Criteria / Record Comments below / R - Insufficient / Level 1 – Simplistic (at least half of the expectations are met) / Level 2 – Basic coverage and execution / Level 3 – Solid, familiar, purposeful / Level 4 – Insightful and novel
· Relation to grade 11 curriculum
· Quality of chemistry / REPRESENTING / · work not related to overall expectations of grade 11 curriculum
· chemistry inaccurate / · model(s) attempted that are incomplete or make limited use of grade 11 curriculum
· chemistry contains numerous mechanical and conceptual errors / · model(s) make obvious use of grade 11 curriculum but may lack detail
· chemistry contains some mechanical errors and few conceptual errors / · model(s) make apparent use of grade 11 curriculum in a variety of ways
· chemistry may contain few mechanical errors and insignificant conceptual errors / · model(s) make apparent use of grade 11 curriculum in a variety of ways through multiple representations
· chemistry contains negligible mechanical or conceptual errors
· Connections between strands or topics
· Relation of chemistry to the model / CONNECTING / · makes no connections between strands or topics
· chemistry does not relate to the model(s) created / · makes no or irrelevant connections between strands or topics
· chemistry relates to the model(s) but is not purposeful to a conclusion / · makes simplistic connections between strands or topics
· chemistry relates to the model(s) and is only purposeful to simple conclusions / · makes obvious, familiar connections between strands or topics
· chemistry supports the model(s) and conclusion(s) / · makes perceptive, non-standard connections between strands or topics
· chemistry supports the model(s) and conclusion(s)
· Organization of chemistry
· Use of language
· Use of symbols, labels, and conventions
· Use of chemistry vocabulary / COMMUNICATING / · no organization of chemistry
· unclear language
· symbols, labels, and conventions used incorrectly
· no use of mathematical vocabulary / · poor organization of chemistry
· language may require significant interpretation
· uses simplistic symbols, labels, and conventions
· uses common language in place of mathematical vocabulary / · presentation of chemistry apparent but requires some interpretation
· language may require interpretation
· uses mathematical symbols, labels, and conventions with minor errors
· few errors in vocabulary / · presentation of chemistry easy to follow
· clear language; may require minor interpretation
· uses mathematical symbols, labels, and conventions correctly
· appropriate use of mathematical vocabulary / · presentation of chemistry clear and easy to follow
· clear and precise language; succinct
· consistently uses mathematical symbols, labels, and conventions correctly
· efficient and convincing use of mathematical vocabulary
SCH3U Summative Task ROUGH DRAFT DUE: Friday May 22, 2015 FINAL COPY DUE: Friday, May 29, 2015
SCH3U Summative Task Spring 2015
ROUGH DRAFT DUE: Friday May 22, 2015 FINAL COPY DUE: Friday, May 29, 2015
May be completed in pairs or alone.
Overall Expectation – To create a visual presentation (poster, power point, booklet, mobile, video, t-shirt, game, 3D model etc.) of your learning in chemistry this semester with regards to an ionic salt.
Your task will cover the following expectations:
1. B1 Analyze the properties of a commonly used ionic salt and its effects on human health and the environment and propose ways to lessen its impact.
2. C2 Analyze a chemical reaction your salt is associated with and assess its impact on society and the environment.
3. D1 Analyze processes in the home, the workplace, and the environmental sector that use the salt with regards to chemical quantities and calculations.
4. F1 Analyze the effects of this salt on water pollution and on air quality and economic, social and environmental issues.
The MAIN FOCUS of the project is to consider:
1. Industrial uses of your compound. (Try to include at least three examples)
-how is the salt used in industry, reactions, products, waste management, cost
2. Common uses –if any (Try to include at least three examples i.e. home, school work products)
-how is the salt used in the home, workplace school; reactions, products, waste management, cost
3. Toxicity: does the compound have an effect on the environment (i.e. water and air pollution) and thus have a negative effect on human health?
Other Topics to cover:
Unit 1 – Matter and Chemical Bonding
Ch.1 – Atomic Structure / Ch.2 - Bonding / Ch.3 – Chemical ReactionsAtomic structure of bonding elements
Isotopes of bonding elements
Physical characteristics of bonding elements
Electron configuration of bonding elements (metal in salt)
Periodic trends of bonding elements i.e. the metal in the salt –atomic radius, ionic radius, ionization energy, electron affinity, electronegativity
Bohr Rutherford and Lewis Dot diagrams of bonding elements
Relative Atomic Mass of bonding elements and Isotopic Abundance
Flame test for bonding metal / An ionic or molecular compound
Physical properties of its representative compound
Bohr Rutherford or Lewis Structure and or structural formula of the formation of the compound
Name using classical system and/or IUPAC system
E.Ns and E.N.Ds
If covalent – shape, polarity, intermolecular forces of attraction
If ionic – existing hydrate names and formulas / Examples of as many types of reactions your compound can be involved in (synthesis, decomposition, single displacement, double displacement (neutralization), combustion
Balancing chemical reactions
Solubility in water – total and net ionic equations
*bonding elements refers to each of the individual elements found in your salt.
NaCl contains sodium, and chlorine
Unit 2 – Quantities in Chemical Reactions
An example of a calculation of Molar mass
An example of a calculation using Avogadro’s number
An example of a calculation using mass
An example of a calculation of percent composition
An example of a calculation of an Empirical and Molecular Formulas
An example of a calculation of a hydrate of your compound / An example of maintaining mole ratios using your compound
An example of a calculation predicting the mass of a product or other reactant
An example of a calculation involving limiting and excess reagents
An example of a calculation in the percentage yield of a chemical reaction
Unit 3 – Solutions and solubility
Ch. 6 – The Nature and properties of solutions / Ch. 7 – Solubility and Reactions / Ch. 8 – Acids and BasesIf your compound is soluble in water, write a net equation illustrating the dissociation
An explanation of the solubility of your compound in a polar or non-polar solvent / Create a solubility curve for your compound.
Relate the solubility of your compound to another and to the solubility of a known gas
An example of a calculation in solution stoichiometry / An example of an equation where your salt is a product of a neutralization reaction.
Unit 4 – Gases and Atmospheric Chemistry
Ch. 9 – The Gas Laws
Not applicable
List of Compounds: to choose from include but are not limited to;
*you may choose your own, but must have teacher approval before proceeding
* a suggestion is to search the internet for chemicals involved in industrial manufacturing, ground water contamination, food preservatives, laundry detergents, fertilizers or specialty drinks such as Gatorade.
Lithium Chloride
Lithium nitrate
Lithium nitride
Sodium hydrogen carbonate
Magnesium sulfate heptahydrate
Sodium hypochlorite
Ammonium hydroxide
Ammonium perchlorate
Sodium nitrite
Sodium hydroxide
Sodium nitrate
Sodium sulfite
Sodium phosphate
Sodium perchlorate
Potassium phosphate
Potassium iodide
Potassium chloride
Potassium perchlorate
Calcium chloride
Copper (II) sulfate pentahydrate
Aluminum oxide
Zinc borate
Zinc chloride
Zinc sulfate
Zinc sulfide