Name:______

Date Due:______

Curricular Big Ideas

Chemistry

  • Elements and compounds have specific physical and chemical properties thatdetermine their practical uses.
  • The use of elements and compounds has both positive and negative effects on societyand the environment.

Task

  • Complete a lab in which you analyze physical and chemical properties of common substances.
  • Complete cited research discussion questions that assess hazards, social, environmental, and economic impacts associated with common elements or compounds.

Requirements

LAB – use p. 160 in your text as a guide

  • Title – be clear, specific and include more detail than you probably think you should.
  • Purpose– as per questions in the textbook (p. 160).
  • Materials – list all items used.
  • Procedure – step by step, alpha or numeric list, of what you did. Passive past tense.
  • Observations – Tables & Graphs

DISCUSSION QUESTIONS– answer questions 1-5 below and answer one question from each of Expectations 1 and 2.

  1. What was the greatest challenge you encountered when completing this project? How did you overcome it?
  2. What did you enjoy/dislike about this project? Why?
  3. If you were to do this project again, what is one thing you would change? Why?
  4. Identify and describe a variety of careers related to one of the topics you have explored in expectation 1 or 2 below.
  5. Describe the contributions of scientists, including Canadians, in relation to one of the topics you have explored in expectation 1 or 2 below.

Expectation 1 - Assess the usefulness of and/or the hazards associated with common elements or compounds in terms of their physical and chemical properties

  • Polyethylene is a versatile, flexible, and durable compound that is used in a range of products, including toys, plastic bottles, bulletproof vests, and plastic bags. However, its durability poses problems for the environment because products made from polyethylene are not biodegradable. Should polyethylene be used?
  • What properties of diamonds make them useful in a variety of applications?
  • What property of DDT allows it to continue to accumulate in the fatty tissue of mammals despite its ban by the Canadian government in the 1980s?
  • How do the chemical properties of peroxide make it suitable for use in hair dye? What are the hazards associated with this use?
  • ANOTHER TOPIC OF CHOICE (ASK TEACHER)

Expectation 2 - Assess social, environmental, and economic impacts of the use of common elements or compounds

  • Road salt makes winter driving safer, decreasing medical and insurance costsassociated with motor vehicle accidents. But the compounds in road salt damage roads and vehicles, pollute water systems, and harm animals and vegetation. Should road salt be used?
  • How has the presence of mercury in water bodies in Northern Ontario affected the environment and the lives ofAboriginal people?
  • How does the widespread use of agricultural chemicals in Canada or elsewhere affect the economy, society, and the environment?
  • What are the economic benefits and environmental costs of diamond mining for Northern Canadian communities?
  • What are the social benefits and environmental costs of mining or refining metals such as nickel, iron, or gold?
  • What is the environmental impact of using fertilizers rich in nitrogen on lawns and gardens?
  • What is the environmental impact of the widespread use of plastics?
  • ANOTHER TOPIC OF CHOICE (ASK TEACHER)

Learning Skills and Work Habits

Learning Skills
and Work Habits / Excellent / Good / Satisfactory / Needs Improvement
I fully use this learning skill/work habit to reach my potential in this course. / I use this learning skill/work habit to reach my potential in this course a lot of the time. / I know this skill/habit is important for me to reach my potential but I have to be reminded about it. / I don’t show that I know this skill/habit is important for me to reach my potential.
Responsibility
- Does class work, including homework, within the set timelines
Organization
- Respects deadlines by setting priorities
- Asks questions when tasks are not clear
- Identifies, gathers, evaluates and uses information, technology and resources to complete tasks
Collaboration
-Contributes to group in a constructive manner
- Participates actively in discussion and delegation of group tasks
- Completes tasks required for group activities on time and to the best of their ability
Independent Work
- Uses time wisely during work periods and respects classmates’ work time
- Follows instructions with minimal supervision
Initiative
- Looks for and acts on new ideas and opportunities for learning
- Demonstrates curiosity and interest in learning
Self Regulation
- Identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals
- Perseveres and makes an effort when responding to challenges

Lab Report Marking Scheme

Criteria / Explanation / Level
Knowledge
  • Title & Problem
  • Knowledge and Understanding of Content
/
  • Clear, concise direction is given to the lab through problem & title.
  • Understanding of topic and all concepts, terminology and facts around topic.
/ 0 1 2 3 4
0 2 4 6 8
Inquiry
  • Materials
  • Procedure
  • Observations
  • Lab Technique
/
  • Materials list is appropriate and complete.
  • An elegantly designed set of procedures has been created through initiating and planning.
  • Thorough, high quality, quantitative and qualitative observations through processing skills. Tables and graphs are used effectively to display data collected.
  • Safe and competent skills are demonstrated throughout the lab.
/ 0 1 2 3 4
0 4 8 12 16
0 4 8 12 16
0 1 2 3 4
Application
  • Discussion
/
  • Insightful examination of results. Clear use of knowledge and skills to make connections within and between various contexts and between science, technology, society and the environment.
/ 0 6 12 18 24
Communication
  • Conventions
  • Organization
/
  • Use of conventions, vocabulary, and terminology of the discipline in written form (e.g., symbols, formulae, scientific notation, SI units). Citations have been used appropriately.
  • Expression and organization of ideas and information(e.g., clear expression, logical organization) in written form.
/ 0 2 4 6 8
0 2 4 6 8
Level 4 – Excellent / Level 3 – Good / Level 2 – Satisfactory / Level 1 – Limited / Level 0 – Incomplete / Total / /92