SCH3U Project
Disaster Strikes!
Chemistry is all around us! This term project will demonstrate
understanding of SCH3U content by deconstructing a “disaster” at the
molecular level. This term project will involve 4 parts.
Part 1: Disaster/Environmental Impact (February)
Part 2: Chemical Reactions and Properties (March)
Part 3: Quantities/Prevention (April)
Part 4: Public Service Announcement (May)
Part 1: Disaster/Environmental Impacts
Find a “disaster” that involves chemistry. The disaster can be natural or manmade and it can be
historical or present day BUT make sure it involves some level of chemistry. Avoid biological
outbreaks/virus/bacteria as they involve biology instead of chemistry. Investigate the environmental
impacts of the disaster on the environment
Describe:
- What effects does it have on the environment (air/water quality)?
- Is there a protocol for waste disposal/cleanup?
- Were any specialized equipment used?
Consider the following:
- What is being done to lessen the harmful impacts on human health and the environment?
- Could we reduce the amount used?
- Could we modify the chemical components?
- Are there safer and greener alternatives?
Part 2: Chemical Reactions and Properties
Identify a chemical reaction that is applicable to your disaster from part 1.
Chemical Reactions:
Describe:
- How this reaction plays a role in your disaster?
- Why did this reaction happen at this point in time? What conditions contributed to the reaction
occurring?
Represent the reaction in the following ways:
- Word equation
- Balanced chemical equation
- Lewis structures and/or structural diagrams
Properties:
- Examine the structural diagrams of the reactants and products. Make connections between the
structure and the properties of the substances, and link back to the environmental impact.
Part 3: Quantities/Prevention
Research the importance of quantities in the disaster.
Describe:
- Units/measurements relevant to the disaster
- Specify measurements crucial in the cause and effect of the disaster
Consider the following:
- What are the implications of inaccurate measurements?
- What could be learned from a scenario in which inaccurate measurements were made?
- What safety measures should be implemented in order to reduce the possibility of error?
Part 4: Public Service Announcement
Create a public service announcement using the medium of your
choice.
A2
B1
C1
D1
E1
F1
Analyze processes in the
home, the workplace, and
environment
Level 1
Level 2
Level 3
Level 4
Communication
Expression of ideas is
unclear.
Many errors with
scientific conventions.
Target audience is
unclear.
Ideas sometimes lack clarity
Some errors with scientific
conventions.
Choice of media is
somewhat suited for target
audience
Organized, clear expression
of ideas.
Correct use of scientific
conventions with minimal
errors.
Choice of media is effective
for target audience.
Clear, concise, logical flow of
ideas.
Consistently correct use of
scientific conventions.
Choice of media is effective
and engaging for target
audience.
Content
Limited understanding
of the topic.
Much more detail
required
Some understanding of the
topic.
More detail required
Considerable understanding
of the topic
Thorough understanding of
the topic.
Extends & elaborates
Making
Connections
Limited connections
between chemistry &
the environment
Some connections between
chemistry & the environment
Considerable connections
between chemistry & the
environment
Insightful connections
between chemistry & the
environment