This is an summative task. GRADE 12 Chemistry
In this task, you will be examining the harmful and helpful effects of an organic compound of your choice.
SCH4U U1L2 IMPACT OF ORGANIC CHEMISTRY B1.1 assess the impact on human health, society, and the environment of organic compounds used in everyday life. B1.2 propose a personal course of action to reduce the use of compounds that are harmful to human health and the environment (e.g., weed lawns by hand rather than using herbicides, use cloth bags for shopping to reduce the number of plastic bags in landfill sites, choose fuel-efficient or hybrid vehicles to reduce fossil fuel emissions) Choose ONE organic chemical substance that you may come across in your everyday life (i.e. used in: fertilizer, pesticide, a household cleaning product, materials used in electronics and batteries, chemical additives in foods; pharmaceuticals; cosmetics and perfumes; household cleaning products). Propose what you can do to reduce the use of compounds that are harmful to human health/environment. e.g you may mention concepts like weed lawns by hand instead of using herbicides, use hybrid cars etc Research the following: Description of the chemical – (i.e. What is it and what is it used for?) History of the chemical substance – (i.e. How long has it been in use?) Chemical properties of the substance – (i.e. Is it flammable, toxic, corrosive…?) Advantages and disadvantages of the substance (i.e. cost, effectiveness, effect on human health/environment, any other potential dangers, etc.) Alternative substances that could be used for the same purpose (i.e. What are some alternatives to this chemical substance? In what ways are the alternative(s) better or worse?) Anything else that you found interesting Create a powerpoint presentation. Presentation should contain an overview of your above research and conclude with a proposal to either continue using the chemical SCH4U U1L2 substance (with guidelines of how it should be used/ways to reduce harmfulness) or to use an alternative (giving a specific example(s) and why this should be used instead). At the end of the slideshow be sure to include a bibliography with at least three properly cited sources. Rubric is given below SCH4U U1L2 ISU Presentation: Helpful or Harmful Chemicals? CATEGORY 1 (50 – 59%) 2 (60 – 69%) 3 (70 – 79%) 4 (80 – 100%) Knowledge of the properties and uses of the chemical substance /5 Demonstrates limited knowledge of what the chemical substance is and how it is used. Demonstrates some knowledge of what the chemical substance is and how it is used. Demonstrates considerable knowledge of what the chemical substance is and how it is used. Demonstrates a thorough knowledge of what the chemical substance is and how it is used Understanding the consequences of using the chemical substance Does not adequately explain the harmful effects or potential benefits of the chemical substance. Explains some of the harmful effects or potential benefits of the chemical substance. Clearly explains the harmful effects and potential benefits of the chemical substance, using an example of each. Clearly explains the harmful effects and potential benefits of the chemical substance, using multiple examples. The report takes a position that is unclear or ambiguous, or there is limited connection to the research done. The report takes a position that is clearly stated and connected to the research to some degree. The report takes a position that is clearly stated and connected to the research to a significant degree. The report takes a position that is clearly stated and connected to the research to a high degree. Evidence that sources were used, but no documentation. At least one source. Most sources documented. At least 3 sources used and all sources are properly documented Communicates ideas and uses scientific language with limited effectiveness. Communicates ideas and uses scientific language with some effectiveness. Communicates ideas and uses scientific language with considerable effectiveness. Communicates ideas and uses scientific language with a high degree of effectiveness. Presentation lacks organization, contains many careless errors, and appears carelessly put together. Presentation is somewhat organized but contains some spelling errors and is not always properly formatted. Presentation is well organized and well put together, but contains few spelling or grammar errors. Presentation is well organized, looks professionally put together and contains hardly any spelling or grammar errors. Assesses the impact of the chemical substance and alternatives on human interests (in what ways alternatives are better or worse). /5 Demonstrates limited understanding of how alternatives are better or worse than the chemical substance. Demonstrates some understanding of how alternatives are better or worse than the chemical substance. Demonstrates considerable understanding of how alternatives are better or worse than the chemical substance, including at least one example. Demonstrates a thorough understanding of how alternatives are better or worse than the chemical substance, including at least three specific examples. Proposes courses of practical action to deal with problems (whether the chemical substance or Proposes a course of action (whether the chemical substance or alternatives), without an explanation. Describes with some effectiveness whether the chemical substance or alternatives should be used. Explanation is somewhat unclear. Describes clearly whether the chemical substance or alternatives should be used, including an example/some guidelines for use. Describes clearly whether the chemical substance or alternatives should be used, including a specific example with explanation Knowledge/Understanding /5 Thinking/Inquiry The report takes a position, either for or against the use of the chemical substance. The position taken is linked to the research. /5 All research sources are documented /5 Communication Communicates ideas, using scientific language. /5 Presentation is organized and professional looking. /5 Application SCH4U U1L2 alternatives should be used). /5 or detailed guidelines for use.
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