WHY IS САRBОN DIОХIDЕ СОNSIDЕRЕD РОLLUTIОN АND HОW DО SСIЕNTISTS KNОW THАT HUMАNS АRЕ RЕSРОNSIBLЕ FОR СLIMАTЕ СHАNGЕ
STAGE 2 CHEMISTRY INVESTIGATIONS FOLIO – ISSUES INVESTIGATION PURPOSE 1. Demonstrate and apply knowledge and understanding of chemical concepts and interrelationships. 2. Formulate questions, manipulate apparatus, record observations in practical chemical activities, and design and undertake chemistry investigations. 3. Demonstrate an understanding of how knowledge of chemistry can be used to draw informed conclusions or make informed decisions, taking into account social and environmental contexts. 4. Develop possible solutions to a variety of problems in chemistry, in new or familiar contexts. 5. Critically analyse and evaluate chemical information and procedures from different sources. 6. Communicate in a variety of forms using appropriate chemical terms and conventions. DESCRIPTION OF ASSESSMENT All students will undertake one issues investigation, in which they inquire into an issue of social or environmental relevance to chemistry. Students formulate/develop a question and conduct the investigation. They will gather information from different sources, identify and discuss at least two different points of view that members of the community hold on the issue, analyse their findings, critically evaluate the evidence, and develop and explain their own conclusions. This investigation will allow students to learn to think critically and reflectively when relating their evidence to the issue under investigation. Students will use appropriate chemical terms and conventions to explain links between chemical data, concepts, and issues. Students may work collaboratively to gather information, but each student must produce an individual investigation report. The issues investigation should be a maximum of 1500 words (Part A 300 words maximum and Part B 1200 words maximum). This task will be a Resource Based Learning Task which will utilise the Resource Centre staff, using both Resource Centre and computer facilities. The process will be structured in a such a way that it will equip the students with the skills required to research the social/environmental issue related to their chosen issue using a Range of Resources (Amlib Catalogue, Weblinks Online, eLibrary (Databases), Britannica Online (Encyclopaedia), Newspapers Online, Other Libraries, Trove and Free Documentaries, and to cite them accurately by finding Bibliography generators. Using their chosen articles of their chosen articles, students critically evaluate the articles for relevance, bias, credibility and other factors using a proforma that is provided. Students use the information they have gathered, together with any additional support materials, to write a report in which they respond to the question they have negotiated with their teacher. In the report, they provide relevant chemical background, consider different perspectives, present alternative views, and present an informed personal view using the Performance Standards outlined in the task sheet. ASSESSMENT CONDITIONS TIMING AND PLANNING Part A Due Date: Term 3 Week 9 Students will need to gain approval for their selected question. Students will need to become familiar with the content in their chosen articles. Students will critically evaluate the articles for relevance, bias, credibility and other factors using the proformas provided. Word limit: should be a maximum of 300 words. Must be typed and presented to your teacher in electronic form. Part B Due Date: Term 3 Week 10 Students should refer to their two major articles, and any other support materials that will assist in completing their report. These must be acknowledged using appropriate referencing at the end of their report. Word limit: should be a maximum of 1200 words. Must be typed and presented to your teacher in electronic form.