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Quebec · Secondary 5

Chemistry, Secondary 5

  • 551-504

Quebec’s Secondary 5 science course, from Gases to Chemical equilibrium.

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Units
4
Lessons
11
Skills
46
Provincial exam
None
Official curriculum
Progression des apprentissages au secondaire

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 11 skills

Gases

Particle behaviour and pressure of gases

  • Reactivity and uses of common gases

    I can explain why particular gases are chosen for particular uses based on how reactive they are.

    1.1

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  • Kinetic theory and the behaviour of gases

    I can use kinetic molecular theory to explain compressibility, expansion, and diffusion, and distinguish compressible from incompressible fluids.

    1.2

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  • Pressure and the factors that affect it

    I can define gas pressure at the particle level and describe qualitatively the factors that change it.

    1.3

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  • The pressure-volume relationship (qualitative)

    I can describe how the pressure of a fixed amount of gas changes as its volume changes at constant temperature.

    1.4

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  • The mole and Avogadro's number

    I can express amounts of a substance using the mole and Avogadro's number.

    1.5

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  • The individual gas laws (Boyle, Charles, Gay-Lussac)

    I can state and apply the pressure-volume, volume-temperature, and pressure-temperature relationships when the other variables are held constant.

    1.6

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  • The combined gas law

    I can apply the combined gas law p1V1/n1T1 = p2V2/n2T2 to a situation where several variables change at once.

    1.7

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  • The ideal gas law PV = nRT

    I can apply PV = nRT to relate the state variables of a gas in a single situation.

    1.8

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  • Dalton's law of partial pressures

    I can explain and calculate partial pressures in a gas mixture using Dalton's law.

    1.9

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  • Molar volume of a gas

    I can calculate and use the molar volume of a gas at STP and SATP, and apply Avogadro's hypothesis.

    1.10

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  • Finding moles of a gas from its conditions

    I can determine the number of moles of a gas from its measured pressure, volume, and temperature.

    1.11

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The official wording · 11 outcomes
1.1
Associates the use of certain gases in various applications with their chemical reactivity
1.2
Explains the macroscopic behaviour of a gas (e.g. compressibility, expansion, diffusion) using kinetic theory
1.3
Defines pressure as the force exerted by particles when they collide with a constricting surface
1.4
Describes qualitatively the relationship between the pressure and volume of a gas
1.5
Expresses a quantity of particles using Avogadro
1.6
Determines the relationship between the pressure of a gas and its volume when the temperature and number of moles of gas are kept constant
1.7
Applies the mathematical relationship between the pressure, volume, number of moles and temperature of a gas
1.8
Applies the mathematical relationship between the pressure, volume and number of moles of a gas, the ideal gas constant and the temperature of a gas (pV = nRT)
1.9
Applies the mathematical relationship between the total pressure of a mixture of gases and the partial pressures of the component gases
1.10
Calculates the molar volume of a gas at standard temperature and pressure
1.11
Determines the number of moles of a gas at a given temperature and pressure

Key ideas

  1. Inert gases (argon) resist reaction; reactive gases (acetylene, oxygen) are chosen for their chemistry.

  2. Reactivity is a chemical property, distinct from physical properties like density or phase.

  3. Review anchor: gases are matter — they have mass and volume and their particles move faster as temperature rises.

  4. Kinetic theory: gas particles are tiny relative to the space between them, in constant random motion, colliding elastically.

  5. Gases are compressible because most of their volume is empty space; liquids are effectively incompressible.

Watch out for

  • 'A gas has no mass' — a sealed flask of gas weighs measurably more than the same flask evacuated.
  • 'Unreactive means useless' — inertness is exactly why argon and nitrogen are valuable.
  • 'Gas particles fill the container because they repel each other' — they fill it through random motion, not repulsion.

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

Unit 2 · 14 skills

Energy changes in reactions

Endothermic and exothermic reactions

  • Distinguishing endothermic from exothermic reactions

    I can distinguish endothermic from exothermic reactions from perceptible signs such as temperature change.

    2.1

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  • Reading the energy term in a chemical equation

    I can classify a reaction as endo- or exothermic from where the energy term appears in the equation.

    2.2

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  • Heat and temperature

    I can describe heat as a manifestation of energy and relate it to temperature.

    2.3

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Energy diagrams and enthalpy

Types of chemical reactions

Thermochemistry and molar heat

  • Heat, mass and specific heat capacity

    I can apply Q = mc-delta-T to relate heat transferred to mass, specific heat capacity, and temperature change.

    2.12

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  • Molar heat of a reaction by calorimetry

    I can determine the molar heat of a reaction from calorimetry data.

    2.13

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  • Molar heat by Hess's Law

    I can determine the molar heat of a reaction using Hess's Law or bond enthalpies.

    2.14

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The official wording · 14 outcomes
2.1
Distinguishes an endothermic reaction from an exothermic reaction according to perceptible signs
2.2
Distinguishes an endothermic reaction from an exothermic reaction according to the position of the energy term in the chemical equation
2.3
Describes the relationship between heat and temperature
2.4
Produces an energy diagram representing the energy balance for a chemical reaction
2.5
Determines the activation energy for a reaction using its energy diagram
2.6
Explains qualitatively the enthalpy change of substances during a chemical reaction
2.7
Determines the enthalpy change of a reaction, using its energy diagram
2.8
Represents a decomposition or synthesis reaction using the particle model
2.9
Represents an oxidation reaction using the particle model
2.10
Describes the visible manifestation of precipitation (formation of a solid deposit after two aqueous solutions are mixed)
2.11
Gives examples of acid-base neutralization reactions
2.12
Applies the mathematical relationship between thermal energy, mass, specific heat capacity and temperature variation
2.13
Determines the molar heat of a reaction using a calorimeter
2.14
Determines the molar heat of a reaction using Hess

Key ideas

  1. Exothermic: releases energy to the surroundings, temperature rises.

  2. The vertical axis is energy; reactants, peak (activated complex), and products are marked.

  3. Synthesis: small units combine into a larger one (A + B -> AB).

  4. Q = mc-delta-T: heat = mass x specific heat capacity x temperature change.

  5. Endothermic: absorbs energy from the surroundings, temperature falls.

Watch out for

  • 'Endothermic reactions feel hot' — they feel cold because they draw heat in.
  • 'The peak is the product energy' — the peak is the transition state, not the products.
  • 'Synthesis and decomposition are the same because atoms rearrange' — the direction differs.

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

Unit 3 · 10 skills

Reaction rate

Concentration and stoichiometry

  • Concentration of aqueous solutions

    I can determine the concentration of a solution in g/L, percentage, ppm, or mol/L.

    3.1

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  • Stoichiometric calculations

    I can use a balanced equation to determine quantities of reactants or products in grams or moles.

    3.2

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Factors that affect reaction rate

Rate laws

The official wording · 10 outcomes
3.1
Determines the concentration of an aqueous solution (g/L, percentage, ppm, mol/L)
3.2
Determines the quantities of reactants or products using stoichiometric calculations (gram or mole)
3.3
Determines experimentally the factors that influence the reaction rate
3.4
Explains the effect of the nature of the reactants on the reaction rate
3.5
Explains the effect of the concentration of the reactants on the reaction rate
3.6
Explains the effect of the surface area of reactants on the reaction rate
3.7
Explains the effect of the temperature of the reactants on the reaction rate
3.8
Explains the effect of a catalyst on the reaction rate
3.9
Describes the relationship between the concentration of the reactants and the reaction rate using algebraic expressions
3.10
Determines the effect of a variation in the concentration of a reactant on the reaction rate, using the related algebraic expression

Key ideas

  1. Molar concentration C = n/V (mol/L); other measures include g/L, %, and ppm.

  2. Reaction rate is measured by how quickly a reactant is used up or a product forms.

  3. Rate law form: rate = k[A]^x[B]^y, where k is the rate constant and x, y are orders.

  4. Adding solute raises concentration; adding solvent (dilution) lowers it.

  5. Control variables so only one factor changes at a time.

Watch out for

  • 'Adding more water increases concentration' — dilution lowers it.
  • 'Rate is fixed for a reaction' — it depends on conditions.
  • 'Orders equal the equation coefficients' — orders are found experimentally.

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

Unit 4 · 11 skills

Chemical equilibrium

Dynamic equilibrium and Le Chatelier's principle

  • Dynamic equilibrium

    I can explain the state of dynamic equilibrium in a reversible reaction.

    4.1

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  • Effect of temperature on equilibrium

    I can explain how a temperature change shifts a system's equilibrium.

    4.2

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  • Le Chatelier's principle and predicting the shift

    I can predict the direction of an equilibrium shift after a concentration, temperature, or pressure change.

    4.3

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Ionic bonds and electrolytes

Acids, bases and equilibrium constants

The official wording · 11 outcomes
4.1
Explains qualitatively the state of dynamic equilibrium
4.2
Explains the effect of a temperature change on a system
4.3
Predicts the direction of the shift in equilibrium of a system following a change in concentration, temperature or pressure
4.4
Defines an ionic bond as a bond resulting from the gain or loss of electrons
4.5
Associates an ionic bond with an electrolytic substance
4.6
Determines the molecular formula of the salt produced by the neutralization of a given acid and a given base
4.7
Describes the pH scale (acidity, alkalinity, neutrality, increasing and decreasing values)
4.8
Writes as an algebraic expression the equilibrium constant for the dissociation of an acid or a base
4.9
Calculates the solubility product constant of a substance
4.10
Writes the water ionization constant as an algebraic expression
4.11
Applies the relationship between the pH and the molar concentration of hydronium ions

Key ideas

  1. At equilibrium the forward and reverse reactions proceed at equal rates.

  2. An ionic bond forms when one atom loses electrons and another gains them, producing oppositely charged ions.

  3. The salt combines the cation of the base with the anion of the acid.

  4. Concentrations of reactants and products stay constant but are usually NOT equal.

  5. Typically forms between a metal and a non-metal.

Watch out for

  • 'Equilibrium means equal concentrations of reactants and products' — it means equal rates.
  • 'Ionic bonds share electrons' — that is covalent; ionic bonds transfer them.
  • 'The salt is always a 1:1 formula' — balance the ion charges.

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

Which course?

Quebec has 2 science courses for Secondary 5. 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 Quebec’s own curriculum for Chemistry, Secondary 5.

ChemistryProgression des apprentissages au secondaire · quebec.ca · Read August 7, 2026

Study it in MapleMind

MapleMind teaches Chemistry, Secondary 5 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.

Mathematics, Secondary 3 in the MapleMind app on a tablet: its units, Unit 1 open, and the skills done so far with their starsMathematics, Secondary 3 in the MapleMind app on a phone: its units, Unit 1 open, and the skills done so far with their stars
Pictured: Mathematics, Secondary 3, another Quebec course, partway through Unit 1.

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Course Companion

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Questions about Chemistry, Secondary 5

What is Chemistry, Secondary 5?

Quebec’s Secondary 5 science course: 4 units and 46 skills, from Gases to Chemical equilibrium.

What units are in Chemistry, Secondary 5?

1. Gases, 2. Energy changes in reactions, 3. Reaction rate and 4. Chemical equilibrium.

Is there a provincial exam for Chemistry, Secondary 5?

No. Quebec gives no provincial exam for Chemistry, Secondary 5.

Can MapleMind help with Chemistry, Secondary 5?

Yes. MapleMind teaches every skill of Chemistry, Secondary 5, 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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