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Chem Project 3 - Real Science

posted Oct 14, 2012, 12:32 PM by Michael Reilly   [ updated Dec 13, 2012, 10:39 AM ]
You can make a lot of money, do a lot of good, using knowledge, and sharing knowledge.  For example, a Kindergarten teacher in Georgia made $1 million selling her lessons online (click here).   The Green Brothers (John and Hank) are actually paid by Google for their YouTube channel "CrashCourse" (one estimate is $400,000 per year).  The point is: smart people can make a lot of money with all those brains (Bill Gates and Steve Jobs did okay too).  Learning can be a game too. And it does not have to be just like school, it can be common sense.  The movie "SuperSize Me" was about the effect McDonalds had on one guy (he invested $65,000, but the movie made $12,000,000).  And beyond money, how about doing something to fix the world? Or, what about REALcompetition, like the Emmy's? You can use your skills to make a difference, make a living.  You choose, both are good choices.

This project will last for most of the remainder of the semester.  (If you're a Biology student and still reading, time to go read the one for Biology, not Chemistry.)  After a week of "normal school" in which we will cover some basic info pretty quickly, you will have a 6-week project.  You will be focusing your Language Arts on research, nonfiction, and citation.  Chemistry will be focusing on the concept of Ionic and Covalent Bonding.  In Technology, you will learn about 3D graphics and animation using Autodesk 3DS Max. Even your PE/Health will overlap with topics.

In the first two weeks, from Oct. 22 to Nov. 2, we will cover the topics of bonding in Chemistry at a very rapid pace.  Those students who have a high class average (85+) will then be permitted to use that science time toward their projects.  On Nov. 2, teams will be selected for the remainder of the projects, in a process to be announced later.

Your product should be a non-fiction demonstration of chemical bonding.  It could be related to the educational or documentary examples listed above, or an experiment of your own.  While your team may not be experts after the first 2 weeks, you will have the information you need to generate ideas.

Check out the calendar below, so your team can plan appropriately.  

Timeline
  • October 15 - One-week review of the Periodic Table
  • October 15 and 16 - Language Arts classes to Media Center to learn online research tools
  • October 18 - Tech 3Ds Max Battlefield Tutorial Due | View Rubric
  • October 19 - Chem lab day
  • October 22 - Begin 2-week review of ionic and covalent bonding
  • October 23 - Tech: Snowman or other 3D figure model due  | View Requirements Here   | 3Ds Max Tutorials Here 
  • October 26 - Tech 3Ds Max 3D abstract scuplture due  | View Requirements Here   | 3Ds Max Tutorials Here 
  • October 29 and 30 - Language Arts online writing test
  • November 2 -  Chem lab day, team selection day - 
  • November 6 - Election Day Holiday
  • November 5 - Team members bring in individual project ideas, teams submit general outline for project
  • November 8 - Project outlines and proposals due - no product development until outline is approved
  • November 12 - Deliver storyboard and/or final plans.
  • November 12 and 13 - Language Arts online writing test
  • November 16 - Chem lab day
  • November 19 - Thanksgiving Vacation - Have a great week off!
  • December 5 - LA Performance Exam
  • December 11- LA County Final
  • December 14 - Projects and Technology Performance Final Exam due! | Technology Performance Final Exam Instructions

AKS

Technology 
(each student should review the AKS for their particular focus in Technology, include it on a team site for future reference)


Language Arts

20. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

20a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

20b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

20c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

20d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

20e. Provide a concluding statement or section that follows from and supports the argument presented.

21. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

21a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

21b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

21c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

21d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

21e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

21f. Use documents to clarify details or support claims.

21g. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).


CDAT9 Chem-

Bonding-

8b) predict f-

formulas for stable ionic compounds (binary and tertiary) based on balance of charges  (GPS)

8c) use IUPAC nomenclature for transition between the chemical names and formulas of ionic compounds (binary and tertiary), covalent compounds (binary, tertiary, and organic –alkanes), and acidic compounds (binary and tertiary) (GPS)

 

10f) compare and contrast types of chemical bonds (i.e., ionic, covalent – polar and nonpolar) (GPS)

Chemical Equations-

9) evaluate how the Law of Conservation of Matter is used to determine chemical composition in compounds and chemical reactions (GPS, HSGT) (SCCH_B2005-9)

9a) identify and balance the following types of equations:  synthesis (including condensation reactions that synthesize carbohydrates, and lipids, proteins), decomposition, single replacement, double replacement, and combustion (organic compounds)

9c) determine by experiment indicators of a chemical reaction (specifically: precipitation, gas evolution, water production, and changes in energy to the system) (GPS)

 

The following rubric will be used to grade your project.  It will count as your perofrmance final which is 5% of your final grade so follow the rubric well.

 

Summative Assessment Rubric

Standard / AKS

                                         

Scale  

1

Advanced 25 pts.

2

Proficient 20 pts

3

Developing 15 pts.

4

Limited 10 pts

5

Not attempted 0pts

 

3) read scientific materials to establish context for subject matter, develop vocabulary, and to be aware of current research (GPS, HSGT) (SCCH_A2005-7)

Team project successfully shows mastery of all aspects of the standard. A minimum of 5 references was used from reputable scientific sources.  Students incorporated documents into their project using current data to guide their inquiry.

Team project successfully shows an understanding of the standards.  3-4 references were used from reputable scientific sources.  Students attempted to incorporate documents into projects using current data to guide their inquiry.

Team project shows a mix of correct and incorrect information or demonstrates a partial understanding of the standard. 2-3 references were used and students only referred to them minimally.  References may also be older and information is out of date.

Team does not demonstrate an understanding of the standard. Less than 2 references were used which are old and inaccurate.  In addition, the information is not incorporated into the project.

No references were used.

10f) compare and contrast types of chemical bonds (i.e., ionic, covalent – polar and nonpolar) (GPS)

Team accurately identifies the types of bonds discussed in their project and correctly predicts their reactivity.

Team identifies the nature of the compounds discussed correctly and specifies their reactivity with 90-75% accuracy.

Team identifies compounds and their reactivity with an accuracy of 75-50%.

Team is less than 50% accurate in identifying the nature of compounds and their reactivity within their project.

AKS is not attempted

8c) use IUPAC nomenclature for transition between the chemical names and formulas of ionic compounds (binary and tertiary), covalent compounds (binary, tertiary, and organic –alkanes), and acidic compounds (binary and tertiary) (GPS)

 

Team names all compounds correctly.

Team is 90-75% accurate in naming all compounds.

Team names 75-50% of all compounds correctly

Team is less than 50% accurate in naming compounds

AKS is not attempted

 

It needs to be stated that the team projects are a collaboration between three teachers with their own AKS standards.  I have included my AKS standards only but this by no means the only standards student projects will be judged by.

 

 

 

 

 

 

 

 

 

 

 

CDAT9 Chem

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