| Curricular Competency |
Analyze cause-and-effect relationships |
Chemistry 11 |
Processing and analyzing data and information |
|
| Curricular Competency |
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence |
Chemistry 11 |
Processing and analyzing data and information |
|
| Curricular Competency |
Construct, analyze, and interpret graphs, models, and/or diagrams |
Chemistry 11 |
Processing and analyzing data and information |
|
| Curricular Competency |
Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies |
Chemistry 11 |
Processing and analyzing data and information |
|
| Curricular Competency |
Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information |
Chemistry 11 |
Processing and analyzing data and information |
|
| Curricular Competency |
Experience and interpret the local environment |
Chemistry 11 |
Processing and analyzing data and information |
|
| Curricular Competency |
Processing and analyzing data and information |
Chemistry 11 |
Processing and analyzing data and information |
| Keyword: Processing and analyzing data and information |
Elaboration: Sample opportunities to support student inquiry:How is the solubility of ions related to their position on the periodic table?What variables affect solubility, concentration (molarity), and conductivity?Construct, analyze, and interpret graphs of electronegativity, atomic radii, and ionic radii. |
|
| Curricular Competency |
Apply the concepts of accuracy and precision to experimental procedures and data:- significant figures
- uncertainty
- scientific notation
|
Chemistry 11 |
Planning and conducting |
|
| Curricular Competency |
Use appropriate SI units and appropriate equipment, including digital technologies, to systematically and accurately collect and record data |
Chemistry 11 |
Planning and conducting |
|
| Curricular Competency |
Assess risks and address ethical, cultural, and/or environmental issues associated with their proposed methods |
Chemistry 11 |
Planning and conducting |
|
| Curricular Competency |
Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative) |
Chemistry 11 |
Planning and conducting |
|
| Curricular Competency |
Planning and conducting |
Chemistry 11 |
Planning and conducting |
| Keyword: Planning and conducting |
Elaboration: Sample opportunities to support student inquiry:How do spectral lines relate to the quantum mechanical model?How would you measure negative and positive impacts of chemical reactions on human health, society or the environment in your local community?How would you safely prepare and collect a gas (e.g., collection of hydrogen from the single displacement reaction of Zn and HCl displacing water from a tube)?How could you use solution chemistry analysis techniques to investigate local water or soil samples?Demonstrate Avogadro’s hypothesis (e.g., Zn and HCl to produce a mole of H2 gas).Use a solubility chart to predict whether ions can be separated from a solution through precipitation and outline an experimental procedure that includes the compound added, precipitate formed, and method of separation.How would you estimate the uncertainty in a measurement, and how does using significant figures communicate uncertainty? |
|
| Curricular Competency |
Formulate multiple hypotheses and predict multiple outcomes |
Chemistry 11 |
Questioning and predicting |
|
| Curricular Competency |
Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world |
Chemistry 11 |
Questioning and predicting |
|
| Curricular Competency |
Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest |
Chemistry 11 |
Questioning and predicting |
|