Grade 11 · Week 29 · U8
Essential question: What do competing acid–base models explain?
Different substances change indicator behavior in repeatable ways.
Build an initial model and explanation for: What do competing acid–base models explain?
Record observations, questions, an initial model, and one claim that could be tested. Use these concepts where relevant: acid; base; proton donor/acceptor; conjugate pair; amphoteric.
Study and explain the week's core ideas: acid; base; proton donor/acceptor; conjugate pair; amphoteric
Open acid–base text.
Revise Monday's model. Add two evidence-backed annotations and explain one limitation or uncertainty.
Classify acid/base reactions and simple concentration relations.
Show units, setup, calculation or graph reasoning, then write what the quantitative evidence can and cannot establish about: What do competing acid–base models explain?
Use virtual indicators or teacher-supervised food-safe indicator only; never mix cleaners.
Use the course safety charter. If supervision, facilities, materials, or conditions are not appropriate, use the supplied-data/simulation alternative rather than improvising hazardous procedures.
Record variables or design constraints, procedure/model, observations/data, and one revision you would make after reviewing the evidence.
Answer the essential question: What do competing acid–base models explain?
Submit a claim, at least two specific pieces of evidence, reasoning that connects them, one limitation/counterclaim, and a correction note for any essential concept below 80%.
Select one artifact from this week and explain why it is trustworthy evidence of growth.