain the difference between the concepts of strength and concentration when referring to solutions of acids and bases
F3.7
identify inorganic substances that can be found dissolved in water as a result of natural processes and human activities (e.g., hard water contains metal ions)

Key ideas

  1. Government initiatives (e.g. the Great Lakes Action Plan) and individual actions (e.g. using public transportation) aim to improve air and water quality.

  2. Key terms include ozone, hard water, titration, pH, ppm, and ppb.

  3. Evaluating weighs how effective each is.

  4. Precise terms let you describe chemistry in the environment.

  5. A personal action plan sets out concrete steps an individual can take to support air and water quality.

Watch out for

  • Thinking every initiative is effective.
  • Confusing ppm with ppb.
  • Evaluating without research.

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

Which course?

Ontario has 6 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 Ontario’s own curriculum for Chemistry, Grade 12, College Preparation.

The Ontario Curriculum, Grades 11 and 12: ScienceOntario Ministry of Education · edu.gov.on.ca · Read July 31, 2026

Textbooks

The textbooks Ontario Ministry of Education lists for Chemistry, Grade 12, College Preparation:

  • McGraw-Hill Ryerson Chemistry 12 College PreparationMcGraw-Hill Ryerson · 2014

From the Trillium List, read October 27, 2026. ontario.ca

Strands

StrandOutcomesTaught in
AScientific Investigation Skills and Career ExplorationOutcomes 2Taught in Unit 1Investigation Skills and Careers
BMatter and Qualitative AnalysisOutcomes 12Taught in Unit 2
COrganic ChemistryOutcomes 17Taught in Unit 3
DElectrochemistryOutcomes 9Taught in Unit 4
EChemical CalculationsOutcomes 15Taught in Unit 5
FChemistry in the EnvironmentOutcomes 13Taught in Unit 6

Study it in MapleMind

MapleMind teaches Chemistry, Grade 12, College Preparation 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.

Geography of Canada, Grade 9 in the MapleMind app on a tablet: its units, Unit 2 open, and the skills done so far with their starsGeography of Canada, Grade 9 in the MapleMind app on a phone: its units, Unit 2 open, and the skills done so far with their stars
Pictured: Geography of Canada, Grade 9, another Ontario course, partway through Unit 2.

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Course Companion

Your year in one workbook

A fun way to keep Chemistry, Grade 12, College Preparation organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.

Pages
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Questions about Chemistry, Grade 12, College Preparation

What is Chemistry, Grade 12, College Preparation?

Ontario’s Grade 12 science course: 6 units and 70 skills, from Investigation Skills and Careers to Chemistry in the Environment.

What units are in Chemistry, Grade 12, College Preparation?

1. Investigation Skills and Careers, 2. Matter and Qualitative Analysis, 3. Organic Chemistry, 4. Electrochemistry, 5. Chemical Calculations and 6. Chemistry in the Environment.

Is there a provincial exam for Chemistry, Grade 12, College Preparation?

No. Ontario gives no provincial exam for Chemistry, Grade 12, College Preparation.

What textbook does Chemistry, Grade 12, College Preparation use?

The textbooks Ontario Ministry of Education lists for Chemistry, Grade 12, College Preparation: McGraw-Hill Ryerson Chemistry 12 College Preparation, McGraw-Hill Ryerson.

Can MapleMind help with Chemistry, Grade 12, College Preparation?

Yes. MapleMind teaches every skill of Chemistry, Grade 12, College Preparation, 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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