BONDING: HOW DOES IT AFFECT US?

Transcription

1 CHEMISTRY 20 - Unit A: Chemical Bonding Students will find a recently published article (magazine, research, internet, newspaper, etc.) and discuss the science (specifically related to the bonding chemistry) that is involved in the article. They will be required to give a brief summary, how this has evolved from past technologies and what the social implications are for society today and the future. Students will be able to demonstrate their understanding in any way that best fits their learning style. Unit A: Chemical Bonding Foundation 1 Attitudes Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society and the. Foundation 2 Knowledge Students will construct knowledge and understandings of concepts in life science, physical science and Earth and space science, and apply these understandings to interpret, integrate and extend their knowledge. Foundation 3 Science, and Society (STS) Students will develop an understanding of the nature of science and technology, the relationships between science and technology, and the social and al contexts of science and technology. Foundation 4 Skills Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively and for making informed decisions. General Outcomes 1.Apply various models, evidence and theory to explain the structure, chemical bonding and properties of ionic compounds 20 A1.1&2.1sts 20 A1.2&2.2sts 20 A1.3sts Specific Outcomes Explain that the goal of science is knowledge about the natural world Explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations Explain that scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery Students provide evidence of their learning as they: Defense ICT C1. Students will access, use and communicate information from a variety of technologies. ICT C1-4.1 ICT C1-4.2 Plan and perform complex searches, using more than one electronic source Select information from appropriate sources, including primary and secondary sources 1

2 ICT C3.Students will critically assess information accessed through the use of a variety of technologies. ICT F3. Students will demonstrate a moral and ethical approach to the use of technology ICT C1-4.4 ICT C3-4.1 ICT C3-4.2 ICT F3-4.1 ICT F3-4.2 Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues Assess the authority, reliability and validity of electronically accessed information Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic Demonstrate an understanding of how changes in technology can benefit or harm society Record relevant data for acknowledging sources of information, and cite sources correctly TEACHER NOTES For best results: Consider providing this task to the students at the beginning of the unit to help students focus their learning. Prior to using the rubric, discuss the criteria and qualitative descriptors within the rubric so that the language becomes understandable to students. This is a great opportunity to help students expand their vocabulary and clarify what is expected of them. Encourage students to self-reflect and/or to receive feedback from peers using the feedback tool, and then to follow up by improving their work before submitting. Assessment as Learning: Students should complete the Student Learning Goals page once they have completed the task. This provides students with the opportunity to identify areas of strength and areas for growth. At the beginning of each new task, encourage students to look back to this section from previous tasks to help them identify their strengths to continue and their areas for growth to improve. 2

3 STUDENT TASK DESCRIPTION You will be learning a lot about chemical bonding throughout this unit, but why do you care? In this assignment you will be taking on the role of a reporter. Like a reporter, their job requires them to conduct re-search and present their research in a clear manner. You will need to find a recently published article (magazine, research paper, newspaper, video, etc.) and discuss the science (specifically related to the bonding chemistry) that is involved in the article. From here, you will need to give a brief summary including how this has evolved from past technologies and what the social implications are for society today and the future. You need to demonstrate a general understanding of the chemistry that is involved in the article you choose. However, what is more important is that you make connections to how this has (or will) change technology we have used in the past and what does this mean for society (now and in the future)? I would also like you to reflect on what this means for you and what your personal feelings are towards this technology being implemented. To strengthen your argument, you may include a discussion about the chemistry involved. Below, I have listed some possible (but not all) resources you may choose to use when looking for a topic that is of interest to you! This said, you might also decide to look elsewhere for an appropriate article You can choose to demonstrate your knowledge and findings in anyway you choose. You may write short essay, make a video, a brochure, a song, etc. Do what ever fits your learning best! Just remember, you need to demonstrate an insightful discussion of the issue and it s societal implications. Please include a copy of the source you use and the self-reflection when you hand it in. 3

4 Name: Level Insufficient / Excellent Proficient Adequate Limited * Blank * Criteria [ICT F3-4.2, C3-4.1,4.2, C1-4.1,4.2,4.4] [20 A1.1&2.1sts, 20 A1.3sts & ICT F3-4.1] X2 Defense [20 A1.2&2.2sts] Insightful Insightful discussion of Thought is demonstrated in the selection of relevant and use of multiple sources, which reinforce the students argument Thorough Thorough discussion of Sources used are relevant and support the students argument Sufficient Sufficient discussion of Inadequate sources are used that do not strengthen the students argument Inadequate Inadequate * When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve. TOTAL = 15 MARKS 4

5 Do you have ALL of the following? STUDENT CHECKLIST 1. Have you used strong references that support your argument? Yes or No 2. A Science and Society (STS) has met expanded human capability as well as the intended and unintended? Yes or No 3. Have you clearly stated your standpoint on the integration of this new technology in society? Yes or No If you have answered yes to ALL of these questions, you are ready to submit your project! Good work! 20 A1.1&2.1sts 20 A1.2&2.2sts 20 A1.3sts ICT C1-4.1 ICT C1-4.2 ICT C1-4.4 ICT C3-4.1 ICT C3-4.2 ICT F3-4.1 ICT F3-4.2 Students will: Explain that the goal of science is knowledge about the natural world Explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations Explain that scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery Plan and perform complex searches, using more than one electronic source Select information from appropriate sources, including primary and secondary sources Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues Assess the authority, reliability and validity of electronically accessed information Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic Demonstrate an understanding of how changes in technology can benefit or harm society Record relevant data for acknowledging sources of information, and cite sources correctly 5

6 Student Learning Goals Name Period After you have finished this task, complete the following self-reflection: Area of Strength (what I do well) Area for Growth (what s hard for me) What I would do differently another time (what action I will take) 6