The expectations in this folder are reproduced from The Ontario Curriculum, Grades 11 and 12: Science, 2008 (revised), the university-preparation course SCH3U, published by the Ontario Ministry of Education. SCH3U occupies pages 90 to 103 of that document.
The official source
The Ontario Curriculum, Grades 11 and 12: Science, 2008 (revised)
The Ministry’s current curriculum site lists the course here: Chemistry, Grade 11, University Preparation (SCH3U)
© Queen’s Printer for Ontario, 2008. Reproduced for educational use.
Each page keeps the expectation’s official code — B2.6, D3.4, F2.5,
and so on — and every lesson, investigation, exercise set, and task in this
course links back to the codes it addresses. The codes are also tags, so every
page tagged #D3 can be gathered in one place. They are the document’s own: it
prints a code beside every overall and specific expectation.
Grade 11 chemistry is still the 2008 curriculum
This surprises people, so it is worth stating plainly. Ontario replaced the Grade 9 science course in 2022 — the de-streamed SNC1W — and left Grades 10 through 12 alone. The 2022 document says so itself:
Educators should be aware that, with the exception of the Grade 9 Science course, 2022 (SNC1W), the 2008 Science curriculum for Grade 10 and the 2008 Science curriculum for Grades 11–12 remain in effect.
Unlike the Grade 10 course, nothing here is out of date as a result. The prerequisite printed in 2008 — Science, Grade 10, Academic — is still the prerequisite the Ministry publishes today, because de-streaming rewrote the Grade 10 prerequisites only.
What the abbreviations in square brackets mean
Most expectations in strands B through F end with something like [PR, AI, C].
Those are printed in the document, and they point back at Strand A. The
document’s own footnote explains them:
* The abbreviation(s) for the broad area(s) of investigation skills – IP, PR, AI, and/or C – are provided in square brackets at the end of the expectations in strands B–F to which the particular area(s) relate.
| Code | The skill area |
|---|---|
| IP | Initiating and planning |
| PR | Performing and recording |
| AI | Analysing and interpreting |
| C | Communicating |
That is why Strand A is never taught as a unit of its own here. It runs through
every investigation you do — the brackets show which part of it each piece of
work exercises. Expectations in the “Understanding Basic Concepts” groups
(B3, C3, D3, E3, F3) carry no brackets, and neither do Strand A’s own
expectations. That is how the document prints them.
Strand A also uses a different opening: Throughout this course, students will, rather than By the end of this course, students will. That difference is the document’s, and it is deliberate — investigation skills are not something you finish.
Two things the document does that these pages do not
Sample issues and sample questions. Beside ten of the expectations the printed document sets a Sample issue and a list of Sample questions — material written to give teachers a starting point. They are planning support rather than expectation wording, so they are not reproduced here. If you want them, they are in the source document at the page range given above.
Chemical formulas are typeset. The document sets its handful of formulas with real subscripts, and so do these pages: , , , . There are only six such formulas in the entire course — this document describes chemistry in words far more than it writes it in symbols, which is worth knowing before you go looking for equations that are not there.
Why the codes matter more than they look
A code is a shared address. When you ask “why are we doing this?”, the answer is a link. When a department writes a course outline, or a teacher takes over a class partway through the semester, the codes are what make one person’s planning legible to another.