Grade 11 - Chemistry 20 (2014)

Science

Attitude Outcomes

The Diversity of Matter & Chemical Bonding

Unit B: Forms of Matter: Gases

Unit C: Matter as Solutions, Acids & Bases

Unit D: Quantitative Relationships in Chemical Changes 

Interest in Science

Mutual Respect

Scientific Inquiry

Collaboration

Stewardship

Safety

Students will describe the role of modelling, evidence and theory in explaining and understanding the structure, chemical bonding and properties of ionic compounds.  

Students will describe the role of modelling, evidence and theory in explaining and understanding the structure, chemical bonding and properties of molecular substances.

Students will explain molecular behaviour, using models of the gaseous state of matter.  

Students will investigate solutions, describing their physical and chemical properties.

Students will describe acidic and basic solutions qualitatively and quantitatively.  

Students will explain how balanced chemical equations indicate the quantitative relationships between reactants and products involved in chemical changes.  

Students will use stoichiometry in quantitative analysis.  

Student will be encouraged to: show interest in science-related questions and issues and confidently pursue personal interests and career possibilities within science-related fields; e.g.

Students will be encouraged to: appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds;

Students will be encouraged to seek and apply evidence when evaluating alternative approaches to investigations, problems and issues;

Students will be encouraged to: demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment;

Students will be encouraged to: demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment;

Students will be encouraged to: show concern for safety in planning, carrying out and reviewing activities, referring to the Workplace Hazardous Materials Information System (WHMIS) and consumer product labelling information;

Specific Outcomes for Knowledge

Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)

Specific Outcomes for Skills (Nature of Science Emphasis) 

Specific Outcomes for Knowledge

Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)

Specific Outcomes for Skills (Nature of Science Emphasis)

Specific Outcomes for Knowledge

Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)

Specific Outcomes for Skills (Nature of Science Emphasis)

Specific Outcomes for Knowledge

Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis) 

Specific Outcomes for Skills (Nature of Science Emphasis)

Specific Outcomes for Knowledge 

Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis) 

Specific Outcomes for Skills (Science and Technology Emphasis) 

Specific Outcomes for Knowledge

Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)

Specific Outcomes for Skills (Science and Technology Emphasis)

Specific Outcomes for Knowledge

Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)

Specific Outcomes for Skills (Science and Technology Emphasis)

e.g. appreciate how scientific problem solving and new technologies are related

e.g.appreciate the usefulness of models and theories in helping explain the structure and behaviour of matter

e.g.investigate careers in fields such as food science, engineering, laboratory technology, environmental chemistry, agriculture, water treatment and forensic science

e.g.develop an interest in the role of chemistry in daily life

e.g.develop a questioning attitude and a desire to understand more about matter

e.g.express interest in science and technology topics not directly related to their formal studies

e.g.develop an awareness of the relationship between chemical principles and applications of chemistry

e.g.identify industrial, commercial and household processes and products and associated careers that require a knowledge of quantitative analysis. 

e.g. use a multiperspective approach, considering scientific, technological, economic, cultural, political and environmental factors when formulating conclusions, solving problems or making decisions on an STS issue

e.g. recognize that theories develop as a result of the sharing of ideas by many scientists

e.g. trace, from a historical perspective, how the observations and experimental work of many individuals led to modern understandings of matter

e.g. value traditional knowledge of common solutions and substances

e.g. research the role of chemistry in the International Space Station project

e.g. investigate how early peoples developed recipes for common foods, cleaners and remedies

e.g. recognize that the scientific approach is one of many ways of viewing the universe

e.g. recognize the contributions of various peoples and cultures in advancing understanding and applications of chemistry

e.g. recognize the research contributions of both men and women

e.g. recognize the research contributions of Canadians.

e.g. develop curiosity about the nature of chemistry

e.g. tolerate the uncertainty involved in providing explanations and theoretical definitions

e.g. appreciate the limited nature of evidence when interpreting observed phenomena

e.g. appreciate that scientific evidence is the foundation for generalizations and explanations about chemistry

e.g. value the role of precise observation and careful experimentation in learning about chemistry.

e.g. assume a variety of roles within a group, as required

e.g. accept responsibility for any task that helps the group complete an activity

e.g. evaluate the ideas of others objectively

e.g. seek the points of view of others and consider a multitude of perspectives.

e.g. evaluate, willingly, the impact of their own choices or the choices scientists make when they carry out an investigation

e.g. remain critical-minded regarding the short- and long-term consequences of human actions

e.g. consider a variety of perspectives when addressing issues, weighing scientific, technological, economic, political and ecological factors

e.g. develop an awareness that the application of technology has risks and benefits

e.g. evaluate the contributions of technological innovations to quality of life and care of the environment.

e.g. treat equipment with respect and manipulate materials carefully

e.g. value the need for safe handling and storage of chemicals

e.g. recognize the significant role that chemical researchers and the chemical industry play in identifying risks and developing guidelines for safe exposure

e.g. use minimal quantities of chemicals when performing experiments

e.g. keep the work station uncluttered, with only appropriate laboratory materials present

e.g.  assume responsibility for the safety of all those who share a common working environment

e.g. clean up after an activity and dispose of materials in a safe place according to safety guidelines.

recall principles for assigning names to ionic compounds

explain why formulas for ionic compounds refer to the simplest whole-number ratio of ions that result in a net charge of zero

define valence electron, electronegativity, ionic bond and intramolecular force

use the periodic table and electron dot diagrams to support and explain ionic bonding theory

explain how an ionic bond results from the simultaneous attraction of oppositely charged ions

explain that ionic compounds form lattices and that these structures relate to the compounds' properties; e.g., melting point, solubility, reactivity.  

explain that the goal of science is knowledge about the natural world (NS1)   • identify everyday processes and products in which ionic compounds are significant, such as in the composition of household products and foods and in life processes 

explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations (NS2)  • describe how an understanding of electronegativity contributes to knowledge of relative bond strength, melting points and boiling points of ionic compounds

explain that scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery (ST4)[ICT F2-4.4][ICT F2-4.8]  • explain how scientific research and technology interact in the production and distribution of beneficial materials, such as semiconductors, ceramics and composite materials.

Initiating and Planning:   formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues  • design an investigation to determine the properties of ionic compounds (solubility, conductivity and melting point (IP-NS2) • describe procedures for the safe handling, storage and disposal of materials used in the laboratory, with reference to WHMIS and consumer product labelling information (IP-NS4) • research the question, "Should all scientific research have a practical application?" (IP-NS1)[ICT C2-4.1] • design an experiment to explore the formation of ionic compounds (IP-NS2)

Performing and Recording:  conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information •  draw electron dot diagrams (CT-NS2) • build models of ionic solids (CT-NS2) • perform an investigation to illustrate properties of ionic compounds (PR-NS3)(PR-NS5) • use the periodic table to make predictions about bonding and nomenclature (PR-NS1)(AI-NS1)  •use model-building software to collect and integrate information on the structure of ionic crystals (PR-NS4)[ICT C6-4.4]

Analyzing and Interpreting: analyze data and apply mathematical and conceptual models to develop and assess possible solutions • analyze experimental data to determine the properties of ionic compounds (AI-NS6)[ICT C7-4.2] • use data from various sources to predict the strength of bonds between ions (PR-NS1)(AI-NS2)[ICT C6-4.1]

Communication and Teamwork: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results •  use appropriate Système international (SI) units, fundamental and derived units and significant digits (CT-NS2)* • use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate ideas, plans and results (CT-NS2)* • analyze, critically, models of ionic compounds built by others (CT-NS3)        *To be developed throughout the course.

recall principles for assigning names to molecular substances

explain why formulas for molecular substances refer to the number of atoms of each constituent element

relate electron pairing to multiple and covalent bonds

draw electron dot diagrams of atoms and molecules, writing structural formulas for molecular substances and using Lewis structures to predict bonding in simple molecules  

apply VSEPR theory to predict molecular shapes for linear, angular (V-shaped, bent), tetrahedral, trigonal pyramidal and trigonal planar molecules  

illustrate, by drawing or by building models, the structure of simple molecular substances

explain intermolecular forces, London (dispersion) forces, dipole-dipole forces and hydrogen bonding

relate properties of substances (e.g., melting and boiling points, enthalpies of fusion and vaporization) to the predicted intermolecular bonding in the substances 

determine the polarity of a molecule based on simple structural shapes and unequal charge distribution

describe bonding as a continuum ranging from complete electron transfer to equal sharing of electrons.

explain that the goal of science is knowledge about the natural world (NS1) •  identify everyday processes and products in which molecular substances are significant, such as in the composition of household products and foods and in life processes  • identify examples of processes and products in which molecular substances are significant, such as in the use of adhesives and rubber by Aboriginal peoples

explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations (NS2)  • relate chemical properties to predicted intermolecular bonding by investigating melting and boiling points

explain that scientific knowledge is subject to change as new evidence becomes apparent and as laws and theories are tested and subsequently revised, reinforced or rejected (NS4)   • explain how scientific research and technology interact in the production and distribution of beneficial materials, such as polymers, household products and solvents  • investigate how basic knowledge about the structure of matter is advanced through nanotechnology research and development.

Initiating and Planning:  formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues  •  state a hypothesis and make a prediction about the properties of molecular substances based on attractive forces; e.g., melting or boiling point, enthalpies of fusion and vaporization (IP-NS3)  •describe procedures for the safe handling, storage and disposal of materials used in the laboratory, with reference to WHMIS and consumer product labelling information (IP-NS4)

Performing and Recording:  conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information  •  build models depicting the structure of simple covalent molecules, including selected organic compounds (CT-NS2)  • carry out an investigation to determine the melting or boiling point of a molecular substance (PR-NS3)(PR-NS5)   •use a thermometer and a conductivity apparatus to collect data (PR-NS2)   •carry out an investigation to compare the physical properties of molecular substances (PR-NS3)[ICT F1-4.2]

Analyzing and Interpreting: analyze data and apply mathematical and conceptual models to develop and assess possible solutions   • graph and analyze data, for trends and patterns, on the melting and boiling points of a related series of molecular substances (AI-NS2)[ICT C7-4.2]

Communication and Teamwork:  work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results   • analyze and evaluate, objectively, models and graphs constructed by others (CT-NS3)   • research the ways that scientists develop and analyze new materials (PR-NS1)[ICT C2-4.1]

describe and compare the behaviour of real and ideal gases in terms of kinetic molecular theory

convert between the Celsius and Kelvin temperature scales 

explain the law of combining volumes

illustrate how Boyle's and Charles's laws, individually and combined, are related to the ideal gas law (PV = nRT )  • express pressure in a variety of ways, including units of kilopascals, atmospheres and millimetres of mercury  • perform calculations, based on the gas laws, under STP, SATP and other defined conditions.  

explain that science provides a conceptual and theoretical basis for predicting, interpreting and explaining natural and technological phenomena (NS5)  • describe how the development of technologies capable of precise measurements of temperature and pressure (such as thermocouples, thermistors and Bourdon gauges) led to a better understanding of gases and to the formulation of the gas laws 

explain that the goal of science is knowledge about the natural world (NS1) •  describe examples of natural phenomena and processes and products (such as breathing, diffusion, weather, hot air balloons, scuba diving equipment, automobile air bags, gas turbines and internal combustion engines) that illustrate the properties of gases.

Initiating and Planning:  formulate questions about observed relationships; plan investigations of questions, ideas, problems and issues •  state hypotheses and make predictions based on information about the pressure, temperature and volume of a gas (IP-NS3)  • describe procedures for the safe handling, storage and disposal of materials used in the laboratory, with reference to WHMIS and consumer product labelling information (IP-NS4)  • design an experiment to illustrate Boyle's and/or Charles's gas laws (IP-NS2)  • design an investigation to determine the universal gas constant (R) or absolute zero (IP-NS2)  • explore how people who are connected with the land, such as Aboriginal peoples and agricultural workers, have used plant and animal responses to changes in atmospheric pressure as indicators of changing weather (IP-NS1)

Performing and Recording:  conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information  •  perform an experiment, in which variables are identified and controlled, to illustrate gas laws (PR-NS3)(PR-NS5)[ICT C6-4.2][ICT F1-4.2]  • use thermometers, balances and other measuring devices effectively to collect data on gases (PR-NS3)[ICT F1-4.2]  • use library and electronic research tools to collect information on real and ideal gases and on applications of gases, such as hot air and weather balloons (PR-NS1)[ICT C1-4.1][ICT C1-4.2]  •perform an investigation to determine molar mass from gaseous volume (PR-NS3)(AI-NS6)[ICT C6-4.2]

Analyzing and Interpreting:  analyze data and apply mathematical and conceptual models to develop and assess possible solutions •  graph and analyze experimental data that relate pressure and temperature to gas volume (AI-NS2)  • identify the limitations of measurement (AI-NS4)  • identify a gas based on an analysis of experimental data (AI-NS2)[ICT C7-4.2]

Communication and Teamwork: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results  • communicate questions, ideas and intentions and receive, interpret, understand, support and respond to the ideas of others while collecting data on gases (CT-NS1)  • prepare a group presentation, using multimedia, to illustrate how the pressure, temperature, volume and amount of a gas determines the universal gas constant (R) (CT-NS2)[ICT P3-4.1]

recall the categories of pure substances and mixtures and explain the nature of homogeneous mixtures

provide examples from living and nonliving systems that illustrate how dissolving substances in water is often a prerequisite for chemical change

explain dissolving as an endothermic or exothermic process with respect to the breaking and forming of bonds

differentiate between electrolytes and nonelectrolytes

express concentration in various ways; i.e., moles per litre of solution, percent by mass and parts per million  

calculate, from empirical data, the concentration of solutions in moles per litre of solution and determine mass or volume from such concentrations

calculate the concentrations and/or volumes of diluted solutions and the quantities of a solution and water to use when diluting

use data and ionization/dissociation equations to calculate the concentration of ions in a solution

define solubility and identify related factors; i.e., temperature, pressure and miscibility

explain a saturated solution in terms of equilibrium; i.e., equal rates of dissolving and crystallization

describe the procedures and calculations required for preparing and diluting solutions.

explain how science and technology are developed to meet societal needs and expand human capability (SEC1)[ICT F2-4.8]  • provide examples of how solutions and solution concentrations are applied in products and processes, scientific studies and daily life

explain that science and technology have influenced, and been influenced by, historical development and societal needs (SEC2)[ICT F2-4.8]  • compare the ways in which concentrations of solutions are expressed in chemistry laboratories, household products and environmental studies

explain that scientific and technological activity may arise from, and give rise to, such personal and social values as accuracy, honesty, perseverance, tolerance, open-mindedness, critical-mindedness, creativity and curiosity (SEC5)  • explain the Responsible Care program developed by the Canadian Chemical Producers' Association

explain how science and technology have both intended and unintended consequences for humans and the environment (SEC3)[ICT F3-4.1]  • explain the significance of biomagnification in increasing the concentration of substances in an ecosystem 

explain that the appropriateness, risks and benefits of technologies need to be assessed for each potential application from a variety of perspectives, including sustainability (ST7)[ICT F2-4.2][ICT F3-4.1]   • explain the role of concentration in risk-benefit analyses for determining the safe limits of particular substances, such as pesticide residues, heavy metals, chlorinated or fluorinated compounds and pharmaceuticals

Initiating and planning: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues  •  design a procedure to identify the type of solution (IP-NS2)   • design a procedure to determine the concentration of a solution containing a solid solute (IP-NS2)   •describe procedures for the safe handling, storage and disposal of materials used in the laboratory, with reference to WHMIS and consumer product labelling information (IP-SEC3)(PR-NS5)

Performing and Recording: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information • use a conductivity apparatus to differentiate solutions (PR-NS2)[ICT C6-4.4]   • perform an experiment to determine the concentration of a solution (PR-NS3)(PR-NS5)  • use a balance and volumetric glassware to prepare solutions of specified concentrations (PR-NS2)(PR-NS5)   • perform an investigation to determine the solubility of a solute in a saturated solution (PR-ST3)(PR-NS5)[ICT C6-4.2]

Analyzing and Interpreting: analyze data and apply mathematical and conceptual models to develop and assess possible solutions  •  use experimental data to determine the concentration of a solution (AI-NS3)[ICT C6-4.1]   • evaluate the risks involved in the handling, storage and disposal of solutions commonly used in the laboratory and in the home (AI-SEC2)(PR-NS5)

Communication and Teamwork: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results  • compare personal concentration data with the data collected by other individuals or groups (CT-SEC4)   • select and use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate ideas, plans and results (CT-NS2)   • use integrated software effectively and efficiently to incorporate data, graphics and text (CT-ST2)[ICT P4-4.3]  • conduct, collectively, a risk-benefit analysis of the pollution of waterways by the release of effluents and propose a plan for reducing the impact on the ecosystem (IP-SEC3)(AI-SEC3)(CT-SEC1)[ICT F3-4.1]

recall International Union of Pure and Applied Chemistry (IUPAC) nomenclature of acids and bases

recall the empirical definitions of acidic, basic and neutral solutions determined by using indicators, pH and electrical conductivity  

calculate H3O+(aq) and OH-(aq) concentrations and the pH and pOH of acidic and basic solutions based on logarithmic expressions; i.e., pH = -log[H3O+] and pOH = -log[OH-]

use appropriate Système international (SI) units to communicate the concentration of solutions and express pH and concentration answers to the correct number of significant digits; i.e., use the number of decimal places in the pH to determine the number of significant digits of the concentration

compare magnitude changes in pH and pOH with changes in concentration for acids and bases 

explain how the use of indicators, pH paper or pH meters can be used to measure H3O+(aq)

define Arrhenius (modified) acids as substances that produce H3O+(aq) in aqueous solutions and recognize that the definition is limited

define Arrhenius (modified) bases as substances that produce OH-(aq) in aqueous solutions and recognize that the definition is limited  

define neutralization as a reaction between hydronium and hydroxide ions 

differentiate, qualitatively, between strong and weak acids and between strong and weak bases on the basis of ionization and dissociation; i.e., pH, reaction rate and electrical conductivity

identify monoprotic and polyprotic acids and bases and compare their ionization/dissociation.

explain that the goal of technology is to provide solutions to practical problems (ST1)[ICT F2-4.4] relate the concept of pH to solutions encountered in everyday life, such as pharmaceuticals, shampoo and other cleaning products, aquatic and terrestrial environments, and blood/blood products

explain that technological problems often require multiple solutions that involve different designs, materials and processes and that have both intended and unintended consequences (ST3)[ICT F3-4.1]  • provide examples of processes and products that use knowledge of acid and base chemistry (the pulp and paper industry, the petrochemical industry, food preparation and preservation, cleaning aids, sulfuric acid in car batteries, treating accidental acid or base spills using neutralization and dilution)  • explain the significance of the strength and concentration of solutions in everyday life (pharmaceuticals, chemical spills, transportation of dangerous goods, toxicity)  • identify examples in Alberta in which holistic practices used by some Aboriginal communities can be used to moderate the impact of development in industries such as the petrochemical industry.

Initiating and Planning: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues   • design an experiment to differentiate among acidic, basic and neutral solutions (IP-NS2)  • design an experiment to differentiate between weak and strong acids and between weak and strong bases (IP-NS2)   • describe procedures for the safe handling, storage and disposal of materials used in the laboratory, with reference to WHMIS and consumer product labelling information (IP-ST3)

Performing and Recording: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information   • construct a table or graph to compare pH and hydronium ion concentration, illustrating that as the hydronium ion concentration increases, the pH decreases (PR-NS4)  • use a pH meter to determine the acidity and/or alkalinity of a solution (PR-NS2)[ICT C6-4.4]

Analyzing and Interpreting: analyze data and apply mathematical and conceptual models to develop and assess possible solutions   • use indicators to determine the pH for a variety of solutions (PR-NS2)(AI-NS6)   •assess, qualitatively, the risks and benefits of producing, using and transporting acidic and basic substances, based on WHMIS and transportation of dangerous goods guidelines (AI-ST2)  

Communication and Teamwork:  work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results   • research, collectively, the relationship between sulfuric acid and industrialization (CT-SEC1)[ICT C1-4.1][ICT C2-4.1]  • evaluate technologies used to reduce emissions that lead to acid deposition (CT-SEC1)[ICT C6-4.5]

predict the product(s) of a chemical reaction based upon the reaction type

recall the balancing of chemical equations in terms of atoms, molecules and moles

contrast quantitative and qualitative analysis

write balanced ionic and net ionic equations, including identification of spectator ions, for reactions taking place in aqueous solutions

calculate the quantities of reactants and/or products involved in chemical reactions, using gravimetric, solution or gas stoichiometry.

explain that the products of technology are devices, systems and processes that meet given needs; however, these products cannot solve all problems (ST6) [ICT F2–4.4] • analyze the chemical reactions involved in various industrial and commercial processes and products that use stoichiometric and chemical principles: − production of urea − fertilizers − fuel combustion − water treatment − air bag deployment − neutralization of excess stomach acid.

Initiating and Planning: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues  • plan and predict states, products and theoretical yields for chemical reactions (IP-NS3)[ICT C6-4.1]  •design an experiment to identify an ion; e.g., precipitation, flame test (IP-NS2)  •describe procedures for the safe handling, storage and disposal of materials used in the laboratory, with reference to WHMIS and consumer product labelling information (IP-ST3)

Performing and Recording:  conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information   • translate word equations for chemical reactions into chemical equations, including states of matter for the products and reactants (CT-ST2)   • balance chemical equations for chemical reactions, using lowest whole-number coefficients (AI-ST3)

Analyzing and Interpreting: analyze data and apply mathematical and conceptual models to develop and assess possible solutions   • interpret stoichiometric ratios from chemical reaction equations (AI-ST3)   • perform calculations to determine theoretical yields (AI-NS3)[ICT C6-4.1]   • use appropriate SI notation, fundamental and derived units and significant digits when performing stoichiometric calculations

Communication and Teamwork:  work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results use integrated software effectively and efficiently to incorporate data and text (AI-NS3)(CT-ST2)[ICT P4-4.3]

explain chemical principles (i.e., conservation of mass in a chemical change), using quantitative analysis

identify limiting and excess reagents in chemical reactions

define theoretical yields and actual yields

explain the discrepancy between theoretical and actual yield  

draw and interpret titration curves, using data from titration experiments involving strong monoprotic acids and strong monoprotic bases

describe the function and choice of indicators in titrations

identify equivalence points on strong monoprotic acid-strong monoprotic base titration curves and differentiate between the indicator end point and the equivalence point.

explain that scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery (ST4)[ICT F2-4.4] describe how industries apply principles of stoichiometry to minimize waste and maximize yield 

explain how the appropriateness, risks and benefits of technologies need to be assessed for each potential application from a variety of perspectives, including sustainability (ST7)[ICT F3-4.1]   • assess the significance of specific by-products from industrial, commercial and household chemical reactions   •analyze the use of technologies, such as smokestacks and catalytic converters, to reduce emissions that are harmful to the environment, such as SO2(g) and greenhouse gases.

Initiating and Planning: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues   • design a procedure, using crystallization, filtration or titration, to determine the concentration of a solution (IP-ST2)   • describe procedures for the safe handling, storage and disposal of materials used in the laboratory, with reference to WHMIS and consumer product labelling information (IP-ST3)   • predict the approximate equivalence point for a strong monoprotic acid-strong monoprotic base titration and select an appropriate indicator (IP-NS3)(IP-NS4)

Performing and Recording: conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information   •  perform a titration to determine the concentration of an acid or a base restricted to strong monoprotic acid-strong monoprotic base combinations (PR-NS3)   • use probes and software to collect titration data (PR-NS2)[ICT C6-4.4]   • research methods used by industry to reduce emissions PR-ST1)[ICT F2-4.4]   • design a prototype of a chemical industrial plant (PR-ST2)

Analyzing and Interpreting: analyze data and apply mathematical and conceptual models to develop and assess possible solutions   • calculate theoretical and actual yield and percent yield and error, and account for discrepancies between the theoretical and actual yields (AI-NS3)(AI-NS4)[ICT C6-4.1]   • analyze and evaluate experimental data of a precipitation reaction to determine the concentration of a solution (AI-NS3)(AI-NS4)(AI-NS6)[ICT C7-4.2]   •graph and analyze titration curves for acid-base experiments restricted to strong monoprotic acid-strong monoprotic base combinations (PR-NS4)   • use appropriate SI notation, fundamental and derived units and significant digits when performing stoichiometric calculations (CT-ST2)

Communication and Teamwork: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results standardize an acidic or a basic solution and compare group results (PR-NS2) draw a flowchart for an industrial chemical process (CT-ST2) use integrated software effectively and efficiently to produce work that incorporates data, graphics and text (CT-ST2)[ICT P4-4.3]