Text: McGraw-Hill Chemistry


This course is common to all four Atlantic Provinces and is a continuation of the introduction to the principles of chemistry that was begun in Chemistry 2202. As with all science courses, the aim of this course is to develop scientific literacy. Scientific literacy is an evolving combination of the science related attitudes, skills, and knowledge students need to develop inquiry, problem-solving, and decision-making abilities; to become lifelong learners; and to maintain a sense of wonder about the world around them. To develop scientific literacy, students require diverse learning experiences which provide opportunity to explore, analyze, evaluate, synthesize, appreciate and understand the interrelationships among science, technology, society, and the environment that will affect their personal lives, their careers, and their futures.



The course is to be taught in the following sequence:


  • Unit 1: Equilibrium
  • Unit 2: Acids & Bases in Chemical Changes
  • Unit 3: Thermochemistry
  • Unit 4: Electrochemical Changes



Evaluation Guidelines:

Summative evaluation of students in Chemistry 3202 shall utilize a variety of evaluation instruments. Primarily, these are designed to test students’ basic knowledge of content, their understanding and ability to apply content, and ability to synthesize and problem solve (higher thinking skills) with respect to the content.

Summative evaluation of students in science courses must involve a variety of evaluation instruments. Midyear examinations, final examinations, and unit tests/quizzes, completed by students are traditional instruments which must be a part of any summative student evaluation scheme. As well, Performance Assessment instruments shall be used for a portion of the summative evaluation.

Unit Tests/Quizzes:

All unit tests are based on the learning outcomes of the course and the objectives. The tests include a variety of testing techniques such as multiple choice and essay items. There is at least one test after each unit and sometimes the unit can be broken into several sections for the purpose of testing if he teacher deems it necessary. Each test is designed for completion in a single class period.

Performance Assessment:

Performance assessment instruments shall be used for a portion of the summative evaluation. Examples of performance assessment instruments are assignments, written homework, science fair, class observations, science projects, laboratory reports, in-class presentation, in-class cooperative education, practical laboratory tests, observation checklist, computer assisted evaluation and teacher-student interviews, research reports, field trip reports, portfolios, etc.

Teachers can determine the performance assessment instruments used in Chemistry 3202. However, a variety of instruments shall be used to accurately assess students’ understanding of learning outcomes, with a focus on core labs and STSE topics.

Cumulative Midyear Examination:

The mid-year examination tests all course objectives to that point. The test is designed to be completed in a 2 hour time period.

Final Examination:

The provincial examination in Chemistry 3202 is composed of two parts. Part l contains 50 multiple choice questions that measure students’ achievement at all levels of cognitive learning. Part ll contains constructed response questions that measure students’ achievement only at the higher levels of cognitive learning (levels 2 and 3). Part l has a value of 50% and Part ll has a value of 50%. The evaluation instrument will contain 15-20% of core labs and STSE (Science, Technology, Society, and the Environment) content. The test is designed to be completed in a 3.0 hour time period.

Weighting of Evaluation Component:

Tests/Quizzes 20%
Performance Assessment 10%
Comprehensive Midyear Exam 20%
Final Examination 50%



  • Performance assessments in Chemistry 3202 should primarily focus on STSE and core lab outcomes (because approximately 15%-20% of the public examination contains STSE and core lab questions).
  • Student grades for the November reporting period comprised of results obtained from tests/quizzes (80%) and Performance Assessment (20%).


Table of Specifications:

A Table of Specifications is used for two main reasons. First, it guides the construction of examinations by outlining a percent value for each cognitive level and unit of study. Secondly, the total percentage for each unit directly corresponds to the suggested time for teaching that unit.

Unit Cognitive Level %
Level 1 Level 2 Level 3 Level 4
Equilibrium 5 15 5 25
Acids & Bases 6 18 6 30
Thermochemistry 5 15 5 25
Electrochemistry 4 12 4 20
Total % 20 60 20 100

The evaluation instrument will contain 15-20% of core lab and STSE (Science, Technology, Society, and the environment) content.