SCH4U
INDEPENDANT STUDY UNIT
ISSUES IN CHEMISTRY
INTRODUCTION
Throughout this chemistry course, you will learn how matter around us exists and acts. This course focuses on the
theories behind:
 Organic Chemistry
 Structure and Properties of Matter
 Energy Change and Rates of Reaction
 Chemical Systems and Equilibrium
 Electrochemistry
It is now your turn to relate this knowledge of chemistry to technological, societal, and environmental current issues.
YOUR TASK
You are required to research a topic pertaining to each of the five strands in this course. You will then find a recent
article that relates to each one of these topics, summarize it, and also write your own opinion and view on the subject.
The background research, articles, summaries, and opinions must be presented in a SCRAPBOOK style. The project will
not be accepted unless it is in scrapbook form, and will be immediately handed back if not in scrapbook form.
FORMAT
1. You may use a variety of different booklet formats to create your scrapbook. Sketchbooks (like the ones found at art
stores or Staples), photo albums (the ones with the large plastic coverings for each page), or actual `scrapbooks` are
good. However, you may wish create your own booklet using Bristol board/construction paper and string or staples as
the binding. This project is not limiting in terms of creativity!
2. Title page. This is the outside of your scrapbook. It must include your name, an indication of the units covered
(whether in writing or in diagrams/illustrations/collage etc.), course code, and due date. Again, creativity will get you
major points! You may decorate both the back and front of the scrapbook if you wish.
3. Table of Contents. This should be organized and precise. The more detail, the better. It should indicate:
 Pages of the beginning of each unit (page of the section title page).
 The topic you are researching/writing about for each unit.
 The contents of each of the unit sections (i.e. background research, related article (name it!), summary of the
article and opinion).
 Page number of the works cited.
4. Main body. The main part of your project consists of five main sections. For EACH section (unit), you are required to
have:

A section title page. The title page should indicate what to expect in the section. You may wish to use
pictures, photos, drawings, cut-out letters, pop-ups, patterns, collages, etc. Creativity is definitely encouraged.
However, a messy scrapbook (glue/tape sticking out from under things, bad cutting jobs, bad use of space, etc.)
is never nice to look at. Keep in mind that you are being marked on presentation.

MAJOR TOPIC
Written Criteria: Any main written part of this assignment (excluding titles) is to be between 11-14 font sizes. You
may choose any font as long as it is easy to read. None of this please. OR THIS. The page minimum/maximum
for each section is outlined on the next page. You can use single or double spacing, but the criteria assumes single
spacing and ‘normal’ or ‘narrow’ margins. (For example, if you are required to have 0.5-1 pages of writing and you
use double spacing, you must have 1-2 pages). The majority or writing must also be in paragraph form.
Written sections can be presented as one whole block, or cut up into smaller sections if you wish.
Each major topic (5 in total) will have the following:
a) Background research
 Research must be from at least 3 RELIABLE sources and must be written in your own words.
Research must be cited in MLA format (there are many sources online to help you do this!).
Plagiarism will not be tolerated. Remember to include your citations in your works
cited/bibliography.
 The written research should be 1 – 1.5 pages in length.
 This section is where you write about past and current technologies, innovations, implications,
etc. about the topic.
b) Article
 Each article must be original (no ‘summaries’) and a minimum of 3/4 of a page without the
pictures (however, you are encouraged to include any pictures attached to the article). Articles
will not be marked if they are too short.
 Do not use forums or news groups because usually these articles are too short and are just
summaries of longer versions.
 Please be aware that you need a total of 5 articles.
 Every article must show its source and the date that it was published. You can add this in at the
top of the article if the actual source is not indicated directly on the article. The source of the
article must also be indicated in the works cited.
 The articles must have been published after January 1, 2009, and can be from newspapers,
magazines, scientific journals, etc. Try to use your own judgement when figuring out whether or
not an article is reliable. There are many ‘hoax’ articles out there! However, please see me if you
are worried about proving its reliability.
c) Article summary
 Between 0.5 to one full page. Summarize the main idea/main point(s) of the article.
 The summary MUST be written in your own words. You may include excerpts from the article to
emphasize a point, but it must be cited and will not count towards your ‘word count’ for the
section.
d) Reflection
 Between 0.5 to 1.5 pages. Describe and explain your feelings about your research and recent
findings on the topic. Be sure to explain why you feel this way in a comprehensive, logical form.
(What do you think could have been done better in the past? What can be done now? What
should be done in the future? Are you indifferent to this topic? Bias? WHY?) There are no
limitations to your opinions as long as you explain it in a logical, knowledgeable way.
 This is a chance for you to prove your ability to think critically. For instance, many people believe
that global warming is due to an increase in CO2 due to increasing human activity. However,
geological history shows that this fluctuation in climate is natural, and fluctuating temperatures
such as this have occurred since Earth was formed. Many political groups still use this ‘fear of
global warming’ as a platform for their campaigns. (WE WILL REDUCE GLOBAL WARMING. WE
WILL REDUCE EMMISSIONS. WE WILL SAVE THE EARTH. ELECT US!) How does this affect society
and their beliefs? Do people buy hybrid cars because of this? Do people feel pressure to use
“environmentally safe” products? Does the average consumer even know what a “green
product” is?
5. Works cited. This is where you credit the writer(s) of the resources you used for your background resources.
 Use MLA format. For help on this, see this link: http://www.studyguide.org/MLAdocumentation.htm
 You should have at least 3 resources for the background research of each of the 5 articles and should cite the
source of each of the 5 articles you found. Therefore, you should have a minimum of 20 entries in the works
cited section.
LIST OF TOPICS
The list of topics can be found in the Ontario Science Curriculum Document, 2008. Each strand in the SCH4U
section has two main topics in each of the “Relating Science to Technology, Society and the Environment.” These are the
topics you must focus on for each of the five units. You must choose one of the two topics for each unit for the basis of
your research for each unit. There are sample issues and questions to consider listed below each topic that correspond
to the main issues. You may wish to use these sample issues for the basis of your research. However, you are
encouraged to explore any other issue as long as it relates to the major topics outlined.
Here is a web address to the document: http://www.edu.gov.on.ca/eng/curriculum/secondary/2009science11_12.pdf
The SCH4U course outline begins on page 104.
Your topics are: B1.1 or B1.2; C1.1 or C1.2; D1.1 or D1.2; E1.1 or E1.2; F1.1 or F1.2.
ASSESSMENT
The ISU is worth 12% of your summative mark. This mark will be weighed equally between the four categories
of assessment (K/U, T, C, and A). You will be graded on creativity, insightfulness, critical thinking, research ability and
application. There is a sample rubric on the next two pages.
Assessment Breakdown:
Overall Presentation: Worth 80 marks
Content: 5 rubrics, each worth 40 marks.
Total: 280 marks.
Please be aware of the weights allotted to each of the criteria within the rubrics.
The rubric is tentative and may change slightly.
DUE DATE: Date of the exam.
HAVE FUN AND GOOD LUCK!
Relating
hEnvironment
Approximately 30% goes towards creativity, organization, citation, and overall effort.
OVERALL PRESENTATION
Level
4
3
2
1
Weight
TITLE PAGE
CREATIVITY
Title page is extremely
creative, attractive and
inviting. Interesting use of
media.
Title page is creative,
attractive and inviting.
However, there could be
more variety of media.
Title page is somewhat
creative and attractive,
but it seems somewhat
rushed.
Title page lacks in effort
in terms of creativity
and thought.
x3
TITLE PAGE
RELEVANCE
The reader knows what to
expect from the project. All
required information is
indicated in an easy to read
but interesting way.
The reader has a good
idea of what to expect
from the project. Most
required information is
indicated.
The reader has some idea
of what to expect from the
project but many aspects
of the content are missing
and/or required
information is missing.
The title page has
hardly any evidence of
what to expect and/or
required information is
void.
x2
Table of contents lacks
effort in terms of
organization OR does not
correspond to actual
locations in the
scrapbook.
Table of contents exists,
but there is hardly any
evidence of thought put
into it OR it does not
correspond to actual
locations in the
scrapbook.
The product is mostly
organized in a logical way,
but the sequence of topics
is difficult to follow at
times. It seems slightly
rushed.
There seems to be a
lack of thought when
putting the scrapbook
together.
TABLE OF
CONTENTS
OVERALL
ORGANIZATION
Contents and corresponding
pages/sections indicated in a
very organized fashion. Table
of contents relates perfectly
to the actual page numbers/
sections of the scrapbook.
The product is attractive and
is organized in a
comprehensive, logical way.
It is evident that the student
put much thought into the
organization of the project.
Contents and
corresponding
pages/sections
indicated in a
sufficiently organized
fashion. Table of
contents relates to the
actual page
numbers/sections of the
scrapbook.
The product is attractive
and is organized in a
sufficiently logical way.
It is evident that the
student put some
thought into the
organization of the
project.
x2
x4
QUALITY OF
WRITING
All grammar and spelling are
correct. Writing is easy to
read and to understand. Use
of scientific vocabulary is
impressive.
Only one or two errors
in grammar and
spelling. Usually uses
appropriate scientific
vocabulary.
Many grammar and
spelling errors. Many
times throughout where
scientific vocabulary
could have been used and
was not.
Very frequent grammar
and/or spelling errors.
Writing seems rushed
and not edited.
x4
CITATION
The bibliography/works cited
page is in proper format. All
resources are cited clearly
throughout text.
The bibliography/works
cited is in proper
format. Most resources
are cited clearly
throughout the text.
The bibliography exists,
but seems to be thrown
together. Some resources
are cited clearly
throughout the text.
Resources are not
properly cited.
x4
PUNCTUALITY
ISU handed in on due date.
ISU handed in late.
=
x1
TOTAL
/80
There will be 5 of these rubrics, one for each unit. Each is worth 40 points. (200 points total).
UNIT: (for example, Genetics (Bio) or Organic Chemistry (Chem))
Level
UNIT TITLE
PAGE
4
REFLECTION
1
Weight
Unit title page is
somewhat creative and
attractive, but it seems
somewhat rushed.
Unit title page
lacks in effort in
terms of
creativity and
thought.
Presented most
of the content
with a logical
progression of
ideas and
supporting
evidence.
Presented content
which failed to
maintain a consistent
focus for at least one of
the topics. At least one
topic showed minimal
organization and
effort, and lacked an
adequate amount of
supporting evidence.
Overall, the
student
presented
content which
was unfocused,
poorly organized,
showed little
thought or effort
and lacked
supporting
evidence.
x3
Included one
appropriate
article, but one is
slightly
unreliable.
Both articles may be
unreliable, but the
contents correspond to
the topics.
Neither articles
are reliable
and/or relevant.
x1
Extracted the most
relevant
information.
Extracted mostly
relevant
information.
Extracted a lot of
information which
wasn’t relevant, but
included some relevant
information.
Extracted
irrelevant
information/ did
not include
important
information.
Student presented
their opinion
clearly and
concisely with a
logical progression
of ideas and very
effective
supporting
evidence.
Presented most
of the content
with a logical
progression of
ideas and
supporting
evidence.
Presented content
which failed to
maintain a consistent
focus, showed minimal
organization and
effort, and at times
lacked an adequate
amount of supporting
evidence.
Presented
content which
was unfocused,
poorly organized,
showed little
thought or effort
and lacked
supporting
evidence.
clearly and
concisely for both
topics with a
logical progression
of ideas and
effective
supporting
evidence.
ARTICLE
SUMMARY
2
Unit title page is
creative,
attractive and
inviting.
However, there
could be more
variety of media.
Unit title page is
extremely creative,
attractive and
inviting.
Interesting use of
media.
BACKGROUND
Presented content
RESEARCH
QUALITY OF
ARTICLE
3
Included highly
appropriate and
reliable sources for
both topics.
=
x1
x2
x3
TOTAL
/40