[SUMMATIVE ASSIGNMENT: REACTION TYPES]

As a group, you will be assigned one of the following topics to investigate and present as a
group. Your presentation will involve the following:

A poster summarizing your topic

A ~5 minute oral report

It is very important that your project relates back to our discussion of reaction types in chemistry
class. You need to identify and explain what reaction type(s) is/are being used in your process,
and why they work. I will be looking for terms like single replacement, double replacement,
synthesis, decomposition, neutralization (you wont use all of these terms in your project, but if
youre not using at least one of them, youre doing something wrong).
1. Remediating cyanide spills
a. Where and why is cyanide used in industry?
b. Why is cyanide problematic?
c. How can cyanide spills be remediated using chemistry?
i. Mention at least two methods, and do an in-depth description of one of the
methods
2. Using
a.
b.
c.
d.

water softeners
What is meant by hard and soft water?
Why do people purchase water softeners (why do you want to avoid hard water)?
How do water softeners work?
Who should purchase a water softener? Would you recommend one for south Florida
residents?

3. Neutralizing Corrosive Spills

a. Highly corrosive acidic and basic chemicals are commonly used in many
workplaces, and sometimes in homes.
b. Investigate at least 3 commonly used corrosive chemicals
i. Example options: lye, muriatic acid, sulfuric acid, slaked lime, caustic potash,
nitric acid
c. For each of the 3 chemicals you chose, answer the following questions:
i. Where might you encounter the chemical? (In what careers? Where might
you encounter it around the home?)
ii. What special precautions need to be taken with the chemical?
iii. How could you use chemistry to neutralize and clean up a spill of the
substance?
4. Neutralizing Soil
a. How does soil get acidified? Use chemical formulae to explain.
b. Why is soil acidification a problem in agriculture?
c. In what environments would soil acidification be more of a problem?
d. How is soil acidification corrected? Use chemical formulae in your explanation.
5.

Combustion and climate change

a. Choose at least three substances that are commonly combusted to produce energy
in the modern era.
b. Show balanced chemical equations for each of these combustion reactions.
c. How is combustion leading to climate change?
d. Why is climate change problematic?

[SUMMATIVE ASSIGNMENT: REACTION TYPES]

6. Hydrogen-powered vehicles
a. What is a fuel cell? How does it work?
b. Show a balanced chemical equation that summarizes the work of a fuel cell.
c. How could hydrogen-powered cars help reduce greenhouse gas emissions related to
global warming?
d. What challenges exist in producing hydrogen in such a way that greenhouse gas
emissions are reduced?
7.

Producing wine by fermentation

a. Explain how alcohol is produced from grapes, showing a balanced chemical reaction
that starts with glucose (C6H12O6). Explain the processes that are used in
fermentation.
b. Explain how red wine vinegar can then be produced from wine through further
fermentation.

8. Galvanization to prevent rusting

a. What is galvanization?
b. Use chemical equations to explain how the zinc surface produced by galvanization
protects the iron or steel beneath it.
c. What are common applications of galvanization and galvanized metals?
A

Content

All questions are answered

with in-depth and thorough
explanation. Evidence of
thought that goes beyond
their research.
Connects reactions related
to topic with reaction types
discussed in class.

Questions answers
are shorter or less indepth than expected
for grade level.
Some amount of
connection made to
class material.

Some answers
missing, or questions
may be answered
inadequately.

Comprehens
ion

Student is able to give

thorough, accurate
answers to questions, and
demonstrates expertise on
their topic.

All questions
answered with
sufficient, grade
level-appropriate
explanation.
Connects reactions
related to topic with
reaction types
discussed in class.
Student is able to
answer most
questions, and
demonstrates
competence with
their topic.

Presentation

Student speaks clearly to

the audience, with
enthusiasm and inflection.
Student is well prepared for
the presentation, knowing
what they are going to say.
Student makes consistent
eye contact with audience.
Student gains audiences
interest and participation
in their topic.

Student speaks
clearly to the
audience with some
enthusiasm.
Student is adequately
prepared for
presentation.
Eye contact is
maintained most of
the time.
Audience is engaged.

Student is able to
answer some
questions accurately,
and demonstrates a
surface-level
understanding of
their topic.
Student speaks
clearly most of the
time.
Some evidence of
preparation.
Eye contact is
maintained some of
the time.
Audience is
somewhat engaged
at times.

Student unable to
accurately answer
most questions,
demonstrates
inadequate
understanding of
their topic.
Clarity, preparation,
and eye contact are
inadequate.

Visual
Display

Poster is very visually

attractive, and very easy to
follow appears
professional.

Poster is visually
attractive, and easy
to follow.
Contains several (3-4)

Poster is somewhat
visually attractive,
may be difficult to
follow at times.

Poster is lacking in
attractiveness and
cohesiveness.
Contains minimal

[SUMMATIVE ASSIGNMENT: REACTION TYPES]

Contains 5+ highly
relevant visual aids, at
least one of which was
created by the group.
All materials are properly
sourced, with bibliography.
Text is selected to highlight
the most important
information, rather than
simply putting all research
down on pages without
discrimination.

relevant visual aids.

Materials are properly
sourced, with
bibliography.
Competence is shown
in selecting text to
highlight important
information.

Contains a few (2-3)

relevant visual aids.
Materials are credited
to their sources, but
not in proper format.
Some evidence of
selectivity of text for
poster.

visual aids.
Materials are not
properly sourced.
Text is not highlighted
or selected based on
importance.