British Columbia · Grade 11

Chemistry 11

  • CH 11

British Columbia’s Grade 11 science course, from Atoms, Bonding & the Building Blocks of Matter to Lab Numeracy: Accuracy and Precision.

Units
6
Lessons
24
Skills
24
Provincial exam
None
Official curriculum
Province of British Columbia

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 6 skills

Atoms, Bonding & the Building Blocks of Matter

The Quantum Mechanical Model & Electron Configuration

  • Quantum mechanical model and electron configuration

    I can describe the quantum mechanical model of the atom and write electron configurations using the aufbau principle.

Molecular Geometry & VSEPR Theory

  • Molecular geometry and VSEPR theory

    I can use VSEPR theory to predict the three-dimensional shape of a molecule from its Lewis structure.

Valence Electrons & Lewis Structures

  • Valence electrons and Lewis structures

    I can identify valence electrons and draw Lewis structures for atoms, ions, and simple molecules.

Predicting Bonding from Electronegativity

  • Chemical bonding based on electronegativity

    I can use electronegativity differences to classify bonds as ionic, polar covalent, or nonpolar covalent.

Molecular Polarity from Shape

  • Molecular polarity from bond dipoles and shape

    I can determine whether a molecule is polar or nonpolar from its bond dipoles and VSEPR geometry.

Bonds and Intermolecular Forces

  • Bonds and forces

    I can distinguish intramolecular bonds from intermolecular forces and relate them to physical properties.

The official wording · 6 outcomes
1.1
quantum mechanical model and electron configuration
1.2
electron configuration: molecular geometry, valence shell electron pair repulsion (VSEPR) theory
1.3
valence electrons and Lewis structures
1.4
chemical bonding based on electronegativity
1.5
Lewis structures of compounds, polarity
1.6
bonds/forces

Key ideas

  1. Electrons occupy orbitals — regions of space where an electron is likely to be found — grouped into energy levels (shells) and sublevels (ss, pp, dd, ff), not fixed circular orbits.

  2. Valence Shell Electron Pair Repulsion (VSEPR) theory: electron-pair regions (bonding pairs AND lone pairs) around a central atom repel each other and spread out as far apart as possible, giving the molecule its 3-D shape.

  3. Valence electrons are the electrons in an atom's outermost occupied energy level; for main-group elements, the number of valence electrons matches the group number (e.g. oxygen, group 16/6A, has 6).

  4. Electronegativity is how strongly an atom pulls on shared electrons; it generally increases across a period and decreases down a group on the periodic table.

  5. Each polar bond has a dipole (a direction of electron pull); whether the WHOLE molecule is polar depends on whether those bond dipoles cancel or add up, which is decided by the molecule's VSEPR shape.

Watch out for

  • Picturing electrons as tiny planets on fixed circular paths (Bohr's model) — the quantum model describes probability clouds, not orbits.
  • Forgetting to count lone pairs as electron-pair regions that also push the shape — only counting the atoms actually bonded.
  • Counting ALL of an atom's electrons as valence electrons instead of only the outermost level.

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

Unit 2 · 2 skills

Organic Chemistry & Its Applications

Classifying and Naming Organic Compounds

Applications of Organic Chemistry

The official wording · 2 outcomes
2.1
organic compounds
2.2
applications of organic chemistry

Key ideas

  1. Organic compounds are built on carbon chains or rings; the family (alkane — single bonds only, alkene — a C=C double bond, alkyne — a C≡C triple bond, alcohol — an −OH-\text{OH} group, and others) is identified by its functional group.

  2. Organic compounds are the basis of fuels (gasoline, natural gas), materials (plastics, synthetic fibres), and pharmaceuticals — each application relies on the specific properties of a functional-group family.

  3. IUPAC names encode the chain length with a root (meth-, eth-, prop-, but-…) and the family with a suffix (-ane, -ene, -yne, -ol); e.g. C3H8\text{C}_3\text{H}_8 is propane, C2H5OH\text{C}_2\text{H}_5\text{OH} is ethanol.

  4. Many communities, including First Peoples communities, have long-standing traditional practices using organic materials (medicines, agriculture, food, biotechnology) that connect traditional knowledge with modern organic chemistry.

Watch out for

  • Naming a compound by carbon count alone and ignoring the functional group (an alkane, alkene, and alcohol with the same number of carbons have very different names and properties).
  • Thinking "organic" in chemistry means "natural" or "healthy" the way it does in grocery-store marketing — in chemistry, organic simply means carbon-based.
  • Confusing single, double, and triple bonds when reading or drawing a structure — miscounting the bond changes the suffix (-ane vs -ene vs -yne).

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

Unit 3 · 2 skills

The Mole & Dimensional Analysis

The Mole: Counting by Weighing

  • The mole and Avogadro's number

    I can explain the mole as a counting unit and convert between mass, moles, and number of particles.

Dimensional Analysis

  • Dimensional analysis and the factor-label method

    I can use dimensional analysis to convert between units and solve multi-step chemistry calculations.

The official wording · 2 outcomes
3.1
the mole
3.2
dimensional analysis

Key ideas

  1. A mole is a counting number, like a dozen (12) but far larger: 6.022×10236.022 \times 10^{23} particles (Avogadro's number). One mole of any substance contains this many atoms, molecules, or formula units.

  2. A conversion factor is a fraction equal to 1 (e.g. 1000 mL1 L\frac{1000\ \text{mL}}{1\ \text{L}}); multiplying by it changes the units without changing the actual amount.

  3. Molar mass (g/mol), found from the periodic table, converts between mass and moles; Avogadro's number converts between moles and number of particles — the mole is the hub connecting both.

  4. Chain conversion factors so each unwanted unit cancels diagonally, leaving only the target unit — this works for single-step or long multi-step conversions alike.

Watch out for

  • Thinking a mole is a unit of mass rather than a counting number (a mole of lead and a mole of helium contain the SAME number of particles but very different masses).
  • Multiplying instead of dividing by a conversion factor (or flipping it upside down), so the units do not actually cancel.
  • Confusing molar mass (mass of one mole) with the mass of a single atom or molecule.

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

Unit 4 · 7 skills

Reactions & Conservation of Matter and Energy

Predicting Products and Reactants of Reactions

  • Predicting products and reactants of reactions

    I can classify chemical reactions by type and predict the products and reactants of a reaction, writing balanced equations.

Energy Changes and Enthalpy in Reactions

  • Energy changes and enthalpy in reactions

    I can classify a reaction as exothermic or endothermic and use qualitative enthalpy to describe its energy change.

Mass-Mass Stoichiometry

  • Mass-mass stoichiometry

    I can use a balanced equation and mole ratio to calculate the mass of a product from a given mass of reactant.

Gas-Volume and Molar-Quantity Stoichiometry

  • Gas-volume and molar-quantity stoichiometry

    I can extend stoichiometric calculations to number of molecules, gas volumes, and other molar quantities using the mole ratio.

Limiting and Excess Reactants

  • Limiting and excess reactants

    I can identify the limiting reactant in a reaction, calculate excess reactant remaining, and determine theoretical yield.

Local and Everyday Chemical Processes

  • Local and other chemical processes, including First Peoples practices

    I can describe local and everyday chemical processes relevant to British Columbia and daily life, including First Peoples traditional practices.

Green Chemistry

  • Green chemistry and sustainable processes

    I can describe the principles of green chemistry and evaluate their application to reduce environmental impact.

The official wording · 7 outcomes
4.1
reactions
4.2
reactions
4.3
stoichiometric calculations
4.4
stoichiometric calculations
4.5
stoichiometric calculations
4.6
local and other chemical processes
4.7
green chemistry

Key ideas

  1. The five common reaction types are synthesis (A + B → AB), decomposition (AB → A + B), single replacement (A + BC → AC + B), double replacement (AB + CD → AD + CB), and combustion (a fuel + O2\text{O}_2 → CO2\text{CO}_2 + H2O\text{H}_2\text{O}).

  2. An exothermic reaction releases energy to its surroundings (often felt as heat, surroundings warm up); an endothermic reaction absorbs energy from its surroundings (surroundings cool down).

  3. The coefficients of a balanced equation give the mole ratio between any two substances in the reaction.

  4. Any molar quantity — number of molecules (via Avogadro's number), gas volume, or another molar amount — can be found the same way mass is: convert the given quantity to moles, apply the mole ratio, then convert to the quantity you need.

  5. The limiting reactant is the one that runs out first and stops the reaction — it determines the maximum ("theoretical") amount of product that can form, no matter how much of the other (excess) reactant remains.

Watch out for

  • Changing a subscript to balance an equation (this changes the substance itself — only coefficients may change).
  • Assuming "exothermic" means the reaction itself is hot rather than that it RELEASES energy to the surroundings.
  • Trying to convert directly from mass of one substance to mass of another without going through moles first (the mole ratio only works between MOLES, not masses).

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

Unit 5 · 5 skills

Solubility & Solution Chemistry

Solubility of Molecular and Ionic Compounds

  • Solubility of molecular and ionic compounds

    I can predict and explain the solubility of molecular and ionic compounds in water, and write dissociation equations.

Molarity and Solution Concentration

  • Molarity and solution concentration

    I can calculate the molar concentration of a solution and convert between mass, moles, and concentration.

Dilution of Solutions

Concentration of Ions When Two Solutions Are Mixed

  • Concentration of ions when two solutions are mixed

    I can calculate the concentration of each ion when two ionic solutions are mixed and predict whether a precipitate forms.

Solution Analysis Techniques

  • Solution analysis techniques

    I can describe laboratory analysis techniques used to identify or quantify a substance and evaluate the reliability of results.

The official wording · 5 outcomes
5.1
solubility of molecular and ionic compounds
5.2
stoichiometric calculations in aqueous solutions
5.3
dilution effect
5.4
concentration of ions in solution when two solutions are mixed
5.5
analysis techniques

Key ideas

  1. "Like dissolves like": polar solvents (like water) dissolve polar and ionic solutes well, while nonpolar solvents dissolve nonpolar solutes well, because similar particles can form strong attractions with each other.

  2. Molar concentration, c=nVc = \dfrac{n}{V} (mol/L), relates the moles of dissolved solute to the volume of the whole solution.

  3. The dilution effect: adding solvent increases the volume but keeps the moles of solute constant, so the solution becomes less concentrated while the same amount of solute is simply more spread out.

  4. When two ionic solutions are mixed, first dissociate each compound into its ions and find the moles of each ion; each ion's moles are conserved, but they are now spread through the COMBINED total volume of both solutions.

  5. Titration measures an unknown concentration by carefully adding a solution of known concentration until the reaction is exactly complete (the equivalence point), often signalled by an indicator.

Watch out for

  • Treating "like dissolves like" as an absolute rule with no exceptions, rather than a useful general pattern based on the strength of the resulting intermolecular attractions.
  • Using the volume of solvent added instead of the total volume of the final solution when calculating concentration.
  • Thinking dilution changes the moles of solute — adding solvent changes only the concentration and volume; the moles already dissolved stay the same.

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

Unit 6 · 2 skills

Lab Numeracy: Accuracy and Precision

Significant Figures and Rounding Rules

  • Significant figures and rounding rules

    I can determine the number of significant figures in a measurement and apply rounding rules to a calculated result.

Measurement Uncertainty and Scientific Notation

  • Measurement uncertainty and scientific notation

    I can apply accuracy and precision by stating measurement uncertainty and using scientific notation.

The official wording · 2 outcomes
6.1
significant figures
6.2
Apply the concepts of accuracy and precision to experimental procedures and data: — significant figures — uncertainty — scientific notation

Key ideas

  1. Significant figures are all the digits in a measurement known with certainty plus one estimated digit; rules cover which digits count (nonzero digits always count; leading zeros never count; zeros between or trailing after a decimal point count).

  2. Uncertainty describes the range within which a measurement's true value likely falls (e.g. 12.5±0.112.5 \pm 0.1 mL), reflecting the limits of the instrument used; accuracy is closeness to the true value, precision is closeness of repeated measurements to each other.

  3. When calculating, the final answer is rounded to match the LEAST precise measurement used — multiplication/division rounds to the fewest significant figures among the inputs; addition/subtraction rounds to the fewest decimal places.

  4. Scientific notation (a×10na \times 10^n, with 1≤a<101 \le a < 10) expresses very large or very small measurements compactly and makes the number of significant figures explicit, e.g. 6.022×10236.022 \times 10^{23}.

Watch out for

  • Reporting every digit the calculator shows instead of rounding to the correct number of significant figures based on the given data.
  • Believing "accuracy" and "precision" mean the same thing, rather than accuracy being closeness to the true value and precision being consistency between repeated measurements.
  • Treating all zeros the same way regardless of position (miscounting leading vs. trailing vs. between-digit zeros).

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

The official curriculum

This page follows British Columbia’s own curriculum for Chemistry 11.

Study it in MapleMind

MapleMind teaches Chemistry 11 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.

Chemistry 11 in the MapleMind app on a tablet: its units, Unit 1 open, and the skills done so far with their starsChemistry 11 in the MapleMind app on a phone: its units, Unit 1 open, and the skills done so far with their stars
Chemistry 11 in MapleMind, partway through Unit 1.

Practise it

Course Companion

Your year in one workbook

A fun way to keep Chemistry 11 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
37
Fillable fields
1,445
Price
$4.99
See the Course Companion

Questions about Chemistry 11

What is Chemistry 11?

British Columbia’s Grade 11 science course: 6 units and 24 skills, from Atoms, Bonding & the Building Blocks of Matter to Lab Numeracy: Accuracy and Precision.

What units are in Chemistry 11?

1. Atoms, Bonding & the Building Blocks of Matter, 2. Organic Chemistry & Its Applications, 3. The Mole & Dimensional Analysis, 4. Reactions & Conservation of Matter and Energy, 5. Solubility & Solution Chemistry and 6. Lab Numeracy: Accuracy and Precision.

Is there a provincial exam for Chemistry 11?

No. British Columbia gives no provincial exam for Chemistry 11.

What textbook does Chemistry 11 use?

Each school district in British Columbia chooses its own textbooks, so ask your teacher which one your class uses.

What comes after Chemistry 11?

Biology 12, Chemistry 12 and Physics 12.

Can MapleMind help with Chemistry 11?

Yes. MapleMind teaches every skill of Chemistry 11, 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.

Get ready for Chemistry 11

Practise every skill of Chemistry 11 in MapleMind, free with daily limits.