Courses

Manitoba · Grade 11

Chemistry, Grade 11

  • 30S

Manitoba’s Grade 11 science course, from Topic 1: Physical Properties of Matter to Topic 5: Organic Chemistry.

Learn thisPractice test
Units
5
Lessons
14
Skills
76
Provincial exam
None
Official curriculum
Manitoba Education

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 8 skills

Topic 1: Physical Properties of Matter

States of Matter and the Kinetic Molecular Theory

The official wording · 8 outcomes
1.1
Describe the properties of gases, liquids, solids, and plasma. Include: density, compressibility, diffusion
1.2
Use the Kinetic Molecular Theory to explain properties of gases. Include: random motion, intermolecular forces, elastic collisions, average kinetic energy, temperature
1.3
Explain the properties of liquids and solids using the Kinetic Molecular Theory.
1.4
Explain the process of melting, solidification, sublimation, and deposition in terms of the Kinetic Molecular Theory. Include: freezing point, exothermic, endothermic
1.5
Use the Kinetic Molecular Theory to explain the processes of evaporation and condensation. Include: intermolecular forces, random motion, volatility, dynamic equilibrium
1.6
Operationally define vapour pressure in terms of observable and measurable properties.
1.7
Operationally define normal boiling point temperature in terms of vapour pressure.
1.8
Interpolate and extrapolate the vapour pressure and boiling temperature of various substances from pressure versus temperature graphs.

Key ideas

  1. The four states of matter — gas, liquid, solid, and plasma — differ in density, compressibility, and diffusion.

  2. Gases have low density and are highly compressible; solids are dense and nearly incompressible; plasma is an ionized gas.

  3. Gas particles are in constant random motion, are far apart with negligible intermolecular forces, and collide elastically.

  4. Temperature is a measure of the average kinetic energy of the particles.

  5. In liquids the particles are close but can slide past one another, giving a definite volume but no fixed shape.

Watch out for

  • Thinking all states diffuse at the same rate.
  • Believing plasma is just a very hot gas with no distinct properties.
  • Confusing the speed of one particle with the average kinetic energy of all of them.

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

Unit 2 · 9 skills

Topic 2: Gases and the Atmosphere

The Atmosphere and Measuring Pressure

The Gas Laws

The official wording · 9 outcomes
2.1
Identify the abundances of the naturally occurring gases in the atmosphere and examine how these abundances have changed over geologic time. Include: oxygenation of Earth’s atmosphere, the role of biota in oxygenation, changes in carbon dioxide content over time
2.2
Research Canadian and global initiatives to improve air quality.
2.3
Examine the historical development of the measurement of pressure. Examples: the contributions of Galileo Galilei, Evangelista Torricelli, Otto von Guericke, Blaise Pascal, Christiaan Huygens, John Dalton, Joseph Louis Gay-Lussac, Amadeo Avogadro…
2.4
Describe the various units used to measure pressure. Include: atmospheres (atm), kilopascals (kPa), millimetres of mercury (mmHg), millibars (mb)
2.5
Experiment to develop the relationship between the pressure and volume of a gas using visual, numeric, and graphical representations. Include: historical contributions of Robert Boyle
2.6
Experiment to develop the relationship between the volume and temperature of a gas using visual, numeric, and graphical representations. Include: historical contributions of Jacques Charles, the determination of absolute zero, the Kelvin temperature scale
2.7
Experiment to develop the relationship between the pressure and temperature of a gas using visual, numeric, and graphical representations. Include: historical contributions of Joseph Louis Gay-Lussac
2.8
Solve quantitative problems involving the relationships among the pressure, temperature, and volume of a gas using dimensional analysis. Include: symbolic relationships
2.9
Identify various industrial, environmental, and recreational applications of gases. Examples: self-contained underwater breathing apparatus (scuba), anaesthetics, air bags, acetylene welding, propane appliances, hyperbaric chambers…

Key ideas

  1. Today's atmosphere is about 78% nitrogen and 21% oxygen, with trace gases including carbon dioxide.

  2. At constant temperature, the pressure of a gas is inversely proportional to its volume: P₁V₁ = P₂V₂ (Boyle's Law).

  3. Early Earth had little free oxygen; photosynthetic biota oxygenated the atmosphere and changed carbon dioxide content over geologic time.

  4. Robert Boyle established this relationship experimentally; a P-versus-V graph is a curve, and P-versus-1/V is a straight line.

  5. Air quality is affected by pollutants such as sulfur oxides, nitrogen oxides, and particulates.

Watch out for

  • Thinking oxygen has always been the main atmospheric gas.
  • Thinking pressure and volume are directly proportional.
  • Confusing the abundances of nitrogen and oxygen.

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

Unit 3 · 16 skills

Topic 3: Chemical Reactions

Atomic Mass and Naming Compounds

Balancing and Predicting Reactions

The Mole and Molar Mass

Stoichiometry

The official wording · 16 outcomes
3.1
Determine average atomic mass using isotopes and their relative abundance. Include: atomic mass unit (amu)
3.2
Research the importance and applications of isotopes. Examples: nuclear medicine, stable isotopes in climatology, dating techniques…
3.3
Write formulas and names for polyatomic compounds using International Union of Pure and Applied Chemistry (IUPAC) nomenclature.
3.4
Calculate the mass of compounds in atomic mass units.
3.5
Write and classify balanced chemical equations from written descriptions of reactions. Include: polyatomic ions
3.6
Predict the products of chemical reactions, given the reactants and type of reaction. Include: polyatomic ions
3.7
Describe the concept of the mole and its importance to measurement in chemistry.
3.8
Calculate the molar mass of various substances.
3.9
Calculate the volume of a given mass of a gaseous substance from its density at a given temperature and pressure. Include: molar volume calculation
3.10
Solve problems requiring interconversions between moles, mass, volume, and number of particles.
3.11
Determine empirical and molecular formulas from percent composition or mass data.
3.12
Interpret a balanced equation in terms of moles, mass, and volumes of gases.
3.13
Solve stoichiometric problems involving moles, mass, and volume, given the reactants and products in a balanced chemical reaction. Include: heat of reaction problems
3.14
Identify the limiting reactant and calculate the mass of a product, given the reaction equation and reactant data.
3.15
Perform a lab involving mass-mass or mass-volume relations, identifying the limiting reactant and calculating the mole ratio. Include: theoretical yield, experimental yield
3.16
Discuss the importance of stoichiometry in industry and describe specific applications. Examples: analytical chemistry, chemical engineering, industrial chemistry…

Key ideas

  1. Isotopes of an element have the same number of protons but different masses.

  2. A balanced equation has equal atoms of each element on both sides, satisfying conservation of mass.

  3. A mole is 6.02 x 10²³ particles (Avogadro's number) — a fixed count of atoms, molecules, or ions.

  4. Coefficients in a balanced equation give the mole ratio of reactants and products.

  5. Average atomic mass (in amu) is the weighted mean: sum of each isotope's mass times its fractional abundance.

Watch out for

  • Taking a plain average instead of weighting by abundance.
  • Changing subscripts instead of coefficients to balance.
  • Thinking a mole is a mass or a volume rather than a count.

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

Unit 4 · 19 skills

Topic 4: Solutions

Water and the Dissolving Process

Solubility and Saturation

Colligative Properties

Concentration and Dilution

The official wording · 19 outcomes
4.1
Describe and give examples of various types of solutions. Include: all nine possible types
4.2
Describe the structure of water in terms of electronegativity and the polarity of its chemical bonds.
4.3
Explain the solution process of simple ionic and covalent compounds, using visual, particulate representations and chemical equations. Include: crystal structure, dissociation, hydration
4.4
Explain heat of solution with reference to specific applications. Examples: cold packs, hot packs…
4.5
Perform a lab to illustrate the formation of solutions in terms of the polar and non-polar nature of substances. Include: soluble, insoluble, miscible, immiscible
4.6
Construct, from experimental data, a solubility curve of a pure substance in water.
4.7
Differentiate among saturated, unsaturated, and supersaturated solutions.
4.8
Use a graph of solubility data to solve problems.
4.9
Explain how a change in temperature affects the solubility of gases.
4.10
Explain how a change in pressure affects the solubility of gases.
4.11
Perform a lab to demonstrate freezing-point depression and boiling-point elevation.
4.12
Explain freezing-point depression and boiling-point elevation at the molecular level. Examples: antifreeze, road salt…
4.13
Differentiate among, and give examples of, the use of various representations of concentration. Include: grams per litre (g/L), % weight-weight (% w/w), % weight-volume (% w/v), % volume/volume (% v/v), parts per million (ppm), parts per billion (ppb), moles per litre (mol/L) (molarity)
4.14
Solve problems involving calculation for concentration, moles, mass, and volume.
4.15
Prepare a solution, given the amount of solute (in grams) and the volume of solution (in millilitres), and determine the concentration in moles/litre.
4.16
Solve problems involving the dilution of solutions. Include: dilution of stock solutions, mixing common solutions with different volumes and concentrations
4.17
Perform a dilution from a solution of known concentration.
4.18
Describe examples of situations where solutions of known concentration are important. Examples: pharmaceutical preparations, administration of drugs, aquaria, swimming- pool disinfectants, gas mixes for scuba, radiator antifreeze…
4.19
Describe the process of treating a water supply, identifying the allowable concentrations of metallic and organic species in water suitable for consumption.

Key ideas

  1. A solution is a homogeneous mixture of a solute in a solvent; solute and solvent can each be gas, liquid, or solid.

  2. A solubility curve plots the maximum mass of solute that dissolves per 100 g of water against temperature.

  3. Adding a solute lowers a solvent's freezing point and raises its boiling point.

  4. Concentration can be expressed as grams per litre, percent (w/w, w/v, v/v), parts per million or billion, or moles per litre (molarity).

  5. This gives nine possible types — for example gas-in-liquid (soda), solid-in-liquid (salt water), and solid-in-solid (alloys).

Watch out for

  • Thinking solutions must always be liquid.
  • Connecting points with straight segments instead of a smooth curve.
  • Expecting the freezing point to rise when solute is added.

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

Unit 5 · 24 skills

Topic 5: Organic Chemistry

Carbon and the Hydrocarbon Families

Aromatics, Alcohols, Acids, and Esters

Polymers and Society

The official wording · 24 outcomes
5.1
Compare and contrast inorganic and organic chemistry. Include: the contributions of Friedrich Wöhler to the overturn of vitalism
5.2
Identify the origins and major sources of hydrocarbons and other organic compounds. Include: natural and synthetic sources
5.3
Describe the structural characteristics of carbon. Include: bonding characteristics of the carbon atom in hydrocarbons (single, double, triple bonds)
5.4
Compare and contrast the molecular structures of alkanes, alkenes, and alkynes. Include: trends in melting points and boiling points of alkanes only
5.5
Name, draw, and construct structural models of the first 10 alkanes. Include: IUPAC nomenclature, structural formulas, condensed structural formulas, molecular formulas, general formula Cn H(2n+2)
5.6
Name, draw, and construct structural models of branched alkanes. Include: six-carbon parent chain, methyl and ethyl substituent groups, IUPAC nomenclature
5.7
Name, draw, and construct structural models of isomers for alkanes up to six-carbon atoms. Include: condensed structural formulas
5.8
Outline the transformation of alkanes to alkenes and vice versa. Include: dehydrogenation/hydrogenation, molecular models
5.9
Name, draw, and construct molecular models of alkenes and branched alkenes. Include: six-carbon parent chain, methyl and ethyl substituent groups, IUPAC nomenclature, structural formulas, condensed structural formulas, molecular formulas, general formula Cn H2n
5.10
Differentiate between saturated and unsaturated hydrocarbons.
5.11
Outline the transformation of alkenes to alkynes and vice versa. Include: dehydrogenation/hydrogenation, molecular models
5.12
Name, draw, and construct structural models of alkynes and branched alkynes. Include: six-carbon parent chain, methyl and ethyl substituent groups, IUPAC nomenclature, structural formulas, condensed structural formulas, molecular formulas, general formula Cn H2n-2
5.13
Compare and contrast the structure of aromatic and aliphatic hydrocarbons. Include: molecular models, condensed structural formulas
5.14
Describe uses of aromatic hydrocarbons. Examples: polychlorinated biphenyls, caffeine, steroids, organic solvents (toluene, xylene)…
5.15
Write condensed structural formulas for and name common alcohols. Include: maximum of six-carbon parent chain, IUPAC nomenclature
5.16
Describe uses of methyl, ethyl, and isopropyl alcohols.
5.17
Write condensed structural formulas for and name organic acids. Include: maximum of six-carbon parent chain, IUPAC nomenclature
5.18
Describe uses or functions of common organic acids. Examples: acetic, ascorbic, citric, formic, acetylsalicylic (ASA), lactic…
5.19
Perform a lab involving the formation of esters, and examine the process of esterification.
5.20
Write condensed structural formulas for and name esters. Include: up to 6-C alcohols and 6-C organic acids, IUPAC nomenclature
5.21
Describe uses of common esters. Examples: pheromones, artificial flavourings…
5.22
Describe the process of polymerization and identify important natural and synthetic polymers. Examples: polyethylene, polypropylene, polystyrene, polytetrafluoroethylene (Teflon®)…
5.23
Describe how the products of organic chemistry have influenced quality of life. Examples: synthetic rubber, nylon, medicines, polytetrafluoroethylene (Teflon®)…
5.24
Use the decision-making process to investigate an issue related to organic chemistry. Examples: gasohol production, alternative energy sources, recycling of plastics…

Key ideas

  1. Organic chemistry is the chemistry of carbon compounds; inorganic chemistry covers the rest.

  2. Aliphatic hydrocarbons have straight or branched chains; aromatic hydrocarbons contain a stable benzene ring.

  3. Polymerization links many small monomers into a long-chain polymer.

  4. Wöhler's synthesis of urea from inorganic material overturned vitalism, the idea that organic compounds need a 'life force'.

  5. The benzene ring's delocalized electrons give aromatics distinctive stability.

Watch out for

  • Thinking organic means 'living' only.
  • Thinking every ring structure is aromatic.
  • Thinking a polymer is a single small molecule.

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

Which course?

Manitoba has 4 science courses for Grade 11. 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 Manitoba’s own curriculum for Chemistry, Grade 11.

Grade 11 Chemistry: A Foundation for ImplementationManitoba Education · edu.gov.mb.ca · Read August 1, 2026

Study it in MapleMind

MapleMind teaches Chemistry, Grade 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.

Grade 9 Mathematics (10F) in the MapleMind app on a tablet: its units, Unit 2 open, and the skills done so far with their starsGrade 9 Mathematics (10F) in the MapleMind app on a phone: its units, Unit 2 open, and the skills done so far with their stars
Pictured: Grade 9 Mathematics (10F), another Manitoba course, partway through Unit 2.

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Course Companion

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Questions about Chemistry, Grade 11

What is Chemistry, Grade 11?

Manitoba’s Grade 11 science course: 5 units and 76 skills, from Topic 1: Physical Properties of Matter to Topic 5: Organic Chemistry.

What units are in Chemistry, Grade 11?

1. Topic 1: Physical Properties of Matter, 2. Topic 2: Gases and the Atmosphere, 3. Topic 3: Chemical Reactions, 4. Topic 4: Solutions and 5. Topic 5: Organic Chemistry.

Is there a provincial exam for Chemistry, Grade 11?

No. Manitoba gives no provincial exam for Chemistry, Grade 11.

What comes after Chemistry, Grade 11?

Biology, Grade 12 (Biology 40S), Chemistry, Grade 12 and Physics, Grade 12.

Can MapleMind help with Chemistry, Grade 11?

Yes. MapleMind teaches every skill of Chemistry, Grade 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.

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