Students will complete an 8-week project exploring synthetic chemical compounds and whether their discovery and production provides benefits or harms. Working in groups, students will research a compound of their choice, analyzing its physical/chemical properties, how it is made, benefits gained from its synthesis, and potential harmful effects. Students will create a media presentation and poster about their compound. The project aims to develop students' skills in online research, data analysis, critical thinking, and presentation while addressing chemistry and other science standards.

1. PROJECT OVERVIEW
Name of Project: CELEBRITY SYNTHETIC CHEMICAL COMPOUNDS – BOON OR BANE? Duration: 8 weeks
Subject/Course: Chemistry Teacher(s): E. Racela Grade Level: 11th and 12th
Other subject areas to Mathematics, Environmental Science, Biology
be included, if any:
Project Idea Students will collaborate to explore samples of synthetic chemical compounds and make arguments as to whether the
Summary of the issue, discovery and production of such is a boon or bane to themselves, to the community, and to society as a whole. They
challenge, investigation, will be exposed to the idea that in our quests to improve human well being such as mitigating health and environmental
scenario, or problem: problems, producing better materials for industrial purposes and finding substitutes to dwindling natural resources, the
production of many synthetic chemical compounds by chemists have contributed to remarkable prosperity.
Unexpectedly, new arrays of dreadful health and environmental issues have arose.
Driving Question HOW DO SYNTHETIC CHEMICAL COMPOUNDS IMPACT YOUR BODY, YOUR COMMUNITY AND YOUR
ENVIRONMENT?
Content and Skills Analyze a science-based societal issue by researching the literature, analyzing data, and
Standards to be communicating findings.
addressed:
Formulate explanations by using logic and evidence.
Students know how to use the periodic table to identify metals, semi metals, nonmetals, and
halogens.
Students know how to use the periodic table to identify alkali metals, alkaline earth metals and
transition metals, trends in ionization energy, electronegativity, and the relative sizes of ions and
atoms.
Students know atoms combine to form molecules by sharing electrons to form covalent or metallic
bonds or by exchanging electrons to form ionic bonds.
Students know how to describe chemical reactions by writing balanced equations.
Students know the bonding characteristics of carbon that result in the formation of a large variety of
structures ranging from simple hydrocarbons to complex polymers and biological molecules.
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2. Students know how to identify the functional groups that form the basis of alcohols, ketones, ethers,
amines, esters, aldehydes, and organic acids.
T+A E T+A E
21st Century Skills Collaboration Other:
to be explicitly taught and Students work collaboratively to acquire information
x
assessed (T+A) or that from electronic sources (online research), then
will be encouraged (E) by evaluate information gathered as to usefulness,
project work, but not comprehensiveness, and validity.
taught or assessed:
Presentation x
Students collaborate to create electronic
products and posters which are communicated
to multiple audiences.
Critical Thinking: x
Students engage in critical thinking processes
by investigating, analyzing and drawing
conclusions (based on data gathered) about a
science-based societal issue.
Presentation Audience:
Group: The final products will be: 1) a media presentation and 2) a poster of a “controversial”
Culminating synthetic chemical compound created by each group of students based on their research. Class:
Products and
Performances
School:
Community:
Metal, Metalloid or Nonmetal Lab Report Experts:
Individual: Foldable to Differentiate Alkali Metals, Alkaline Earth Metals and Transition Web:
Metals
Ionic Versus Covalent Bond Lab Report Other:
Balancing Chemical Equations Worksheet
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3. PROJECT OVERVIEW
Entry event to Students will be given news clippings/you tubes of sample “controversial” or “celebrity” synthetic chemical
launch inquiry, compounds such as plastics, pesticides, POPs, and CFCs. They will be exposed to the idea that scientific and
engage students: technological breakthroughs in the synthesis and production of these compounds have contributed to remarkable
prosperity on one hand, but on the other hand, new arrays of unexpected dreadful health problems. They will then
be given a chance to explore other synthetic chemical compounds they encounter and even use frequently. They
will be made to choose a synthetic material that interest them most. By groups (based on their interests), the
students will do an extensive research on the compound of their choice. Basic information that they would gather
about their compound are the following: 1) common and chemical name; 2) formula; 3) chemical structure; 4)
something important about their substance (why they chose it); 5) some history about its origin; 6) how it is made
(industrial process supported with pictures, chemical equations, diagrams, explanations, etc); 7) benefits gained
from the synthesis of the substance; 8) harmful effects/disadvantages of using it; and 9) safety concerns
associated with its use.
Assessments Quizzes/Tests x Practice Presentations
Formative
Assessments Journal/Learning Log Notes x
(During
Project) Preliminary Plans/Outlines/Prototypes x Checklists
Rough Drafts x Concept Maps
Online Tests/Exams Other:
Written Product(s), with rubric: x Other Product(s) or Performance(s), with rubric:
Summative __________________________________________________ __________________________________________________
Assessments
(End of Project) Oral Presentation, with rubric x Peer Evaluation x
Multiple Choice/Short Answer Test Self-Evaluation x
Essay Test x Other:
.
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4. Resources On-site people, facilities: Classroom teacher, Collaborating teacher
Needed
Equipment: Laptop Cart, LCD, Printer,
Materials/Technology: Lab Materials such as different metal samples, conductivity tester, glass
wares, colored paper, lab notebook, internet access
Community resources: Environmentalist and Medical Practitioner if possible to attend
presentations.
Reflection Journal/Learning Log Focus Group x
Methods (Individual,
Group, and/or Whole-Class Discussion x Fishbowl Discussion
Whole Class)
Survey Other: Self reflection using a rubric x
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5. PROJECT TEACHING AND LEARNING GUIDE
Project: Course/Semester:
Knowledge and Skills Needed By Students Scaffolding / Materials/ Lessons To Be Provided
to successfully complete culminating products and by the project teacher, other teachers, experts,
performances, and do well on summative assessments mentors, or community members
On line research skills Suggested websites that could help students identify the
synthetic chemical compound they are going to work on.
Evaluating the appropriateness of websites to be used Criteria to use in selecting the topic.

Effective search (engine) techniques activity led by
teacher.
Preparing PowerPoint/ iMovie Presentations Instruction on software use. Peer tutoring.

Presentation Skills Video review of student presentations
Mock presentation by instructor
 Jigsaw activity to learn presentation rubric
Peer assessment (using rubric) of practice presentations.
Report Writing Direct small-group instruction on the features of report
writing by instructor.
Peer critiquing
Peer editing of drafts
 Final draft editing by teacher.
Jigsaw activity to learn report writing rubric.
Project: Start Date:
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6. MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Project Week One
Teacher explains Teacher shows Online search for Identifying the Lab activity on
the PBL project, sample synthetic the “celebrity” elements that physical and
the material projects synthetic compose the chemical
requirements, – videos, posters chemicals that synthetic properties of
timeline and and power points interest students compound and metals and non
assessment that students did and group classifying them metals.
procedures. in the past. assignments as metals, semi
based on metals or
interest. nonmetals.
Project Week Two
Online search of Differentiating Quiz on periodic Lab on Law of Classifying
the physical and ionic and table trends and Conservation of chemical
chemical covalent bonds chemical Mass reactions and
properties of the and illustrating bonding. balancing
chosen topic and them using chemical
relating such to molecular equations
Periodic Table models.
trends.
Project Week Three
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7. On line search on Lab on Types of On line search on Quiz on writing Online search on
how the Chemical the importance/ and balancing the harmful
synthetic Reactions uses of the chemical effects of the
material was synthetic equations. synthetic
made and chemical material. Explain
explaining the compound. through chemical
chemical Finding the equations how
reactions correlation the substance
involved in their between could be
synthesis. structure and hazardous.
function.
Project Week Four
Organizing the Complete Putting together Critique of first Finalizing the
data gathered research on line the project – draft by project and
about the – facts, images, movie, power classmates using planning for the
compound and pictures, point, poster. a rubric presentation
planning how to diagrams,
do the final
project., i.e.
movie,
powerpoint or
poster.
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8. © 2008 Buck Institute for Education 8