It’s all about CHEMISTRY project!

What is the goal?

You and your group will each be researching a question you have about Chemistry. Your research question is yours to design and could be related to your hobbies, health, things we’ve talked about in class, or anything that comes to mind. Once your research is complete you will make a presentation on Google slides that will teach our class not only about the topic but how the chemistry fits into the “big picture” of things. In order to do this you will need to present information from small to big OR big to small.

Example:

Research Question = “How does the bombardier beetle protect itself?”

Big = info on the beetle and it spewing hot acid from its abdomen

Small = formic acid chemistry and where else we see it in our world

What do I need to prepare?

1) Presentation- Your Google slides presentation will be the visual aid during your presentation.

Email me your slides at least 24 hours before your presentation! I will compile the class’s slides into one document to be sure the process goes quickly.

Requirements:

□Sent to Ms. Ferber 24 hrs before your presentation time.

□3-5 minutes (You will lose points if you are under or over time)

□Group Name(s) & Research Question(s) clearly stated

□Umbrella theme to tie multiple research questions together

□Main points shown within text (use appropriate scientific language)

□Minimum of 3 visual features (graphic/video/chart/etc.)

□Clear organization that shows small to big OR big to small

□Free from spelling and grammatical errors

□You convey full understanding and ability to communicate scientific information effectively

□Works cited section included at end and printed for submission.

2) Typed Works Cited Page – You are required to use at least three sources per team member. Your

resources should be reliable and scientifically accurate.

Use MLA formatting and turn in before presentation.

3) Grading Rubric- Fill out your name, date, period, and research question before you present.

Helpful tips:

  • Work hard to understand the answer to your question and chemistry you will be presenting. DO NOT present information you do not understand.
  • You are the focus of the presentation…don’t fade into the background.
  • If you do not present on the day you are assigned, you will lose points for lateness. (this includes technology issues, tardies and unexcused absences!)
  • Your topic choice must align with the classroom safety contract. Presentations on topics that disregard safety will earn a “0”.
  • Be sure to reference the rubric to ensure you are meeting/exceeding expectations
  • Keep track of your bibliographic information as you are doing research and do not assume you will be able to find these bibliographies later
  • Save your work and presentation in multiple locations…just in case!
  • Watch your time during the presentation. You can lose up to half a letter grade if your timing is off.
  • Practice your presentation prior to the day you present to make sure it will be successful.
  • Practice, practice, practice!

It’s all about CHEMISTRY project!

Your task is to research a topic that relates to chemistry in some way (most topics do!) and create a presentation to share what you have learned with the class. This is student directed, push yourself to learn something new, teach your classmates and teacher something new and have fun!

Steps to help your success.

Independent work

  1. Watch the demo presentations. Your teacher will walk you through an example that answers common questions such as; How does a light bulb work? How do eggs cook? What is graphite?
  2. Brainstorm questions you have in chemistry. Think about the “Why do I have to study chemistry?” article. Jot down three research questions on the “KWL chart of proposed topics” worksheet.
  3. Continue brainstorming. Fill in the columns: K -What do you know?

W – What do you want to know?

  1. Now, it is time for the internet. Do a preliminary search on your topic. Fill in the column L- What did you learn?

Group work (optional)

  1. Find a group, if you like, with a maximum of 3 people.
  2. Share your research question ideas with your group mates. Get some feedback and thoughts from them, take notes, jot down new ideas or directions you could go with your research. Your research questions should be related under an umbrella theme.
  3. You will make one presentation in Google slides in which all three research questions are answered.
  4. Your group mates are your sounding board.
  5. Am I answering my research question?
  6. Does this progression make sense?
  7. Are there important points missing? Are there gaps in the progression?
  8. Put it all together! Have you hit all the requirements listed under “What do I need to prepare”? Have you practiced presenting? Did you learn something?

It’s All About ChemistryName______

KWL Chart on Proposed TopicsPer______

This sheet is designed to help you organize and plan for the “It’s all about chemistry” project. Brainstorm three research questions you would like to learn more about. Fill in the K (What do you know?) and W (What do you want to know?) now. Then, do further research and try to get some ideas down in the L (What did you learn?) for each topic. Keep your research light for now. You will have time to delve deeper into the topic when you finally choose.

Research Question/Topic #1
K - What do you know? / W – What do you want to know? / L – What did you learn?
Interesting topic? low medium high
Availability of understandable info? low medium high
Availability of graphics/visual aids? low medium high
Complete the following statement (circle one)
I think I should use or should not use this research question because … ______
Research Question/Topic #2
K - What do you know? / W – What do you want to know? / L – What did you learn?
Interesting topic? low medium high
Availability of understandable info? low medium high
Research Question/Topic #2 continued…
Availability of graphics/visual aids? low medium high
Complete the following statement (circle one)
I think I should use or should not use this research question because … ______
Research Question/Topic #3
K - What do you know? / W – What do you want to know? / L – What did you learn?
Interesting topic? low medium high
Availability of understandable info? low medium high
Availability of graphics/visual aids? low medium high
Complete the following statement (circle one)
I think I should use or should not use this research question because … ______

It’s all about CHEMISTRY project!Name ______

Period ______

Date of presentation ______

Research question: ______

Group members ______

Presentation time for your portion of the presentation (3-5 mintutes) ______

Criterion: Communication in science (Maximum: 4)

Communication in science enables students to develop the communication skills to become competent

and confident when communicating information in science. Students should be able to use different

communication modes, including verbal (oral, written) and visual (graphic, symbolic), as well as

appropriate communication formats (laboratory reports, essays, and multimedia presentations) to

effectively communicate scientific ideas, theories, findings and arguments in science.

Students should be able to:

•use scientific language correctly

•use appropriate communication modes and formats

•acknowledge the work of others and the sources of information used by appropriately documenting them using a recognized referencing system.

Self assessment: Complete the following outside of class before your presentation date.

I believe I earned a ______out of 4 for my work on this project because ______(if you worked in a group as a group please continue)

as a group member, I would give myself a ______out of 4 because ______

Achievement Level / Level Descriptors
4 / The student uses excellentscientific language correctly.
  • Explains and pronounces scientific vocabulary correctly
  • Use scientific vocabulary in the proper context
  • Able to explain the scientific terms
The student communicates scientific information effectively and with ease.
  • Refers to visuals to support presentation
  • Explain concepts completely
  • Able to answer questions
The student fully documents sources of information correctly.
  • Use MLA format
Student submits all work on time and completely.
3 / The student uses sufficient scientific language correctly.
  • Understand scientific vocabulary
  • Use scientific vocabulary in the proper context
  • Able to explain the scientific terms
The student communicates scientific information effectively.
  • Use visuals to support presentation
  • Explain concepts sufficiently
  • Able to answer most questions
When appropriate to the task, the student fully documents sources of information correctly.
  • Use MLA format
Student submits work on time.
2 / The student uses a limited range of scientific language correctly.
  • Uses scientific language but in the incorrect context, use or pronunciation.
The student communicates scientific information with limited effectiveness.
  • Has visuals in presentation
  • Limited explanation of concepts
  • Cannot answer questions
When appropriate to the task, the student partially documents sources of information.
1 / The student uses a little to noof scientific language correctly.
The student communicates scientific information with little to no effectiveness.
When appropriate to the task, the student makes little to no attempt to document sources of information.
0 / The student does not reach a standard described by any of the descriptors below.

Rubric for “It’s all about Chemistry!”