Chemistry 11

Molar mass and mole-mass conversions

I can define molar mass and convert between grams and moles for any pure substance using n = m / M.

The mole as a scientific milestone

I can explain how the mole concept transformed chemistry from qualitative description to quantitative prediction.

Mole ratios from balanced equations

I can read the coefficients of a balanced equation as mole ratios between reactants and products.

Equations in practical technology

I can identify real technological problems that depend on chemical equations and stoichiometry.

Predictions and hypotheses from evidence

I can distinguish a prediction from a hypothesis and state each based on evidence and prior knowledge.

Stoichiometric calculations

I can carry out a full mass-to-mass stoichiometric calculation using the mole-ratio bridge.

Designing stoichiometric experiments

I can design a stoichiometric experiment that identifies and controls the major variables.

Using instruments to collect data

I can select and use laboratory instruments correctly to collect accurate quantitative data.

Error, precision, and accuracy

I can distinguish precision from accuracy and identify sources of error in a measurement.

Constraints and trade-offs in technology

I can identify the constraints — cost, safety, efficiency, environment — that force trade-offs in developing a chemical technology.

Stoichiometric applications

I can identify diverse real-world applications where stoichiometry is essential.

Maximizing yield

I can predict how to maximize the yield of a reaction and distinguish theoretical from actual yield.

Data supporting or refuting predictions

I can judge whether experimental data support or refute a chemical prediction, accounting for error.

Science versus technology processes

I can compare the processes of science (understanding nature) and technology (solving problems).

Society's influence on science and technology

I can analyze how society's needs, values, and funding shape which science and technology get pursued.

Communicating stoichiometry ideas

I can clearly communicate stoichiometry questions and reasoning and respond constructively to others in group problem-solving.

Integrating information from sources

I can select credible sources and integrate information from several of them into a coherent chemistry summary.

Properties of ionic, molecular, and metallic substances

I can describe the characteristic physical properties of ionic, molecular, and metallic substances.

Classifying substances by properties

I can classify an unknown substance as ionic, molecular, or metallic from its observed properties.

Investigating consumer product claims

I can investigate a company's chemical claim about a consumer product and judge it against evidence.

Formation of ionic, covalent, and metallic bonds

I can illustrate and explain the electron behaviour behind ionic, covalent, and metallic bond formation.

Structural model from bonds

I can explain a substance's structural model — lattice, molecule, or metallic lattice — from its bonding.

How bonding knowledge evolves

I can explain how bonding models were revised as new evidence emerged, showing that scientific models are provisional.

Canadian contributions to bonding

I can analyze Canadian contributions to bonding chemistry and their impact on the field.

Technologies developed from bonding

I can describe technologies made possible by understanding bonding and explain the connection.

Limits of electronegativity classification

I can use electronegativity difference to predict bond type and identify where the classification breaks down.

Evidence for bond energies

I can explain what bond energy is and how experimental data are used to determine it.

Bonds explaining properties

I can explain each characteristic property of a substance class in terms of its bonding.

Hydrogen bonds and van der Waals forces

I can illustrate and explain hydrogen bonding and van der Waals forces and their effect on physical properties.

Research tools for bonding information

I can use library and electronic research tools effectively to collect reliable bonding information.

Displaying evidence and information

I can compile chemical evidence and present it in the most suitable format — table, graph, diagram, or flow chart.

Risks and benefits of applying bonding knowledge

I can analyze the risks and benefits of a bonding-based technology from societal and environmental perspectives.

The uniqueness of carbon

I can explain how carbon's bonding properties account for the enormous diversity of organic compounds.

Synthesizing organic molecules

I can explain how the laboratory synthesis of organic molecules overturned the idea that they required a 'vital force.'.

How organic chemistry evolved

I can explain how organic chemistry advanced as new evidence and techniques emerged.

Constraints and trade-offs in organic technology

I can identify the constraints and trade-offs in developing organic-chemistry technologies such as plastics and pharmaceuticals.

Organic chemistry in daily life

I can give organic-chemistry examples that show science and technology are woven into everyday life.

Organic compounds and society

I can analyze how organic compounds influence society through natural and technological systems.

Classifying organic families

I can classify an organic compound into its family by recognizing its functional group.

IUPAC names and formulas

I can write the IUPAC name from a structure and draw the structure from an IUPAC name.

Limits of IUPAC classification

I can identify where IUPAC naming becomes cumbersome and where common or alternative names are still used.

Scientific questions vs technological problems

I can distinguish a scientific question from a technological problem in an organic-chemistry context.

Using apparatus and materials safely

I can select and use laboratory apparatus and organic materials safely, following correct procedures.

Relating bonding to organic chemistry

I can state, from evidence, how bonding governs the structure and reactivity in organic chemistry.

Evaluating a technology's design

I can define my own criteria and use them to evaluate the design and function of an organic-chemistry technology.

Evaluating evidence and sources for bias

I can apply criteria including bias to evaluate the credibility of evidence and sources on an organic-chemistry topic.

Isomers and structural formulas

I can define isomers and draw the structural formulas of isomers with the same molecular formula.

Equations for organic reactions

I can write and balance equations for common organic reactions such as combustion and substitution.

Communicating organic-chemistry ideas

I can clearly communicate organic-chemistry questions and ideas and constructively respond to others' contributions.

Framing investigations of polymers

I can frame a clear, investigable problem about a polymer's properties or synthesis.

Designing a controlled polymer experiment

I can design a controlled experiment to investigate a polymer, identifying and controlling the major variables.

Polymerization and important polymers

I can describe how monomers join into polymers and identify key natural and synthetic polymers.

Evaluating technological solutions

I can describe and evaluate an organic-chemistry technological solution using the scientific principles behind it.

Defending a position on organic chemistry

I can develop and defend an evidence-based position on an organic-chemistry issue such as plastic use.

Synthesizing information and making inferences

I can synthesize information from multiple sources and draw supported inferences from it.

Debating research funding

I can debate the merits of funding one organic-chemistry endeavour over another using evidence and multiple perspectives.

Risks and benefits of applying organic chemistry

I can analyze the risks and benefits of an organic-chemistry technology from societal and environmental perspectives.