1. No category

Part 1: Light and Optics
Making Your Own Solar Oven
Materials Needed
Cone Solar Oven:




2 large sheets of black poster board
aluminum foil
black construction paper
cardboard box
Pizza Box Solar Oven:








pizza box
newspaper
aluminum foil
black construction paper
scissors
plastic wrap
tape
book
Also:





resealable plastic baggies
graham crackers
marshmallows
chocolate bar
3 thermometers
Instructions
In groups of two you will make two different types of solar
ovens (you are changing the shape of the reflective
surface), test them and answer the analysis questions.
Cone Solar Oven
1. To make the Cone Solar Oven, glue two pieces of
black poster board together to make one long piece.
Cover one side with aluminum foil.
2. Bend the poster board, foil side in, into a cone shape
and tape it together. The cone should still be open
on both ends.
3. Put black construction paper in the bottom of a
cardboard box. This dark surface will absorb heat
into the bottom of the box.
4. Prop the cone in the box with the narrower opening
pointing down.
5. Put a graham cracker with a marshmallow on top of
it in a resealable baggie. Chocolate melts faster than
marshmallows, so it works best to cook the
marshmallow first and add the chocolate later.
6. Put the baggie on the bottom of the box in the center
of the cone.
Pizza Solar Oven
7. To make the Pizza box Solar Oven, put a few sheets
of newspaper in the bottom of a pizza box. Cover
the newspaper with black construction paper to
absorb heat.
8. Cut a flap out of the top of the pizza box two inches
from the sides and front but attached in the back.
Bend it back and cover the inside of the flap with
aluminum foil.
9. Tape plastic wrap across the hole left by the flap.
10. Put a graham cracker with a marshmallow on it on
top of the black paper in the bottom of the box.
Close the box.
11. Use a book or tape to prop open the flap so that the
aluminum foil can catch the sunlight and reflect it
onto the marshmallow.
12. Make an extra s'more to be the control. Don't put
this one in a Solar Cooker. If the control s'more
cooks as well as the ones in the Solar Ovens, you
will know that the Solar Ovens aren't working better
than the sun by itself. Predict how long you think it
will take to cook the s'more and which cooker will
get hotter and cook faster.
13. You need the sun to make your Solar Ovens work,
so you'll need to do your cooking outside.
14. Once you set up your Solar Cookers outside, put a
thermometer inside each one and one on the control
s'more. This will help you compare the temperature
in the Solar Oven to the temperature outside. If the
Solar Ovens are working, it will be hotter inside the
cookers than it is outside on the control.
15. Check your Solar Ovens every 15 minutes to make
sure they aren't in the shade. If the sun moves, move
the Ovens so they stay in the sun.
16. Time how long it takes to cook the s'mores. Which
coven got hotter? Which one baked more quickly?
Why do you think it was faster? When your
marshmallows are almost done, add the chocolate to
the s'mores, wait a minute for it to get soft, and
enjoy a tasty treat!
Table of Results for Comparing Solar Ovens:
Method of
Heating
Cone solar oven
Pizza Box solar
oven
Control (no
oven)
Temp. at
15min
Temp. at
30min
Temp. at Temp. at
45min
60min
Planning and Analysis Questions:
1. Write a testable question and hypothesis for this lab.
2. What are the independent and the dependent variables?
1. Explain why we used black paper on the bottom of the ovens?
2. Explain how the 2 different solar ovens work. Use ray diagrams in your explanation,
talk about the type of mirror (aluminum foil part) you used in each.
3. Which oven cooked faster? Explain why you think it cooked faster.
4. What did the plastic wrap or plastic baggie do?
Categories
Knowledge and
Understanding
-use appropriate
terminology related to
light and optics,
Application
-construction of solar
cooker that uses mirrors
(aluminum foil)
Communication
-expression and
organization of ideas
and information (e.g.,
clear expression, logical
organization) in
reflective writing
Thinking
-Testable Question,
Variables,
Hypothesis
Thinking
-analysis questions
Constructing a Solar Cooker
Level 1
Level 2
Level 3
(50 - 59%)
(60 - 69%)
(70 - 79%)
-demonstrates
limited
understanding of
terminology
-demonstrates
considerable
understanding of
terminology
-demonstrates
thorough
understanding of
terminology
-constructs an
-constructs an
optical device with
optical device with
limited
some effectiveness
effectiveness
-constructs an
optical device with
considerable
effectiveness
-constructs an optical
device with a high
degree of
effectiveness
-expresses and
organizes ideas
and information
with limited
effectiveness
-expresses and
organizes ideas
and information
with some
effectiveness
-expresses and
organizes ideas and
information with
considerable
effectiveness
-expresses and
organizes ideas and
information with a
high degree of
effectiveness
-shows some
understanding of
the cause and
effect relationship
-independent and
dependent
variables are
qualitative in
nature
-hypothesis is not
written in the “if”
“then” format but
makes a prediction
-shows a good
understanding of
the cause and
effect relationship
-independent and
dependent
variables are
quantitative in
nature
-hypothesis is
written in the “if”
“then” format and
makes a prediction
-shows a thorough
understanding of the
cause and effect
relationship
-independent and
dependent variables
are quantitative and
precisely defined
-hypothesis is written
in the “if” “then”
format with a well
defined prediction
-shows limited
understanding of
the cause and
effect relationship
-independent and
dependent
variables are not
measurable
- hypothesis is
vague and shows
no prediction
-demonstrates
some
understanding of
terminology
Level 4
(80 - 100%)
-provides some
-provides limited
-provides sufficient -provides rich
sufficient answers
answers to
answers to analysis answers to analysis
to analysis
analysis questions
questions
questions
questions
Background information
The Sun continuously provides Earth with tremendous amounts of solar energy, most of
which comes in the form of visible light. Sunlight, when transformed into usable heat,
can be a practical source of energy for everyday jobs such as cooking food, heating
water, or warming houses. A solar cooker is an insulated box that traps the heat of the
Sun for cooking food.
The most efficient way to transform sunlight into heat is to shine lots of sunlight onto a
dark surface. When light energy (also called radiant energy) is absorbed by an object, it is
changed to heat energy. Darker objects absorb more and reflect fewer of the visible light
waves that hit them than lighter objects do. It follows that while dull black objects readily
absorb more light, shiny silver ones reflect more. Mirrors or other reflective materials
including aluminum foil, then, can catch more light and redirect it to the cooking surface,
where the energy in the light can be used.
The direct and redirected sunlight is converted to heat. Some of the energy heats the air.
By using a plastic or glass cover that allows light in but prevents heat from escaping, the
energy that arrives as radiation can be used to cook food -- such as the "s'more" featured
in the ZOOM segment -- much like a convection oven cooks things by circulating hot air
through the cooking chamber.
Both of the solar oven designs in this demonstration use similar materials, though the
cone-shaped light reflector exposes additional surface area to the light, amplifying the
amount of light it can capture, and redirecting that light more specifically. The result: Its
cooking surface is raised to a higher temperature, melting the marshmallow and chocolate
more thoroughly than the pizza box design does.
http://www.teachersdomain.org/resource/phy03.sci.phys.mfe.zsolar/
Part 2: Chemistry
Choose one of the following projects:
1. Chemistry in Baking
1. Choose a recipe that uses chemical reactions that make the baked item
rise.
2. Describe in ½ page paragraph, the ingredients that react and how they
work. Design an experiment that changes how your baked item rises. Include
a table of observations, testable question, independent variable, dependent
variable and hypothesis. Comment on your results and make a conclusion.
3. Make the recipe with and without the changes and bring in a sample of
each.
The following resources may be used to complete the above assignment along
with notes we took in class and the baking lab we did during the chemistry
unit.
1. Chemistry of Baking
2. Making Bread
3. How Stuff Works – Bread
Categories
Knowledge and
Understanding
-use appropriate
terminology related to
chemistry of baking
Application
-design and table of
observations show
knowledge of chemical
reactions in baking
Communication
-expression and
organization of ideas
and information (e.g.,
clear expression,
logical organization)
Thinking
-Testable Question,
Variables,
Hypothesis
Thinking
-analysis
& observations
Chemistry of Baking
Level 1
Level 2
(50 - 59%)
(60 - 69%)
Level 3
(70 - 79%)
-demonstrates
limited
understanding of
terminology
-demonstrates
some
understanding of
terminology
- design shows
limited
effectiveness
- design shows
- design shows
considerable
some effectiveness
effectiveness
- design shows a high
degree of
effectiveness
-expresses and
organizes ideas and
information with
limited
effectiveness
-expresses and
-expresses and
organizes ideas and
organizes ideas and
information with
information with
considerable
some effectiveness
effectiveness
-expresses and
organizes ideas and
information with a
high degree of
effectiveness
-shows some
understanding of
the cause and
effect relationship
-independent and
dependent
variables are
qualitative in
nature
-hypothesis is not
written in the “if”
“then” format but
makes a prediction
-shows a thorough
understanding of the
cause and effect
relationship
-independent and
dependent variables
are quantitative and
precisely defined
-hypothesis is written
in the “if” “then”
format with a well
defined prediction
-shows limited
understanding of
the cause and
effect relationship
-independent and
dependent
variables are not
measurable
- hypothesis is
vague and shows
no prediction
-provides limited
analysis and
observations
-provides some
analysis and
observations
-demonstrates
considerable
understanding of
terminology
Level 4
(80 - 100%)
-shows a good
understanding of
the cause and effect
relationship
-independent and
dependent variables
are quantitative in
nature
-hypothesis is
written in the “if”
“then” format and
makes a prediction
-demonstrates
thorough
understanding of
terminology
-provides sufficient -provides rich
analysis and
analysis and
observations
observations
2. SNC2P Chemical Compounds
Name: _______________
As you have learned in this unit, chemical compounds are used in everyday life. The
purpose of this assignment is for you to study a unique chemical compound and present
the information to your peers in a poster. From the following list, choose 1 of the
chemical compounds.
Chemical Compound
(binary)
Nitrogen monoxide
Nitrogen dioxide
Sulphur dioxide
Calcium chloride
Sodium chloride
Muriatic acid
Ozone
Hydrogen peroxide
Carbon monoxide
Carbon dioxide
methanol
Propane
Nitrous oxide
Zinc Chloride
Chemical Compound
(polyatomic)
Ammonium nitrate
Sodium hypochlorite
Nitric acid
Muriatic acid
Acetone
methanol
Magnesium sulphate
Calcium hydroxide
One of its many uses
Involved in the transmission of nerve impulses.
A rocket fuel
Antiseptic and used in wine making
Major component of road salt
Food preservative
Heavy-duty masonry cleaning.
Protects planet from UV radiation
Antiseptic & disinfectant
Burns without smoke and produces a large amount of heat
Provides the fizz in pop and beer
Fuel additive
Fuel
Pain relief during dental surgery
Cleaning copper
One of its many uses
Fertilizer component
Component of bleach
Production of explosives like trinitrotoluene (T.N.T.)
Heavy-duty masonry cleaning.
Nail polish remover
Fuel additive
To correct magnesium deficiencies in soil
Raise the pH of acidic water
Refer to the format and marking scheme for this assignment on the back of this
page
The following websites will help you with your research:
www.wikipedia.com
http://www.sciencelab.com (for MSDS sheets)
www.google.com (search MSDS + chemical name)
Your poster must include the following components.
Knowledge (15 marks)
Marking Scheme
A
The compound’s proper chemical name and any
common names it may have.
0
1
2
B
Hand-drawn molecular model that clearly shows
the different elements that makes up the
compound Example red to represent hydrogen;
black for carbon etc. Remember to include a key
0
1
2
C
Write a word equation showing how this
compound would react with other chemicals.
(hint: choose a synthesis, or decomposition, or
combustion, single or double displacement
reaction)
0
1
2
D
Convert the word equation into a skeleton
(unbalanced) chemical equation
0
1
2
E
Re-write the skeleton chemical equation and
make it a balanced chemical equation
0
1
2
F
Explain the proper storage, use and disposal of
this chemical.
0
1
2
3
3
4
STSE Application (6 marks)
G
Explain how this item is used in the home or
industry (other than the use already provided)
0
1
2
3
H
Explain the implications of this compound on the 0
environment (consider: disposal, effect on
ecosystem, effect on land, water and/or air)
1
2
3
1
2
3
Communication (4 marks)
I
Poster or Ppt’s neatness & organization
0
4
Part 3: Biology
Smoking and Health Care
Should people who smoke pay the same as everyone else for health care, or should they
pay extra to cover the additional costs of treating smoking-related diseases?
Answer the question in a one page essay using the following:
1. Research health problems related to smoking and the costs of treating them. (2-3
paragraphs)
2. Find out why Canada’s health care is funded the way it is. (1 paragraph)
3. Consider pros and cons of asking smokers to pay more for health care (use the
following questions to help). (2 paragraphs)
 What rights does one person have? What are the rights of people as a
society?
 Should all people be responsible for their own actions?
 Since most smokers became addicted to tobacco and nicotine products
before 16, why should they now be held responsible for actions adults did
not prevent?
 Should the companies that profit from tobacco sales be held responsible for
any added costs to health care?
 Is it possible to identify the exact cause of a disease?
 Should smoking be treated differently from other addictions?
 Smokers are not the only people who take risks. Should people who suffer
sports injuries also pay more? What about people who ride motorcycle, are
obese or who consume alcohol?
4. Make a final recommendation summarizing your findings and opinions. (1
paragraph)
5. Include a resource list.
You may use following resources and other reputable websites:
smoking and health:
http://bodyandhealth.canada.com/channel_sections.asp?channel_id=2022&relation_
id=16630
http://www.hc-sc.gc.ca/hc-ps/tobac-tabac/youth-jeunes/index-eng.php
http://kidshealth.org/teen/drug_alcohol/tobacco/smoking.html
Health care:
http://www.hc-sc.gc.ca/hcs-sss/index-eng.php
http://www.civilization.ca/cmc/exhibitions/hist/medicare/medic01e.shtml
Smoking and Health Care
Categories
Level 1
Level 2
Level 3
Level 4
(50 - 59%)
(60 - 69%)
(70 - 79%)
(80 - 100%)
Knowledge /
Understanding
-use appropriate
terminology related to
the effects smoking on
health
demonstrates
limited
understanding
of
terminology
demonstrates
some
understanding
of
terminology
demonstrates
considerable
understanding
of
terminology
demonstrates
thorough
understanding
of
terminology
Use of critical/creative
thinking processes,
skills,
and strategies (e.g.,
analysing,
interpreting, problem
solving, evaluating,
forming
and justifying
conclusions on
the basis of evidence
uses critical/
creative
thinking
processes,
skills,
and
strategies
with limited
effectiveness
uses critical/
creative
thinking
processes,
skills,
and
strategies
with some
effectiveness
uses critical/
creative
thinking
processes,
skills,
and
strategies
with
considerable
effectiveness
uses critical/
creative
thinking
processes,
skills,
and
strategies
with a high
degree of
effectiveness
Communication
-expression and
organization of ideas
and information (e.g.,
clear expression,
logical organization)
-expresses
and organizes
ideas and
information
with limited
effectiveness
-expresses
and organizes
ideas and
information
with some
effectiveness
-expresses
and organizes
ideas and
information
with
considerable
effectiveness
-expresses
and organizes
ideas and
information
with a high
degree of
effectiveness
Proposing courses
of practical action to
deal with problems
relating to science,
technology, society,
and the environment
(Conclusion)
proposes
courses
of practical
action of
limited
effectiveness
proposes
courses
of practical
action of
some
effectiveness
proposes
courses
of practical
action
of
considerable
effectiveness
proposes
highly
effective
courses
of practical
action
Part 4: |Earth’s Dynamic Climate
A Personal Climate Change Action Plan
1. Assessing my Carbon Footprint
Use an online carbon footprint calculator.
http://www.go-beyond.ca/carbon-footprint-calculator
Record your results for the following categories. daily commute, long distance travel,
shelter, food using the personal green plan handouts;
http://www.go-beyond.ca/uploads/PersonalGreenPlan_2010.pdf
2. For each category, list ways you can reduce your carbon footprint. (use the checklist
on the personal green plan)
 Be realistic
 Include things you can start doing right away
 Include actions you can do often and document
 Include a variety of actions
3. Circle at least 10 actions you will try to do in the next week (ie. eat 2 vegetarian
meals) and make a calendar telling when you will do these actions. Some should be
every day (ie. turn off the lights when you leave the room) actions.
4. Begin doing your action plan and record daily in a journal (you can include pictures).
You need to hand in at least 7 journal entries.
5. Analyze and evaluate:
a) Why did you choose the actions you did?
b) Which activities were the easiest, the most difficult?
c) How successful were you in reducing your carbon footprint? Use the carbon footprint
calculator again to see the differences your actions will make if you continue and record
on your personal green plan .
d) Which actions will you continue?
e) What recommendations would you make to your family, your friends, your school?
6. Hand in your Green plan (filled in), your journal and your answers to the questions
above.
Climate Change Action Plan
Categories
Level 1
(50 - 59%)
Level 2
Level 3
Level 4
(60 - 69%)
(70 - 79%)
(80 - 100%)
Knowledge /
Understanding
-demonstrates and
understanding of how
your actions contribute
to greenhouse gas
emissions and what
actions reduce your
carbon footprint
demonstrates
limited
understanding
of
terminology
demonstrates
some
understanding
of
terminology
demonstrates
considerable
understanding
of
terminology
demonstrates
thorough
understanding
of
terminology
Use of critical/creative
thinking skills to
formulate a varied set
of personal actions
that reduce your
carbon footprint
thinking
processes,
skills, uses
critical/
creative
thinking
processes,
skills,
and
strategies
with limited
effectiveness
uses critical/
creative
thinking
processes,
skills,
and
strategies
with some
effectiveness
interpreting,
problem uses
critical/
creative
thinking
processes,
skills,
and
strategies
with
considerable
effectiveness
uses critical/
creative
thinking
processes,
skills,
and
strategies
with a high
degree of
effectiveness
Communication
-expression and
organization of ideas
and information (e.g.,
clear expression,
logical organization)
-expresses
and organizes
ideas and
information
with limited
effectiveness
-expresses
and organizes
ideas and
information
with some
effectiveness
-expresses
and organizes
ideas and
information
with
considerable
effectiveness
-expresses
and organizes
ideas and
information
with a high
degree of
effectiveness
Application
- plan shows
-Carries out their
limited
action plan consistently
effectiveness
over a period of time
- plan shows
some
effectiveness
- plan shows
considerable
effectiveness
- plan shows a
high degree
of
effectiveness
-provides some
analysis and
observations
-provides
sufficient
analysis and
observations
-provides rich
analysis and
observations
Thinking
-analysis
& observations
-provides
limited analysis
and
observations