SCH3U
Criteria
 Relation to grade 11
curriculum
Summative
Record
Comments below
REPRESENTING
 Quality of chemistry
 work not related to
overall expectations of
grade 11 curriculum
 chemistry inaccurate
 Connections between
strands or topics
CONNECTING
 Relation of chemistry
to the model
 Organization of
chemistry
R - Insufficient
 makes no connections
between strands or
topics
 chemistry does not
relate to the model(s)
created
COMMUNICATING  no organization of
chemistry
 Use of language
 unclear language
 Use of symbols,
labels, and
conventions
 symbols, labels, and
conventions used
incorrectly
 Use of chemistry
vocabulary
SCH3U Summative Task
 no use of mathematical
vocabulary
Limited
Some
Considerable
Thorough
Level 1 – Simplistic
(at least half of the
expectations are met)
Level 2 – Basic
coverage and
execution
Level 3 – Solid,
familiar, purposeful
Level 4 – Insightful and
novel
 model(s) attempted that
are incomplete or make
limited use of grade 11
curriculum
 model(s) make
obvious use of grade
11 curriculum but
may lack detail
 model(s) make apparent
use of grade 11
curriculum in a variety of
ways
 model(s) make apparent
use of grade 11 curriculum
in a variety of ways through
multiple representations
 chemistry contains
numerous mechanical
and conceptual errors
 chemistry contains
some mechanical
errors and few
conceptual errors
 makes simplistic
connections between
strands or topics
 chemistry relates to
the model(s) and is
only purposeful to
simple conclusions
 presentation of
chemistry apparent
but requires some
interpretation
 language may
require
interpretation
 chemistry may contain
few mechanical errors
and insignificant
conceptual errors
 makes obvious, familiar
connections between
strands or topics
 chemistry supports the
model(s) and
conclusion(s)
 chemistry contains
negligible mechanical or
conceptual errors
 presentation of chemistry
easy to follow
 presentation of chemistry
clear and easy to follow
 clear language; may
require minor
interpretation
 clear and precise language;
succinct
 makes no or irrelevant
connections between
strands or topics
 chemistry relates to the
model(s) but is not
purposeful to a
conclusion
 poor organization of
chemistry
 language may require
significant
interpretation
 uses simplistic symbols,
labels, and conventions
 uses common language
in place of mathematical
vocabulary
ROUGH DRAFT DUE: Friday May 22, 2015
 uses mathematical
symbols, labels, and
conventions with
minor errors
 few errors in
vocabulary
 makes perceptive, nonstandard connections
between strands or topics
 chemistry supports the
model(s) and conclusion(s)
 uses mathematical
symbols, labels, and
conventions correctly
 consistently uses
mathematical symbols,
labels, and conventions
correctly
 appropriate use of
mathematical vocabulary
 efficient and convincing use
of mathematical vocabulary
FINAL COPY DUE: Friday, May 29, 2015
SCH3U
Summative Task Spring 2015
ROUGH DRAFT DUE: Friday May 22, 2015
May be completed in pairs or alone.
FINAL COPY DUE: Friday, May 29, 2015
Overall Expectation – To create a visual presentation (poster, power point, booklet, mobile, video, t-shirt,
game, 3D model etc.) of your learning in chemistry this semester with regards to an ionic salt.
Your task will cover the following expectations:
1. B1 Analyze the properties of a commonly used ionic salt and its effects on human health and the environment and
propose ways to lessen its impact.
2. C2 Analyze a chemical reaction your salt is associated with and assess its impact on society and the environment.
3. D1 Analyze processes in the home, the workplace, and the environmental sector that use the salt with regards to
chemical quantities and calculations.
4. F1 Analyze the effects of this salt on water pollution and on air quality and economic, social and environmental
issues.
The MAIN FOCUS of the project is to consider:
1. Industrial uses of your compound. (Try to include at least three examples)
-how is the salt used in industry, reactions, products, waste management, cost
2. Common uses –if any (Try to include at least three examples i.e. home, school work products)
-how is the salt used in the home, workplace school; reactions, products, waste management, cost
3. Toxicity: does the compound have an effect on the environment (i.e. water and air pollution)
and thus have a negative effect on human health?
Other Topics to cover:
Unit 1 – Matter and Chemical Bonding
Ch.1 – Atomic Structure
Ch.2 - Bonding
Atomic structure of bonding elements
An ionic or molecular compound
Isotopes of bonding elements
Physical properties of its
Physical characteristics of bonding
representative compound
elements
Bohr Rutherford or Lewis Structure
Electron configuration of bonding
and or structural formula of the
elements (metal in salt)
formation of the compound
Periodic trends of bonding elements i.e.
Name using classical system and/or
the metal in the salt –atomic radius, ionic IUPAC system
radius, ionization energy, electron affinity, E.Ns and E.N.Ds
electronegativity
If covalent – shape, polarity,
Bohr Rutherford and Lewis Dot diagrams intermolecular forces of attraction
of bonding elements
If ionic – existing hydrate names and
Relative Atomic Mass of bonding
formulas
elements and Isotopic Abundance
Flame test for bonding metal
*bonding elements refers to each of the individual elements found in your salt.
NaCl contains sodium, and chlorine
Ch.3 – Chemical
Reactions
Examples of as many types of
reactions your compound can
be involved in (synthesis,
decomposition, single
displacement, double
displacement
(neutralization), combustion
Balancing chemical reactions
Solubility in water – total
and net ionic equations
Unit 2 – Quantities in Chemical Reactions
Ch.4 – The Mole
An example of a calculation of Molar mass
An example of a calculation using Avogadro’s
number
An example of a calculation using mass
An example of a calculation of percent composition
An example of a calculation of an Empirical and
Molecular Formulas
An example of a calculation of a hydrate of your
compound
Unit 3 – Solutions and solubility
Ch. 6 – The Nature and properties of
solutions
If your compound is soluble in water, write
a net equation illustrating the dissociation
An explanation of the solubility of your
compound in a polar or non-polar solvent
Ch. 5 – Stoichiometry
An example of maintaining mole ratios using your
compound
An example of a calculation predicting the mass of a
product or other reactant
An example of a calculation involving limiting and excess
reagents
An example of a calculation in the percentage yield of a
chemical reaction
Ch. 7 – Solubility and Reactions
Ch. 8 – Acids and Bases
Create a solubility curve for your
compound.
Relate the solubility of your
compound to another and to the
solubility of a known gas
An example of a calculation in
solution stoichiometry
An example of an equation
where your salt is a product
of a neutralization reaction.
Unit 4 – Gases and Atmospheric Chemistry
Ch. 9 – The Gas Laws
Not applicable
List of Compounds:
to choose from include but are not limited to;
*you may choose your own, but must have teacher approval before proceeding
* a suggestion is to search the internet for chemicals involved in industrial manufacturing, ground water
contamination, food preservatives, laundry detergents, fertilizers or specialty drinks such as Gatorade.
Lithium Chloride
Sodium hydroxide
Calcium chloride
Lithium nitrate
Sodium nitrate
Copper (II) sulfate pentahydrate
Lithium nitride
Sodium sulfite
Aluminum oxide
Sodium hydrogen carbonate
Sodium phosphate
Zinc borate
Magnesium sulfate heptahydrate
Sodium perchlorate
Zinc chloride
Sodium hypochlorite
Potassium phosphate
Zinc sulfate
Ammonium hydroxide
Potassium iodide
Zinc sulfide
Ammonium perchlorate
Potassium chloride
Sodium nitrite
Potassium perchlorate