Module 2

Module 2—Talking Energy

Module Summary

 

This module completes your study of thermochemical changes that began in Module 1.

 

You considered the following module questions, some of which you began to examine in Module 1:

• What energy changes must be considered when designing chemical systems?

• Should energy be given a higher priority when making decisions about society’s future?
  
  
• How does society use the energy of chemical changes?
  
  
• What are the impacts of energy use on the environment?
  
  
• How does society use knowledge of the energy associated with chemical processes to promote sustainability?
  
  
• In what ways have issues of energy use affected the development of past and present societies?

In Module 2 you investigated energy changes in chemical reactions by focusing on changes that occur at the molecular level. You learned about activation energy and its role in every chemical reaction, and you learned about the conditions necessary for molecules to participate in a chemical reaction. You also learned about catalysts and their ability to lower activation energy and thereby increase the rate of a chemical reaction.

 

You completed a virtual investigation in which you made and tested biodiesel, and you researched biodiesel’s use as a vehicle fuel for your ecotour. The information you learned in Module 2 will provide a foundation for your learning in other units of this course, especially in Unit D where you will investigate equilibrium of chemical systems.

 

Concept Map or Graphic Organizer

 

As you worked through Module 2, you may have added information to a concept map or graphic organizer based on the module and lesson questions listed in the Module 2 Concept Organizer. Now is a good time to review the relationships in your concept map or graphic organizer and to try to answer the module and lesson questions.

 

A sample Module 2 concept map shows one set of possible links between the questions. Remember that this is one possible description only—there are many other correct possibilities. However, if your completed concept map or graphic organizer differs significantly from the sample, you may wish to contact your teacher or to compare your map or organizer with those of other students in your class. This will ensure that your interpretations of lesson materials and your descriptions are accurate.

 

Module Assessment

 

Evaluating the Use of Biodiesel in Your Ecotour

 

In this module you were asked to consider the use of biodiesel as a vehicle fuel in your ecotour. Does biodiesel measure up? Undertake an assessment based on the following qualities:

• energy content relative to other fuels
  
  
• availability relative to other fuels
  
  
• cleanliness of combustion
  
  
• ease of preparation
  
  
• performance under weather conditions such as those in which your ecotour will operate
  
  
• cost, safety, and environmental issues related to the use of a catalyst in the preparation of biodiesel

You may wish to consider these qualities from different perspectives as you develop your response. For example, the availability of biodiesel may be seen differently from an ecological or economic perspective than from a scientific viewpoint.

 

You may also wish to address other factors important to your decision. For example, there may be considerations that are important because of where your tour will operate, the conditions under which it will operate, or specific activities that you have planned.

 

Your response should be a persuasive argument. Think of questions that partners or investors in your ecotour might ask. Work answers to these questions into your presentation. To identify your tour’s fuel needs and some of the questions you should address, review all of the information in your ecotour planning sub-folder, including the information you collected in Module 1. Remember to include the sources of your information in your presentation.

 

Select a means to convey your message that you feel will be most suitable to your goals and audience. This may be as text (in the form of a brochure) or in a multimedia format such as an audio, video, or slide presentation. This is your chance to capture the attention of people interested in your ecotour and to demonstrate how you are able to apply your knowledge of chemical energetics and ecology to your ecotour planning. 

 

Post a copy of your presentation to the discussion area for your class. Review the presentations of at least two other students. Provide feedback to the students to help them improve their presentations. You may choose to revise your presentation based on the feedback you receive from your classmates. Save a copy of your revised response in your course folder.

 

Consider the criteria and descriptions in the scoring guide below as you develop and revise your presentation. Your teacher will use these same criteria to assess the work you submit. Save the final version of your presentation in your course folder and submit a copy to your teacher for assessment.

 

Your Module 2 Assessment will also form part of your Unit A Assessment. Please see the Unit A Assessment for more information.

 

Score	Scoring Description
4 Standard of Excellence	The response is well organized and addresses all the major points of the question using effective, appropriate, and clear communication strategies. The interrelationships between science, technology, and society are thoroughly understood. Risks and benefits of biodiesel preparation and use are thoroughly evaluated.   Descriptions, explanations, and/or interrelationships between the concepts provided are correct and reflect a thorough understanding of the use of biodiesel. Insightful and convincing arguments are used to support a decision or judgment, and a range of perspectives is considered.
3	The response is organized and addresses most major points of the question using effective, appropriate, and clear communication strategies. The interrelationships between science, technology, and society are understood. Risks and benefits of biodiesel preparation and use are evaluated.   Descriptions, explanations, and/or interrelationships between the concepts provided are correct and reflect an understanding of the use of biodiesel. Clear and logical arguments are used to support a decision or judgment, and alternative perspectives are considered.
2 Acceptable Standard	The response is generally organized and addresses most of the major points of the question using adequate communication strategies. The interrelationships between science, technology, and society are generally understood. Risks and benefits of biodiesel preparation and use are listed.   Descriptions between the concepts provided are generally correct and reflect an adequate understanding of the use of biodiesel. Logical arguments are used to support a decision or judgment, and perspectives are considered.
1	The response is poorly organized and addresses few major points of the question. The interrelationships between science, technology, and society are poorly understood. Few risks and benefits of biodiesel preparation and use are listed.   Descriptions, explanations, and/or interrelationships between the concepts provided are incorrect and reflect a poor understanding of the use of biodiesel. Poorly formed arguments are used to support a decision or judgment, and only one point of view is considered.
0	The response does not address any of the major points of the question at an appropriate level for a 30-level course.

 

Chemistry 30 © 2009 Alberta Education