Course Profile Chemistry,
Grade 11, University Preparation, Public
Unit 5: Hydrocarbons and Energy
Time: 20 hours
Activity 5.1 | Activity
5.2 | Activity 5.3 | Activity 5.4 | Activity
5.5
The
intent of this unit is to introduce students to the world of organic chemistry.
The unit begins with an exploration of the sources of hydrocarbons and moves on
to an examination of their properties and characteristics. Simple reactions of
hydrocarbons, calorimetry and thermochemical equations are used to investigate
the energetics of bond making and breaking. The nomenclature of organic
chemistry is also introduced. Throughout, students should be thinking about and
discussing the benefits and risks of hydrocarbons in use today. The unit
culminates with a research activity on the uses of hydrocarbons in society.
|
Activity |
Time |
Expectations |
Assessment |
Task/Focus |
|
5.1
Introduction to Organic Chemistry |
240 min |
HEV.01,
HEV.02, HEV.03, HE1.01, HE1.02, HE1.03, HE1.04, HE2.04, HE3.01, HE3.02,
MCV.02, MCV.03, MC2.04, MC3.01, MC3.04 |
K, I, MC, C |
Teacher-led
discussions; student model building; laboratory investigations |
|
5.2
Naming Hydrocarbons |
180 min |
HEV.01,
HEV.02, HE1.03, HE2.01, HE2.02, HE2.03, MCV.02, MC2.04 |
K, I |
Teacher
lessons on nomenclature; student practice exercises and model building. |
|
5.3
Properties of Hydrocarbons |
120 min |
HEV.01,
HEV.02, HE1.03, HE2.01, HE2.06, MCV.01, MC1.03 |
K, I, MC, C |
Student
laboratory exercise; teacher-led discussion; |
|
5.4
Hydrocarbons as Fuels |
360 min |
HEV.01,
HEV.02, HE1.04, HE1.05, HE1.06, HE2.01, HE2.05, HE2.06, HE2.07, MCV.03,
MC3.01, QCV.01, QCV.03, QC1.05, QC2.01, QC2.09, QC3.01 |
K, I, MC, C |
Teacher
demonstrations; teacher led lessons on heat; calorimetry experiments; student
design, build and use apparatus for investigation of heat of combustion |
|
5.5
End-of-Unit Tasks |
300 min |
HEV.03,
HE3.02 |
K, I, MC, C |
Student
research and presentations |
·
Teachers
should be aware of the Organic Chemistry unit found in the SCH4U course. There
should be a smooth transition from the 3U to the 4U course.
·
It
will be necessary to book time in both the Library/Resource Centre and the
computer lab for the students to work on the culminating Activity 5.5.
·
This
unit should have a balance between presented material and laboratory
explorations.
·
Several
activities in this unit involve organic chemicals that may or may not be
permitted in any given school board. Be sure to check your board’s policies and
be prepared to make substitutions.
·
Peer
feedback/self-evaluation can be used as a component of the assessment of
Activity 5.5.
·
Proper
laboratory safety (goggles, gloves, ventilation) must be observed for all lab
activities.
·
Follow
WHMIS and board regulations for the disposal of organic chemicals. Although the
quantities involved often do not require special attention under WHMIS
legislation, students should see that the issue of safe disposal of organic
chemicals is given special consideration. Sealed containers of “mixed organics”
retained in ventilated storage for pickup as hazardous waste, for example,
sends a clear message that environmentally responsible behaviour is expected in
the laboratory.
·
Wherever
possible, re-enforce topics from Units 1 – 4.
·
Seek
out community resources, where possible, in the form of local industry,
post-secondary institutions, or sites like Science North or the Ontario Science
Centre, to support this unit.
·
This
unit is “content rich”. Careful planning will be essential. Consult with other
chemistry teachers regarding the level of detail required for the transition
between 3U and 4U chemistry.
·
Review
the Appendix on Rubric Development at the end of this unit before beginning the
unit. Take advantage of opportunities for students to participate in the
development of assessment tools, which will be applied to their work.
Standard
university introductory organic chemistry textbooks will be useful.
BioChemLinks
– http://biochemlinks.com/
This
site has a vast set of organic sites listed – everything from nomenclature to
reactions and software.
Advanced
Chemistry Development – http:www.acdlabs.com
ChemSketch
is a powerful modelling program available free from ACD. Also available is
support documentation and other chemistry software.
Molecular
model kits. One inexpensive option is the Framework Molecular Model kit
available from Prentice Hall Canada –
(http://www.prenticehall.ca/list_ac/searches/MC0511.html). Other kits are available
from various suppliers.
Online
tutorials in bonding and stereochemistry can be located with search engines.
One Canadian example can be found at –
http://redbaron.bishops.ntc.nf.ca/science/chem/html/bondstoc.htm
ERIC
(Educational Resources Information Centre) resources of all kinds can be found
through links at
–
http://www.accesseric.org:81/home.html.
Of
particular use is the ERIC Clearinghouse for Science, Mathematics and
Environmental Education at
– http://www.ericse.org/
Slater,
Alan and Rayner-Canham, Geoff. Microscale Chemistry Laboratory Manual.
Don Mills, ON. Addison-Wesley Publishers Ltd., 1994. Teacher’s Edition ISBN
0-201-60216-4 and Student’s Edition ISBN 0-201-60215-6
Time: 240 minutes
This activity introduces students to the
ubiquitous nature of organic molecules in general and to the sources of
hydrocarbons in our world. The purification of crude oil by fractional
distillation is outlined. Students review bonding concepts from earlier in the
course and then extend these ideas by examining the structure of hydrocarbon
molecules. Molecular shape is introduced for methane. Using molecular models,
students review single, double and triple bonds as applied to carbon. The differences
in reactivity for alkanes and alkenes are investigated in the laboratory.
Throughout the unit, the focus is on the incredible variety of hydrocarbons,
and the links between their properties – and hence uses – and their structure.
Wherever possible, real examples must be used. While the primary focus of this
unit is an introduction to hydrocarbons, the unifying theme running through the
unit is a review of material covered in previous units. In a sense, the “nuts
and bolts” of the course are covered in the earlier units, and the hydrocarbon
unit ties it all together with authentic examples and applications.
Strand(s): Hydrocarbons and Energy; Matter and Chemical Bonding
Specific
Expectations
HE1.01 -
identify the origins and major sources of organic compounds;
HE1.02 -
demonstrate an understanding of the particular characteristics of the carbon
atom, especially with respect to bonding in both aliphatic and cyclic alkanes,
including structural isomers;
HE1.03 -
describe some of the physical and chemical properties of hydrocarbons;
HE1.04 -
compare the energy changes observed when chemical bonds are formed and when
they are broken, and relate these changes to endothermic and exothermic
reactions;
HE2.04 -
determine through experimentation some of the characteristic properties of
saturated and unsaturated hydrocarbons;
HE3.01 -
describe the steps involved in refining petroleum to obtain gasoline and other
useful fractions;
HE3.02 -
demonstrate an understanding of the importance of hydrocarbons as fuels and in
other applications, such as the manufacture of polymers, and identify the risks
and benefits of these uses to society and the environment;
MC2.04 -
draw Lewis structures, construct molecular models, and give the structural
formulae for compounds containing single and multiple bonds;
MC3.01 -
identify chemical substances and reactions in everyday use or of environmental
significance;
MC3.04 -
demonstrate an understanding of the need for the safe use of chemicals in
everyday life.
·
Students
should be well versed in bonding from the first unit. This particular activity
relies on all aspects of bonding taught in Unit 1.
·
Throughout
this unit an effort is made to review, through real examples, key concepts from
earlier units.
·
Have
a variety of materials derived from hydrocarbons available for examination and
discussion.
·
Some
students may be sensitive to some organic compounds. Excellent ventilation
during laboratory work with organics is essential. Students with sensitivities
may have to be excused from direct contact with particular compounds. Teachers
should consult Material Safety Data Sheets for appropriate treatment of sensitivities
to substances being used in the laboratory.
·
There
is a close connection between this unit in the Grade 11 course and the Organic
Chemistry unit in the Grade 12 course. Discuss the placement of topics and the
depth of treatment of topics with colleagues teaching the Grade 12 course.
·
Have
a variety of appropriate models available – marshmallows and toothpicks for the
Activity 5.1.2 and formal models for Activity 5.1.3
·
Database
and spreadsheet software used should be consistent with programs with which the
students are familiar from their computer courses.
·
Ensure
that chemicals for Activity 5.1.4 are appropriate for your site. Substitute
substances may be required.
·
Students
are instructed to collect newspaper/magazine articles for Final Assessment
Task.
·
The
definition of “organic” should be addressed at the outset of this unit to avoid
confusion with popular terms such as “organic” farming and “organic” shampoo.
·
Throughout
the unit students must see that there is a tension between the benefits and
hazards associated with the chemistry of hydrocarbons and organic chemistry in
general. They should emerge as informed citizens who will demonstrate healthy
skepticism when confronted with the opinions of others about, for example, the
“evils” of chemicals, the “good” of all things “organic” in the marketplace, or
the “safety” of chemical waste materials and disposal systems.
5.1.1
Student Activity:
Students participate in a discussion of organic molecules, their origins as
well as their importance in today’s society. Both the benefits and risks will
be brainstormed, discussed and noted. The sources of hydrocarbon materials, the
refining of these materials, as well as their modification and manipulation by
the chemical industry, should be included. The eventual fate of these
molecules, their persistence in the environment, and the possibilities of
recycling should be discussed as well. Students have an opportunity here to
develop their skills at persuasive argument, working as members of a team,
consensus building and respecting the views of others. There should be
diverging opinions about the benefits and risks associated with organic
chemicals. These diverging opinions should be aired and discussed in both large
and small groups.
Teacher
Facilitation: Have
a variety of examples of organic molecules in mind for the discussion. A few
“starters” such as gasoline, plastic bags and bottles, and over-the-counter
medications should get students started. The key idea will be to brainstorm as
many examples as possible of materials derived from hydrocarbon raw materials.
Student discussion can then be lead in the direction of how these materials can
be derived from the same crude oil starting material. Separation of materials
by fractional distillation can be outlined, leading to the concept of
homologous series; as molecular weight increases, so does boiling point. Be
sure to point out for discussion the problems society faces as a result of
hydrocarbon use, such as pollution, oil spills, and the difficulties associated
with the transportation and manufacturing of organic chemicals. This activity
could be used for students to practise presenting their views and information
to the class orally, a skill that can be applied in the Final Assessment Tasks.
5.1.2
Student Activity:
Students use simple model kits, Styrofoam balls or marshmallows and toothpicks
to build molecular models of hydrocarbons of up to six carbons with as many
hydrogen atoms as necessary. The need for some kind of systematic recording of
structures should emerge. Students should encounter multiple bonds as well as
rings as they explore the bonding of carbon. Students who are more comfortable
with computers may use molecular modelling software.
Teacher
Facilitation: Be
prepared to provide hints to students regarding multiple bonds and rings as
additional ways that carbon atoms can bond. Ensure that students are checking
each molecule to ensure that carbon atoms are obeying the rules of bonding.
Teach the students a systematic method of recording the structure on paper,
such as molecular structures. Examples of hydrocarbon molecules and their
structure can be shown to students.
5.1.3
Student Activity:
Students participate in a discussion of bonding and examine the shape of a
tetravalent carbon atom. Double and triple bonds are introduced. Students will
soon see the need for an organized system of nomenclature of hydrocarbons, as a
way of facilitating discussion of organic molecules. Students classify the
molecules as alkanes, alkenes and alkynes, as well as saturated, or
unsaturated. Aliphatic cyclic compounds are introduced
Teacher Facilitation: Review and re-enforce chemical
bonding from earlier in this course, as well as the idea of molecular polarity.
Discuss with students the variety of bonding that carbon undergoes, extending
the tetrahedron to alkene and alkyne compounds. Illustrate the value of a
systematic classification system for hydrocarbons.
5.1.4 Student Activity: Students perform a simple activity
to explore the differences in reactivity of saturated versus unsaturated
hydrocarbons. They are introduced to the concept of functionality in organic
molecules.
Teacher Facilitation: In selecting a lab activity, be
aware of any board restrictions on chemicals and ensure adequate ventilation.
Small “micro chemical” experiments should be considered. The bromination of
cyclohexane and cyclohexene or the reaction of permanganate with similar
compounds could be used. Follow all board regulations for the safe handling and
disposal of organic chemicals.
A
laboratory report for the experiment would be appropriate. Short quiz questions
based on the classification of organic molecules should be used to determine
the students’ abilities. Students could construct all of the isomers of a
simple hydrocarbon, and record their list of isomers in the format determined
by the teacher. This activity provides an opportunity to assess and give feedback
to students on their group work skills, and the oral communication skills,
which they may apply in the Final Assessment Tasks.
·
Extensions
should be selected to avoid topics covered in the Grade 12 Organic Chemistry
unit.
·
The
slight distinction in spelling among such terms as alkane, alkene and alkyne
may be a challenge for some students and should be clearly emphasized during
instruction. The same issue will arise in Activity 5.2. Give students many
opportunities to see, say, and write the terms, which may cause problems, while
linking the differences to differences in properties and reactions throughout
this unit.
Molecular
modelling software; molecular models; online tutorials (See Unit Resources)
Time: 180 minutes
This
activity introduces students to the IUPAC nomenclature system. The concept of
isomers, both structural and geometric is introduced. Hands-on approaches are
emphasized by using molecular models. Computer-based molecular modelling should
be used to illustrate technology’s role in visualizing molecules.
Strand(s): Hydrocarbons and Energy; Matter and Chemical Bonding
Specific
Expectations
HE1.02 -
demonstrate an understanding of the particular characteristics of the carbon
atom, especially with respect to bonding in both aliphatic and cyclic alkanes,
including structural isomers;
HE1.03 -
describe some of the physical and chemical properties of hydrocarbons;
HE2.01 -
use appropriate scientific vocabulary to communicate ideas related to
hydrocarbons and the energy changes involved in their combustion;
HE2.02 -
name, using the IUPAC nomenclature system, and draw structural representations
for, aliphatic and cyclic hydrocarbons containing no more than ten carbon atoms
in the main chain, with or without side chains;
HE2.03 -
use molecular models to demonstrate the arrangement of atoms in isomers of
hydrocarbons;
MC2.04 -
draw Lewis structures, construct molecular models, and give the structural
formulae for compounds containing single and multiple bonds.
·
The
introduction to bonding begun in Activity 5.1
·
A
knowledge of bond polarity
·
Have
a variety of appropriate, formal models available.
·
Students
should not be overwhelmed with an exhaustive treatment of nomenclature. Limit
discussion to molecules up to ten carbon atoms.
5.2.1
Student Activity:
Students learn the names of the first ten hydrocarbons. Their knowledge is
extended to include alkenes and alkynes, paying careful attention to specifying
the location of these unsaturations. Students can work with partners to
practise nomenclature; one student draws a molecule for the other to name, then
trading roles.
Teacher
Facilitation: Teach
the students the names of the first ten hydrocarbons. Explain the system used
by IUPAC to specify the location of double and triple bonds. Allow students an
opportunity to practise aspects of nomenclature as they are discussed.
Worksheets with numerous examples should be available for additional practice.
5.2.2
Student Activity:
Students use formal molecular models, or computers if they are more
comfortable, to discover the number and variety of isomers that can be
constructed for a given hydrocarbon formula. Starting first with simple
molecules, students gain experience with the concept of isomers, before moving
on to more complex examples.
Teacher
Facilitation: Guide
the students through the variety of branched chain isomers of a given formula.
Limit the examples used to one or two branches of one or two carbons. The
emphasis is on the concept of isomers, not an exhaustive treatment of
nomenclature. Students who master this concept can be given the opportunity to
try more sophisticated examples.
5.2.3
Student Activity:
Students complete their investigation of isomers by exploring the cis and trans
isomers possible for simple molecules containing a double bond. The relationship
between structure and polarity is discussed. Starting with dichloroethene,
students should be able to construct the three possible isomers. Cyclic
compounds may be discovered and discussed.
Teacher
Facilitation: Allow
the students to discover the isomers that can be formed when a molecule
contains a double bond. Dichloroethene is a good starting molecule. Again, the
need for a systematic nomenclature system will arise. Teach the IUPAC system
for cis/trans isomers.
Students
should be required to build models for a given formula and to provide its name.
Students should also be able to construct all of the possible isomers for a
given formula.
Students
should be offered the opportunity to work with either physical or
computer-based models.
Chemical nomenclature is very
precise and uses similar words such as alkane and alkene that may be
challenging for some students. Emphasize these distinctions. Students who
encounter difficulties might create ‘flash cards’ for themselves to practise
with outside class.
Molecular
modelling software; molecular models (See Unit Resources)
Time: 120 minutes
This
activity requires students to collect data on the physical properties of
hydrocarbons. This data will be entered into a data base or spreadsheet, so
that trends between carbon chain length and various properties can be graphed.
The concept of a homologous series is introduced. The chemical properties of
various classes of hydrocarbons are discussed.
Specific
Expectations
HE1.03 -
describe some of the physical and chemical properties of hydrocarbons;
HE2.01 -
use appropriate scientific vocabulary to communicate ideas related to
hydrocarbons and the energy changes involved in their combustion;
HE2.06 -
write balanced chemical equations for the complete and incomplete combustion of
hydrocarbons;
MC1.03 -
demonstrate an understanding of the formation of ionic and covalent bonds and
explain the properties of the products.
·
Hydrocarbon
nomenclature
·
Reactivity
of hydrocarbons from Activity 5.1.4
·
Writing
balanced chemical equations
·
Resources
should be available to students for the collection of physical property data.
The library staff should be consulted.
·
Appropriate
software for the collection and display of data should be chosen. Ideally, software
that the students are familiar with from computer courses should be used.
·
Access
to computers should be arranged in advance of this activity. As alternatives,
charts and graph paper could be used.
5.3.1
Student Activity:
Students collect physical property data for a homologous series of hydrocarbons
from reference works such as The Merck Index, the CRC Handbook of
Chemistry and Physics, from online sources or other reference books.
Students then use the database to prepare a graph of the property versus chain
length. The relationships are summarized and shared with the class.
Teacher
Facilitation:
Assign properties to be studied to various groups of students. Melting point,
boiling point, density and physical state would be appropriate. While good
correlations exist for homologous series of hydrocarbons, it might be
appropriate to include a property that doesn’t correlate well, to show students
that, just like periodic table properties, there are exceptions here as well. Review
solubility ideas from Unit 3.
5.3.2 Student Activity: Students participate in a
discussion of the chemical reactions of hydrocarbons. The addition reactions
from Activity 5.1.4 serve as a starting point to addition reactions in general.
Students review the balancing of equations and write equations for the
combustion of hydrocarbons. The value of manipulating organic molecules for the
construction of larger more complex molecules (organic synthesis) is discussed.
Teacher Facilitation: Discuss with students the addition
reactions studied earlier. Expand the discussion to combustion reactions.
Include the processing of crude oil and cracking of alkanes. The hydrogenation
of oils can be discussed. Review the balancing of chemical equations. Introduce
students to the concept of organic synthesis. Discuss with students the
motivation to design new molecules, and that by altering the molecule, the
properties can be changed. Polymers can take on new properties by changing the
formula of the monomers. Drugs can be altered by modifying their structure.
These types of manipulations may lead to polymers with improved
biodegradability, or drugs with reduced side effects.
·
Student
presentation of their database graphs
·
Quizzes
on the balancing of chemical equations involving hydrocarbons
·
Students
could explore patterns in properties beyond those assigned by the teacher.
Reactions such as substitutions could be examined.
Lide;
David R. CRC Handbook of Chemistry and Physics. The Chemical Rubber
Company.
Susan
Budavari, ed. The Merck Index.
Various
online nomenclature packages, for example: Simple Organic Nomenclature: A Self
Study Exercise – http://www.ucdsb.on.ca/tiss/stretton/chem1/organicx.htm
Time: 360 minutes
Students
are introduced to the key concepts in the energetics of chemical reactions.
Exothermic and endothermic reactions are discussed and demonstrated.
Thermochemical equations are introduced as a way of recording the energetics of
these reactions. The relationship between energetics and the making and
breaking of chemical bonds is explored and explained. Students are introduced
to calorimetry and ultimately design their own experiments to measure the heat
of combustion of a hydrocarbon fuel. Error analysis and experimental design are
discussed.
Specific
Expectations
HE1.04 -
compare the energy changes observed when chemical bonds are formed and when
they are broken, and relate these changes to endothermic and exothermic
reactions;
HE1.05 -
explain how mass, heat capacity, and change in temperature of an object
determine the amount of heat it gains or loses;
HE1.06 -
identify ways in which reactants, products, and a heat term are combined to
form thermochemical equations representing endothermic and exothermic chemical
changes.
HE2.01 -
use appropriate scientific vocabulary to communicate ideas related to
hydrocarbons and the energy changes involved in their combustion;
HE2.05 -
carry out an experiment involving the production or combustion of a hydrocarbon
and write the corresponding balanced chemical equation;
HE2.06
- write balanced chemical equations for the complete and incomplete combustion
of hydrocarbons;
HE2.07 -
gather and interpret experimental data and solve problems involving calorimetry
and the equation Q = mcΔt;
MC3.01 -
identify chemical substances and reactions in everyday use or of environmental
significance;
QC1.05 -
state the quantitative relationships expressed in a chemical equation;
QC2.01 -
use appropriate scientific vocabulary to communicate ideas related to chemical
calculations;
QC2.09 -
compare, using laboratory results, the theoretical yield of a reaction;
QC3.01 -
give examples of the application of chemical quantities and calculations.
·
Students
will likely need to be taught some of the basic concepts in heat. Review and
expand upon the heat concepts taught in the weather unit from Grade 10. Heat
and the particle theory are also covered in Grade 7.
·
Proper
handling of significant digits.
·
The
inter-conversion of mass to moles using molar mass.
·
Mathematics
teachers should be consulted, so that the handling of calculations is
consistent.
·
Demonstrations
of exothermic and endothermic processes should be prepared. The dissolving of
CaCl2 (exothermic) and NH4NO3 (endothermic)
can be used.
·
A
variety of hydrocarbon fuels needs to be collected. These could include
paraffin wax candles, butane barbecue lighters, natural gas and Sterno fuel.
There is a good opportunity here to relate properties such as state to the
structure of the molecule.
·
Equipment
for calorimetry will be necessary for the student designed lab. The basic “soup
can” can be used, although students may wish to upgrade their apparatus to
minimize heat loss by adding a “juice can” chimney around their apparatus.
·
Teachers
need to be aware of possible student misconceptions that may exist about heat.
·
Ensure
that students understand that thermochemistry can be applied to any type of
chemical reaction, and that it is not limited to hydrocarbon reactions.
5.4.1
Student Activity:
Students observe a series of demonstrations of exo- and endothermic processes.
The applications of these sorts of reactions are discussed. Students relate the
energy changes of these reactions to the bonds that are being broken and
reformed. Students learn to record energetics information in the form of
thermochemical equations.
Teacher
Facilitation:
Demonstrate a series of exo- and endothermic reactions and processes. Solicit
from the students’ examples of practical applications of these reactions. Guide
the students to the explanation of energetics through the making and breaking
of chemical bonds. Review the concept from bonding that atoms bonded together
as molecules are more stable than individual atoms, and that this stability is
achieved by releasing energy. The combustion of acetylene can be included as an
example of complete and incomplete combustion.
5.4.2
Student Activity:
Students participate in a teacher-led lesson on heat. The measurement of heat
is discussed, along with the idea that heat lost somewhere in a system equals
heat gained somewhere else. The factors that determine heat transfer are
discussed. Specific heat capacity is explained. The quantitative measurement of
enthalpy is explained using Q = mcΔt. Students practice these calculations
before proceeding.
Teacher Facilitation: Teach a lesson on heat. Assess
prior knowledge from the weather unit in
Grade 10, and probe for misconceptions. Explain the quantitative treatment of
energetics. Introduce students to the terminology associated with
thermochemistry, including specific heat capacity. Provide students with
opportunity to practice solving numerical problems.
5.4.3
Student Activity:
Students perform experiments involving calorimetry. The proper design of such
experiments is discussed with regard to practical problems. Simple examples
might include the melting of ice, the mixing of quantities of water of
differing temperatures or the addition of various hot materials into water. In
all cases, students record mass and temperature data and calculate the heat
lost and gained within the system.
Teacher
Facilitation:
Provide the students with a variety of calorimetry experiments to perform.
Monitor their ability to properly perform the experiment and record the
necessary data. Experimental error within these experiments should be discussed
and means of reducing this error explored.
5.4.4
Student Activity:
Students design their own apparatus to measure the heat of combustion of a
variety of hydrocarbon fuels. Their heat data should be reported in both joules
per gram and joules per mole of fuel. Experimental error is discussed.
Teacher
Facilitation:
Assist students with the design of their experiments. Review and re-enforce
moles and equations from Unit 2. Provide materials and suggestions. A variety
of fuels should be available. Encourage students to reduce experimental error.
Be aware of the dangers associated with this experiment.
·
Quizzes
based on numerical problem solving and definitions
·
Lab
report for Activity 5.4.4
·
The
safety associated with a combustion experiment must be considered.
·
Students
are encouraged to improve the design, once data has been collected and
analysed.
·
Additional
types of fuels could be made available for measurement.
Take
particular care that any resource given to students uses SI Units.
Time: 300 minutes
This assignment constitutes a
portion of the final assessment task. Students choose a topic within the theme
of Hydrocarbons in Society. Sample topics could include; oils spills, tar sand
extraction, refining of crude oil, sources of hydrocarbons, global warming, or
alternative fuels. Students prepare a presentation which might take the form of
a poster presentation, a webpage, or use of presentation software. Within the
limitations of available resources, students should be allowed to use a format
that caters to a strength or addresses a skill set to be developed. Global and
social issues, such as environmental impact, transportation and de-regulation,
must be included. An oral component to the presentation should be considered.
Specific
Expectations
HE3.02 -
demonstrate an understanding of the importance of hydrocarbons as fuels and in
other applications, such as the manufacture of polymers, and identify the risks
and benefits of these uses to society and the environment.
·
This
assignment will potentially cover any topic in the Hydrocarbon Unit.
·
If
an electronic presentation is required, students will need to be familiar with
presentation software or some HTML editing program.
·
Students
should be reminded of this activity throughout the unit, so that they can
collect resources and select a topic.
·
Discuss
potential topics with the library staff so that resources may be collected and
managed.
·
Ensure
that if electronic presentations are required that the facilities are available
for students to both prepare and present their work. Students should be
familiar with the software that they will be using. Whenever possible, suggest
that they use programs that they have used in previous courses.
·
Be
familiar with the resources in the school, should students have ideas for
topics that are not on your list.
·
Students
may need some guidance in addressing some of the global, environmental, and
social issues.
5.5.1
Student Activity:
Students select a topic for research, either from a list suggested by the
teacher or by creating one of their own. Students use information from earlier
in the course, as well as materials from the Library/Resource Centre and the
media to prepare a presentation on their topic.
Teacher
Facilitation:
Outline the project with students. Distribute possible project ideas and the
marking scheme or rubric to be used. Allow students time to work on their
projects. Expect that students may require assistance with their topic
selection, or with the collection of materials. It may be necessary to book
some time for the class in the Library/Resource Centre or computer lab.
Using the
marking scheme or rubric distributed earlier, evaluate the students
presentations. If time permits, in-class presentations and/or peer feedback
could be used.
Students
could be given the option to do a more traditional poster project.
Appropriate
resources for the projects should be located in libraries (school, public,
university and college, industrial) and found using search engines on the
Internet. Encourage use of Canadian sources where possible.
EDU
Web Index has links to assessment sites –
http://www.edu.gov.on.ca/eng/webmap.html
Online
Resources for Assessment –
http://www.rmcdenver.com/useguide/assessme/online.htm
ERIC
Clearinghouse for assessment, evaluation and research – http://ericae.net/
Complex
performance tasks involve the use of knowledge and the application of skills in
a context, and must be judged/evaluated using well defined criteria. The
vehicle for guiding that judgment is the rubric. It consists of a set of
criteria in one dimension, and a fixed scale in the other dimension. For The
Ontario Curriculum, the most convenient scale is a four-point scale, which
parallels the four levels in the Achievement Chart. In the body of the rubric
there is a list of characteristics describing performance for each criterion
under each of the points on the scale. Many generic samples of rubrics have
been developed which can be modified to apply to different situations.
Most
importantly, students should be given the information in the rubric prior to
undertaking the task, so that it is entirely clear to them what a good
performance must embody.
The power
of rubrics in promoting student achievement is realized when students are
directly involved in the development of a rubric for the assessment of an
activity they are about to undertake. The samples below may be useful as models
to begin that process.
The first Overall Expectation in each unit of
all Grade 11 Science courses refers to student understanding of key concepts. A
generalized rubric to evaluate content, concepts and generalizations on a four
point scale is below. To be useful, it must be changed to reflect what the
content, concepts and/or generalizations are to be achieved by students in the
performance task they are to undertake.
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Declarative
Knowledge |
- shows
a lack of understanding, and significant misconceptions about the content,
concepts and/or generalizations in the task |
- has
some misconceptions, and lacks a complete understanding of the content,
concepts and/or generalizations in the task |
- shows
a largely complete and accurate understanding of the content, concepts and/or
generalizations in the task |
-
thoroughly understands all content, concepts and/ or generalizations in the
task, and demonstrates insightful extensions to some aspects of the
information |
Note:
A student whose
achievement is below level 1 (50%) has not met the expectations for this
assignment or activity.
Below is
a generalized rubric for evaluating those skills that are described in the
second Overall Expectation in each unit of all Grade 11 Science courses. Again,
it is necessary to revise this rubric to make it apply to the specific skills
that are involved in the performance task, whether they are manipulative skills
or thinking and reasoning skills.
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Procedural
Knowledge |
- only
selects appropriate skills and/or strategies required by the task with much
assistance and makes critical errors in applying them |
-
selects with some assistance, and applies the skills and/or strategies
required by the task, but makes a number of non-critical errors in doing so |
-
selects and applies the appropriate strategies and/or skills specific to the
task without significant errors |
-
selects and applies appropriate strategies and/or skills specific to the task
without conscious effort and without error, and applies some in innovative
ways |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
This
rubric applies to a Learning Skill, and therefore does not lead to a mark on
the Provincial Report Card. Refer to the section on Learning Skills (See
Overview) for a discussion of the purpose of using this rubric.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Interpersonal
Skills in Group Work |
-
limited interaction within a group, and shows lack of sensitivity to others’
feelings and abilities in opinions expressed |
- some
interactions with other group members, but sometimes expresses opinions which
are insensitive to the abilities and feelings of others |
-
interacts with all group members spontaneously and contributes in a way that
is sensitive to the abilities and feelings of others |
-
interacts positively with all group members, encourages such interaction in
others, and is always sensitive to the abilities and feelings of others in
contributions |
|
Participation
to Achieve Group Goals |
- shows
limited commitment to group goals and
often fails to perform assigned roles |
-
demonstrates some commitment to group goals, but has difficulty performing
assigned roles |
-
demonstrates commitment to group goals and carries out assigned roles
effectively |
-
actively helps to identify group goals and works effectively to meet them in
all roles assumed |
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Contribution
to Group Maintenance |
- has
difficulty identifying changes needed in group processes, and is reluctant to
participate in making those changes identified by others |
-
identifies some changes needed to improve group processes if prompted, and is
minimally involved making those changes |
-
identifies and helps to make adjustments needed in group processes to improve
group effectiveness |
-
actively works to identify and carry out changes in group processes necessary
to maximize group effectiveness |
|
Roles
Performed in the Group |
- is
limited in inclination or ability to perform roles in the group |
-
willing and able to perform some group roles effectively |
- is
willing and able to perform most group roles effectively |
-
volunteers to perform any group role, and does so effectively and creatively |
In this
sample, four criteria are listed for a scientific inquiry. In the first
criterion, Initiating and Planning, four components are listed. Only one of
those components, “designs fair test” is expanded in the body of the
rubric. A completed rubric would show all four components expanded in detail
for all three criteria.
For a
particular purpose, however, this partial rubric may be all that is needed – it
is not necessary to assess every component of every criterion in every activity
the student undertakes! Over the whole course, however, a student should be
assessed on all significant criteria which define a scientific inquiry, and all
components of each criterion.
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Initiating and Planning ·
formulates question ·
make hypothesis ·
designs fair test* ·
selects equipment and materials |
-
few variables are identified or controlled. |
-
some variables are identified; not all significant variables are controlled. |
-
variables are identified; some significant variables are controlled. |
-
significant variables are identified and controlled. |
|
Performing and Recording ·
follows procedures ·
collects, records and organizes information* ·
uses appropriate vocabulary ·
follows safe procedures |
- collects limited appropriate quantitative
and qualitative information; data is poorly organized and displayed |
- collects some appropriate quantitative and
qualitative information; data is displayed in a partially organized form |
- collects sufficient and appropriate
quantitative and qualitative information; data is displayed in an organized
form |
- collects all appropriate qualitative and
quantitative information in a skillful manner; data is displayed in a student
created and well organized form |
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Analysing
and Interpreting ·
draws valid inferences ·
forms a conclusion which responds to the hypothesis ·
generalizes from experimental results and conclusions to other
situations* |
-
requires considerable support to make generalizations from results and
conclusions |
-
generalizes from results and conclusions in a limited way with some support |
-
generalizes from results and conclusions to other situations in science with
little or no support |
-
generalizes independently from results and conclusions to situations in other
subjects and beyond the school |
Note: A student whose achievement is below
level 1(50%) has not met the expectations for this assignment or activity.
Note: The process outlined above
encompasses all elements of what is commonly called Scientific Method and
places them in the broader context of inquiry
Again,
only one component within each criterion is expanded. The Achievement Chart has
an expansion of the Communications criterion.
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Initiating
and Planning formulates questions ·
states research question* ·
identifies a variety of resources |
-
requires assistance to formulate a research question |
-
research question lacks focus; has some relevance to student and is likely to
yield sufficient information |
-
research question is focused, relevant to student; is likely to yield
interesting information |
-
research question is original, creative, focused and relevant to student;
likely to yield interesting information |
|
Performing
and Recording ·
uses resources to find information ·
records information ·
records sources of information ·
uses appropriate vocabulary |
- a
few relevant resources are used to find simple information |
- an
adequate number of relevant resources are used to find reliable, accurate
information |
- a
variety of recent, relevant resources is used to find reliable, valid and
accurate information |
- a
very wide variety of recent, relevant, authoritative resources is used to find
reliable, valid, accurate and complex information |
|
Analysing
and Interpreting ·
organizes and integrates information in an appropriate format ·
makes conclusions based on information; provides reasons for
conclusions |
-
requires assistance to find and evaluate key information that relates to
question; product lacks organization and flow |
-
finds and evaluates some key information that relates to question; product
lacks order or logical sequence |
-
finds and evaluates key information that relates to question and develops
concepts into a well connected product |
-
finds and evaluates key information that relates to the question and develops
concepts into an insightful, original product |
Note: A student whose achievement is below
level 1(50%) has not met the expectations for this assignment or activity.
Marking Scale (Rubric) for Written Report
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Content Clarity Accuracy Integration
of source material Resource
selection |
- main
idea is generally unclear -
facts, ideas and details tend to be inaccurate -
material from sources is poorly blended, pieces may be directly copied -
poor choice of resources; limited support of writing |
- main
idea is recognizable -
facts, ideas and details exhibit some inaccuracies -
material from sources tends not to be well blended; many terms not explained -
some resource material is well chosen and supports writing |
- main
idea is reasonably clear -
facts, ideas and details generally accurate -
material from sources is fairly well blended; some terms explained in own
words -
good choice of resource material to support writing |
- main
idea is very clear -
facts, ideas and details are accurate -
material from sources is well blended. Difficult terms are explained in own
words -
excellent choice of resource material to support writing |
|
Organization |
-
limited overall logical planning with ideas out of order |
- some
overall logical planning; some gaps in sequence of ideas |
-
adequate overall logical planning |
- very
good overall logical planning and forms well connected text |
|
Use
of Language |
- weak
command of appropriate vocabulary |
- fair
command of appropriate vocabulary |
- good
use of appropriate vocabulary including correct scientific terminology |
-
excellent use of appropriate vocabulary including correct scientific
terminology |
|
Conventions |
- weak
spelling, punctuation, and grammar |
- fair
spelling, punctuation and grammar |
- good
spelling, punctuation, and grammar |
-
excellent spelling, punctuation, and grammar |
Note: A student whose achievement is below
level 1(50%) has not met the expectations for this assignment or activity.
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