SCH4U/R Term Project
Portfolio
Laboratory Research, Investigation, and Experimentation
A portfolio can be defined as a purposeful, systematic process of collecting and
evaluating student products to document progress toward the attainment of learning targets.
TIMELINE:
The project begins at the start of the term. Throughout the duration of the course, items are required on specified due dates, which are to be used as guidelines only - nothing will be refused if submitted early. The completed portfolio is expected on the specified date at the end of the term.
OBJECTIVE:
The purpose of this assignment is for students to become familiar with the process of scientific research and experiment design. The students will apply the knowledge gained from their research toward problem-solving in the laboratory setting. The focus of this exercise is NOT ON RESULTS. The students are expected to gain experience in and an appreciation for the process of chemical research under the guidance of the teacher. The emphasis will be on developing thinking and inquiry skills, reflecting on problems encountered in the lab, and amending procedures.
EXPECTATIONS:
The main in-school components of the process will involve one meeting with the teacher in the developmental stages of the experiment scheduled mid-way through the term, preparation and performance of the experiment, and documentation of the process in a binder/portfolio to be submitted with the following items:
1. A minimum of 3 photocopied or printed professional documents from the Internet, books, magazines, journals, etc., providing information to assist in the design of your experiment. The quality/utility is up to you, remembering that the remainder of the process hinges on the information acquired. These documents can be removed, added, and replaced throughout the term, both of which are encouraged as healthy practices of scientific research. Due date: Monday, October 29/12
2. A good “rough copy” of the laboratory providing the abstract, materials, procedure, and data to be gathered (e.g. organized as a data table, checklist, etc.) from the experiment. Due date: Monday, November 19/12
3. The students will meet with the teacher upon completion of the “rough copy” to ask questions, discuss concerns, and amend the experiment. The progress sheet that is provided must have the Questions/Concerns section filled out by the students with the information to be gained in the meeting. During the meeting, the teacher will provide responses which the students include in the Comments section, and together Improvements will be outlined in the final section by the students (with guidance from the teacher) as amendments to the abstract/materials/procedure/data table. Due date: Monday, December 17/12
4. A good “final copy” of the laboratory experiment will be provided, in addition to a data gathering sheet (for recording observations, results, or with details for carrying out important calculations). The students must retain a copy of the data sheet for performing the experiment. Due date: Monday, December 17/12
5. A lab day will be provided in class for performing the experiment. Additional time slots will be made available prior to the experiment for any preparation required. Upon fulfillment of the experiment, a copy of the completed data gathering sheet will be entered into the portfolio. Due date: December 21/12
6. A one-page discussion of the results (empirical evidence), their significance (theoretical explanation), sources of errors, and suggestions for improving the procedure of the experiment. Due date: Monday, January 14/13
7. A two-page reflective paper entitled “What I have learned about the research/development/experimental process.” The student should note the types of research materials/documents that are useful, the amendment process, expectations and how they relate to experimental errors, the reporting aspect of research, and any other aspects of this process that were important to the student, the researcher. (Suggestion: An informal journal could be used during the process to write down ideas for this component of the portfolio as they arise.) Due date: Monday, January 21/13
8. An identification page/table of contents that provides a title for the portfolio and outlines its components. Examples will be provided. Due date: Monday, January 21/13
Again, the purpose of the portfolio is for students to experience this process. Completion of the process will necessarily result in success.
TOPIC:
The area of investigation will be rates of change, a topic that will be studied in the course, but for this project it will involve processes that occur around the household, in workplaces, or in nature. More precisely, students will explore the factors that can affect the rate at which these processes occur.
Some basic concepts are provided to stimulate thought and provoke one’s creativity. However students are expected to explore their own ideas, keeping in mind the basic framework of scientific research – changing one variable (independent) and measuring the effect on another variable (dependent), which will be the rate of change in this project.
1. Measuring the rate of physical changesExamples of physical changes include:
û freezing water
û dissolving sweeteners in coffee
û formation of stalactites/stalagmites
û fluorescence of Petroleum jelly / 2. Measuring the rate of chemical changes
Examples of chemical changes include:
û setting cement
û mixing Alka Seltzer tablets in water
û ripening bananas
û rusting of metals
Research and develop an experiment to study the effect of one of the following factors on the rate of a physical change.
û temperature
û nature of reactant
û catalyst
û surface area
û concentration
EVALUATION: The portfolio will be evaluated based on (1) the presence (or absence) of the required items and (2) the effort, thought, and contemplation reflected in the students’ work. An evaluation rubric is provided. The listed items must be present in the portfolio.
û identification page/table of contents
û reference documents
û good “rough copy” of the experiment
û progress sheet
û good “final copy” of the experiment
û data gathering sheet
û completed data gathering sheet
û one-page discussion
û two-page reflection
All student-submitted work must be word processed using size 12 font, except details of the data sheet and progress sheet, which may be handwritten.
Assessment of the quality will remain open until the final due date at the end of the term. The portfolios are available to students throughout the term, and refinements are encouraged on any item (except the completed data gathering sheet). The teacher will be open for consultation throughout the term. No marks will be assigned until after the final due date of January 21/12.
SCH4U/R Portfolio Marking Scheme
v formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research
v select appropriate instruments (e.g. glassware, calorimeter, thermometer) and materials (e.g. chemical compounds and solutions), and identify appropriate methods, techniques, and procedures, for each inquiry
v identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately
v apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting WHMIS symbols; by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of laboratory materials; and by using appropriate personal protection (e.g. wearing safety goggles)
v conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively to collect observations and data
v compile accurate data from laboratory and other sources, and organize and record the data, using appropriate formats, including tables, flow charts, graphs, and/or diagrams
v select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and human sources, using suitable formats and an accepted form of academic documentation
v synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data; solve problems involving quantitative data; determine whether evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and error; and suggest improvements to the inquiry to reduce the likelihood of error
v analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias
v draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge
v communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g. data tables, laboratory reports, presentations, debates, simulations, models)
v use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g. SI units, imperial units)
v express the results of any calculations involving data accurately and precisely, to the appropriate number of decimal places and significant figures
*Taken from the revised document for the 2008 Ontario Science Curriculum, Grade 12 Chemistry, University Preparation, pp. 106-107.
SCH4U/R Term Project
Portfolio
Progress Sheet
Names: ______
Experiment Title: ______
Date of Meeting: ______
Questions & Concerns of students:Comments from teacher:
Improvements to be made: