During this unit we have been incredibly devoted to learning more about the confusing world of chemistry. In our inquiry’s into chemistry my partners and I learned more than we could’ve ever expected.
SINGLE REPLACEMENT REACTIONS & OUR PROJECT
To display our learning of chem we where assigned to create a oral keynote presentation that revolves around one of the six reactions we studied. My group, Melika, Morgan, and I, chose to study the single replacement reaction. A single replacement is a reaction where a compound exchanges it’s element with a single element. After further research into the world of single replacement reactions we chose to base it off the question, “How can single replacement reactions be used to preserve materials?”.
During this project I Demonstrated a sustained intellectual curiosity about a scientific topic or problem of personal interest by displaying my intense interest and pursuit of further knowledge of single replacement reactions, and rust prevention. I found myself wondering about rust prevention for my bike and how single replacement reactions could help prevent my bike from rusting. This showes that I was not only interested about chemistry, and single replacement reactions, but also my driving question and the project itself. This driven curiosity pushed me to create the product that I did.
Secondly I Collaboratively and individually planned, selected, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative). As a group during this project we conducted proper experiments to help come up with a conclusion and gives us further knowledge into the subject. Our group experiment helped us conclude that because of the reactivity of the zinc coating, the iron didn’t corrode.
Thirdly during this project I Transferred and applied learning to new situations. This is incredibly present during this project because funnily enough I did know quite a bit about galvanization and how it was reaction, before the beginning of the project. This helped me begin my project and transfer past knowledge to my project and group.
Lastly, I communicated scientific ideas, claims, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations during my oral presentation. I did so by properly stating my ideas with formal scientific vocabulary that where based off facts, experiments, my understanding of single replacement reactions, and corrosion prevention.
Overall during the extent of this unit I have learned more about chemistry than I had ever imagined. This project and unit was extremely helpful and most importantly….. fun!