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The official Nova Scotia Chemistry 11 curriculum
Nova Scotia defines Chemistry 11 by strands and outcomes. MapleMind teaches the same curriculum reorganized for one-skill-at-a-time tutoring — the table shows exactly where every official strand lands, and the ministry's own wording is quoted under each unit below.
Official source Nova Scotia's official curriculumRead it on the government site — curriculum.novascotia.ca ↗| Official strand | Outcomes | Where MapleMind teaches it |
|---|---|---|
| Strand 1 | 16 | Stoichiometry |
| Strand 2 | 16 | From Structures to Properties |
| Strand 3 | 25 | Organic Chemistry |
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How MapleMind teaches Chemistry 11 — every unit, lesson, and skill
Every skill below runs as a short session: a plain-words lesson, a worked example, solving it together, then a five-question skill check that earns up to three stars. Guided Mode keeps it teaching instead of answer-handing — turning it off needs a parent's password.
Unit 1StoichiometryOfficial strand · Strand 1
The quantitative heart of chemistry: the mole, molar mass, mole-mass conversions, mole ratios from balanced equations, stoichiometric calculations, experimental design and measurement, and maximizing yield.
The mole and molar mass
- Molar mass and mole-mass conversionschem11.1.1 — Define molar mass and carry out mole-mass interconversions for pure substances.
- The mole as a scientific milestonechem11.1.2 — Explain how the mole, a major scientific milestone, changed the practice of chemistry.
Mole ratios and stoichiometric calculations
- Mole ratios from balanced equationschem11.1.3 — Identify the mole ratios of reactants and products from a balanced chemical equation.
- Equations in practical technologychem11.1.4 — Identify practical, technology-based problems where chemical equations are used.
- Predictions and hypotheses from evidencechem11.1.5 — State a prediction and a hypothesis grounded in available evidence and background information.
- Stoichiometric calculationschem11.1.6 — Perform stoichiometric calculations based on chemical equations.
Experiments, measurement, and yield
- Designing stoichiometric experimentschem11.1.7 — Design stoichiometric experiments, identifying and controlling the major variables.
- Using instruments to collect datachem11.1.8 — Use instruments effectively and accurately to collect experimental data.
- Error, precision, and accuracychem11.1.9 — Identify and explain sources of error and uncertainty using the ideas of precision and accuracy.
- Constraints and trade-offs in technologychem11.1.11 — Identify the constraints that force trade-offs during the development and improvement of technologies.
- Stoichiometric applicationschem11.1.12 — Identify various real-world applications of stoichiometry.
- Maximizing yieldchem11.1.13 — Predict how the yield of a chemical process can be maximized.
- Data supporting or refuting predictionschem11.1.14 — Explain how experimental data support or refute the hypotheses or predictions of chemical reactions.
- Science versus technology processeschem11.1.15 — Compare the processes used in science with those used in technology.
- Society's influence on science and technologychem11.1.16 — Analyze how society influences the direction of science and technology.
- Communicating stoichiometry ideaschem11.1.10 — Communicate questions, ideas, and intentions and respond to the ideas of others in a stoichiometry context.
The official wording — 16 outcomes in this unit
- chem11.1.1
define molar mass and perform mole-mass inter-conversions for pure substances
- chem11.1.2
explain how a major scientific milestone, the mole, changed chemistry
- chem11.1.3
identify mole ratios of reactants and products from balanced chemical equations
- chem11.1.4
identify practical problems that involve technology where equations were used
- chem11.1.5
state a prediction and a hypothesis based on available evidence and background information
- chem11.1.6
perform stoichiometric calculations related to chemical equations
- chem11.1.7
design stoichiometric experiments identifying and controlling major variables
- chem11.1.8
use instruments effectively and accurately for collecting data
- chem11.1.9
identify and explain sources of error and uncertainty in measurement using precision and accuracy
- chem11.1.11
identify various constraints that result in trade-offs during the development and improvement of technologies
- chem11.1.12
identify various stoichiometric applications
- chem11.1.13
predict how the yield of a particular chemical process can be maximized
- chem11.1.14
explain how data support or refute the hypotheses or prediction of chemical reactions
- chem11.1.15
compare processes used in science with those used in technology
- chem11.1.16
analyze society
- chem11.1.10
communicate questions, ideas, and intentions, and receive, interpret, understand, support, and respond to the ideas of others
Unit 2From Structures to PropertiesOfficial strand · Strand 2
How bonding explains behaviour: the properties and classification of ionic, molecular, and metallic substances; the formation of ionic, covalent, and metallic bonds; structural models; intermolecular forces; and the evolving, technology-linked nature of bonding knowledge.
Properties and classification of substances
- Integrating information from sourceschem11.2.1 — Select and integrate information from various print and electronic sources, or from several parts of one source.
- Properties of ionic, molecular, and metallic substanceschem11.2.2 — Identify and describe the characteristic properties of ionic and molecular compounds and metallic substances.
- Classifying substances by propertieschem11.2.3 — Classify ionic, molecular, and metallic substances according to their observed properties.
- Investigating consumer product claimschem11.2.4 — Identify consumer products and investigate the claims companies make about them.
Bonding, structure, and intermolecular forces
- Formation of ionic, covalent, and metallic bondschem11.2.5 — Illustrate and explain how ionic, covalent, and metallic bonds form.
- Structural model from bondschem11.2.6 — Explain the structural model of a substance in terms of the bonds that define it.
- How bonding knowledge evolveschem11.2.7 — Explain how knowledge of bonding evolves as new evidence and theories are tested and revised or replaced.
- Canadian contributions to bondingchem11.2.8 — Analyze examples of Canadian contributions to the understanding of bonding.
- Technologies developed from bondingchem11.2.9 — Analyze and describe examples where technologies were developed based on bonding knowledge.
- Limits of electronegativity classificationchem11.2.11 — Identify the limitations of categorizing bond types by electronegativity difference.
- Evidence for bond energieschem11.2.12 — Explain how experimental evidence and collected data contributed to determining bond energies.
- Bonds explaining propertieschem11.2.13 — Describe how the different bond types account for the properties of ionic, molecular, and metallic substances.
- Hydrogen bonds and van der Waals forceschem11.2.14 — Illustrate and explain hydrogen bonds and van der Waals forces.
- Research tools for bonding informationchem11.2.15 — Use library and electronic research tools to collect information about bonding.
- Displaying evidence and informationchem11.2.16 — Compile and display evidence and information in varied formats, including diagrams, flow charts, tables, and graphs.
- Risks and benefits of applying bonding knowledgechem11.2.10 — Analyze, from a variety of perspectives, the risks and benefits to society and the environment of applying bonding knowledge or a particular technology.
The official wording — 16 outcomes in this unit
- chem11.2.1
select and integrate information from various print and electronic sources or from several parts of the same source
- chem11.2.2
identify and describe the properties of ionic and molecular compounds and metallic substances
- chem11.2.3
classify ionic, molecular, and metallic substances according to their properties
- chem11.2.4
identify consumer products and investigate the claims made by companies about the products
- chem11.2.5
illustrate and explain the formation of ionic, covalent, and metallic bonds
- chem11.2.6
explain the structural model of a substance in terms of the various bonds that define it
- chem11.2.7
explain how knowledge of bonding evolves as new evidence and theories are tested and subsequently revised or replaced
- chem11.2.8
analyze examples of Canadian contributions to bonding
- chem11.2.9
analyze and describe examples where technologies were developed based on bonding
- chem11.2.11
identify limitations of categorizing bond types based on differences in electronegativity between the elements and compounds
- chem11.2.12
explain the evidence from a bonding experiment and from collected data in the development of bond energies
- chem11.2.13
describe how the different types of bonds account for the properties of ionic and molecular compounds and metallic substances
- chem11.2.14
illustrate and explain hydrogen bonds and van der Waals
- chem11.2.15
use library and electronic research tools to collect bonding information
- chem11.2.16
compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, and graphs
- chem11.2.10
analyze, from a variety of perspectives, the risks and benefits to society and the environment of applying bonding knowledge or introducing a particular technology
Unit 3Organic ChemistryOfficial strand · Strand 3
The chemistry of carbon: the diversity of organic compounds, classification into families, IUPAC nomenclature and formula writing, isomers, organic reactions, polymers, and the science-society context of organic chemistry.
Carbon, diversity, and organic families
- The uniqueness of carbonchem11.3.1 — Explain the large number and diversity of organic compounds by reference to the unique bonding of the carbon atom.
- Synthesizing organic moleculeschem11.3.2 — Explain how synthesizing organic molecules revolutionized scientific thinking.
- How organic chemistry evolvedchem11.3.3 — Explain how organic chemistry has evolved as new evidence has come to light.
- Constraints and trade-offs in organic technologychem11.3.4 — Identify the constraints that force trade-offs in developing and improving organic-chemistry technologies.
- Organic chemistry in daily lifechem11.3.5 — Provide organic-chemistry examples of how science and technology are an integral part of students' lives and community.
- Organic compounds and societychem11.3.6 — Analyze natural and technological systems to interpret and explain the influence of organic compounds on society.
Families, naming, isomers, and reactions
- Classifying organic familieschem11.3.7 — Classify organic compounds into families based on their names or structures.
- IUPAC names and formulaschem11.3.8 — Write the formula and provide the IUPAC name for a variety of organic compounds.
- Limits of IUPAC classificationchem11.3.9 — Identify the limitations of the IUPAC classification system and alternative ways to classify anomalies.
- Scientific questions vs technological problemschem11.3.10 — Distinguish scientific questions from technological problems.
- Using apparatus and materials safelychem11.3.11 — Select and use apparatus and materials safely in organic-chemistry investigations.
- Relating bonding to organic chemistrychem11.3.12 — Provide a statement describing the relationship between bonding and organic chemistry, linking data to conclusion.
- Evaluating a technology's designchem11.3.13 — Evaluate the design and function of a technology using self-identified criteria.
- Evaluating evidence and sources for biaschem11.3.14 — Identify and apply criteria, including the presence of bias, for evaluating evidence and information sources on an organic topic.
- Isomers and structural formulaschem11.3.15 — Define isomers and illustrate the structural formulas of a variety of organic isomers.
- Equations for organic reactionschem11.3.16 — Write and balance chemical equations to predict the reactions of selected organic compounds.
- Communicating organic-chemistry ideaschem11.3.20 — Communicate questions, ideas, and intentions and respond to the ideas of others in an organic-chemistry context.
Polymers and the science-society context
- Framing investigations of polymerschem11.3.17 — Define problems to facilitate the investigation of polymers.
- Designing a controlled polymer experimentchem11.3.18 — Design an experiment identifying and controlling the major variables.
- Polymerization and important polymerschem11.3.19 — Describe the processes of polymerization and identify important natural and synthetic polymers.
- Evaluating technological solutionschem11.3.21 — Describe and evaluate the design of technological solutions and how they function using scientific principles.
- Defending a position on organic chemistrychem11.3.23 — Develop, present, and defend a position or course of action on an organic-chemistry issue based on findings.
- Synthesizing information and making inferenceschem11.3.24 — Select, integrate, and synthesize information from multiple sources and make inferences from it.
- Debating research fundingchem11.3.25 — Debate the merits of funding particular scientific or technological endeavours over others.
- Risks and benefits of applying organic chemistrychem11.3.22 — Analyze, from a variety of perspectives, the risks and benefits to society and the environment of applying organic-chemistry knowledge or a particular technology.
The official wording — 25 outcomes in this unit
- chem11.3.1
explain the large number and diversity of organic compounds with reference to the unique nature of the carbon atom
- chem11.3.2
explain how synthesizing organic molecules revolutionized thinking in the scientific community
- chem11.3.3
explain how organic chemistry has evolved as new evidence has come to light
- chem11.3.4
identify various constraints that result in trade-offs during the development and improvement of technologies
- chem11.3.5
provide organic chemistry examples of how science and technology are an integral part of their lives and their community
- chem11.3.6
analyze natural and technological systems to interpret and explain the influence of organic compounds on society
- chem11.3.7
classify various organic compounds by determining to which families they belong, based on their names or structures
- chem11.3.8
write the formula and provide the IUPAC name for a variety of organic compounds
- chem11.3.9
identify limitations of the IUPAC classification system and identify alternative ways of classifying to accommodate anomalies
- chem11.3.10
distinguish between scientific questions and technological problems
- chem11.3.11
select and use apparatus and material safely
- chem11.3.12
provide a statement that describes the relationship between bonding and organic chemistry investigated in light of the link between data and the conclusion
- chem11.3.13
evaluate the design of a technology and the way it functions, on the basis of a variety of criteria that they have identified themselves
- chem11.3.14
identify and apply criteria, including the presence of bias, for evaluating evidence and sources of information on an organic topic
- chem11.3.15
define isomers and illustrate the structural formulas for a variety of organic isomers
- chem11.3.16
write and balance chemical equations to predict the reactions of selected organic compounds
- chem11.3.20
communicate questions, ideas, and intentions, and receive, interpret, understand, support, and respond to the ideas of others
- chem11.3.17
define problems to facilitate investigation of polymers
- chem11.3.18
design an experiment identifying and controlling major variables
- chem11.3.19
describe processes of polymerization and identify some important natural and synthetic polymers
- chem11.3.21
describe and evaluate the design of technological solutions and the way they function using scientific principles
- chem11.3.23
develop, present, and defend a position or course of action on organic chemistry based on findings
- chem11.3.24
select, integrate, and synthesize information from multiple sources including various print and electronic sources, and make inferences on this information
- chem11.3.25
debate the merits of funding specific scientific or technological endeavours and not others
- chem11.3.22
analyze from a variety of perspectives the risks and benefits to society and the environment of applying organic chemistry knowledge or introducing a particular technology
Printable workbook · A keepsake of the year
A Chemistry 11 workbook worth keeping
Built from the same official curriculum as this page. Before and after each skill above, your student colours in how sure they feel — so the two of you can see, on one page, what's clicking and what needs another look. It's a quiet way to follow how the year is really going.
By June it's full of their own handwriting: units worked through, confidence grown, a mid-year check-in, notes from parent-teacher night, and a certificate at the end. Less a worksheet, more a record of the year worth keeping on the shelf.
$4.99 CAD
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Common questions
Can MapleMind help me with Chemistry 11?
Yes. MapleMind's AI tutor covers all 57 skills in Nova Scotia's Chemistry 11 — you pick the exact skill, and the tutor teaches it step by step: a short lesson, a worked example, solving together, then a skill check to show it stuck.
Is MapleMind aligned to Nova Scotia's official curriculum?
Yes. Every skill in this course maps to an official outcome code from Nova Scotia's Grade 11 Science curriculum, and the ministry's own wording is quoted under each unit on this page — with the official government source linked so you can check it yourself.
What does MapleMind cost?
It's free to start — 5 tutoring chats and a practice quiz every day, no credit card. A Pro subscription ($9.99/month or $49.99/year CAD, 7-day free trial) unlocks unlimited tutoring, practice, and exam simulations.
What if I'm stuck on just one topic?
That's the point of skill-level tutoring: open Chemistry 11 in the app, tap the exact skill from the list on this page, and the tutor teaches just that — no wading through lessons you don't need.
Does MapleMind work in French or other languages?
Yes — 14 languages, including French. Both the app and the tutor's explanations switch to the language you choose.
Where can I see the official Nova Scotia curriculum for Chemistry 11?
The official source is linked on this page — Nova Scotia's official curriculum. The outline here follows it: every MapleMind skill carries its official outcome code, and the ministry's own wording is quoted under each unit.
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