Chemistry in the Community
Web Quest, Mr Clark
.
ESSENTIAL QUESTION
How does oil, and petroleum chemistry affect my life?
UNIT 1 transportation.
The Product 
Let’s go Car shopping 
The President’s Crystal Ball.
Evaluation
Other Units under construction 
Unit
2 – Builder molecules Unit
3 – Politics
Unit
4 – The environment Unit
5 A world without oil?
***************************************************************************************************************************
Students
need to become aware of their dependence on OIL
Students need to become aware of their excessive
consumption of OIL
Students
should become aware that they are making choices everyday through their actions
as consumers. (even if they aren’t aware that they are doing so)
Students
need to examine the options for reducing demand for oil in the area of choices with regard to personal
transportation
Students
will focus on options in the transportation industry to reverse the twenty year
trend toward larger less efficient vehicles.
Research legislation
Identify the SUV loophole
Suggest legislative fixes
Examine new technologies as part of a long term
market driven solution
Steps to Take:
To
conduct your research you should select the task you are working on then follow the link to the site it takes you
to.
You
can move between the site and the research questions by clicking the button on
the bottom of the screen.
Jot down answers to the questions in your notebook
When you have prepared your answers to your satisfaction
Finally, follow the link provided to take an online quiz on
the information you found
Research
task 1 “Oil is a National Security Risk?” 
Research task
2 “How much does it cost them to
drive those?” 
Research task
3 “How much does it cost me to be an
oil addict?” 
Research task
4 “Does it have to be this way?” 
quiz 4
Research
task 5 “Oil Pig to the MAX!” 
quiz 5
Research
task 6” Profile of an oil pig” 
Research
task 7 “Car Trek: The Next Generation?” 
Students
will prepare a project that will encourage a consumer to buy a high mileage
vehicle, and help a consumer review their options when shopping for a high
efficiency and low emission vehicles.
The content of the presentation will include the
following
A Summary of the problem with low
mileage cars
(should go beyond the obvious)
A
realistic look at what is currently
available in the marketplace including such things as compact cars, hybrid
fuel/electric cars, electric, propane and natural gas powered vehicles
The information should include the
realities of size, cost and efficiency
A recommendation
State
your preference/ selection on what to buy and a justification explaining why.
A look ahead
What promises does technology
hold for us?
What breakthrough’s are needed
to get there?
The
product must be an original work, borrowed text must be quoted and cited, borrowed facts and statistics must be
cited, borrowed images must be cited.
A credits section/ bibliography is required
The
format of the presentation may be one of the following
A public service
announcement (Power Point)
A
booklet will be a printed document of at least 6 pages including a cover and a
credits page. It may be 2 sided or
single sided. It will use Times New Roman, 14 point font, with graphics. A single graphic should not cover more than
1/3 of the page. In all at least 3 pages
of text should be provided with the graphics.
Graphics may be cut and pasted (literally or digitally)
The
Document should include graphics, pictures, tables and graphs in addition to
text. These graphics should support the
argument in addition to livening up the appearance.
The
information in the booklet should explain why a consumer should buy high a
mileage vehicle, outline the choices and make a recommendation. (like consumer reports)
The
booklet should have logical flow and build the argument from an explanation of
why to a summary of what to do, then a “Peek Ahead”
Sentence
structure and construction should be appropriate for the grade level.
A presentation will be at least 22 slides long
including the cover and credits slides,
There needs to be at least five bullets of information plus a graphic on
each slide. The graphics must support
the idea as well as make the presentation appealing.
While bulleted information is acceptable, spelling and
coherence will be considered.
The
Document should include graphics, pictures, tables and graphs in addition to
text. These graphics should support the
argument in addition to livening up the appearance.
The
information in the slide show should explain why a consumer should buy high a
mileage vehicle, outline the choices and make a recommendation. (like consumer reports)
The
slide show should have logical flow and build the argument from an explanation
of why to a summary of what to do, then a “Peek Ahead”
RESEARCH TASK
1 Read and respond to FUEL: A NATIONAL SECURITY RISK?
Go
to the National Resource Defense Council web site
(right button click and open link)
http://www.nrdc.org/air/transportation/oilsecurity/securityinx.asp
Read
the 1 paragraph summary (abstract) and answer the following
Click Here to take the online quiz on the reading.
How much of
the world’s oil does the US consume?
How
much of the world’s oil do we have in our own country?
What
does the author think the long term solution is?
Open
this link to the “press Release”
http://www.nrdc.org/media/pressReleases/020116.asp
Click
here to take the online quiz on this reading
According to
the author’s where does half of our oil come from?
Who
are the organizations responsible for this report?
Do
they sound credible to you? How could
you find out more about their credentials?
How much oil do they think they could
save? How do they think they could do
it?
What
steps do the author’s feel need to be taken? (write them out)
How
will we benefit? (How much of a difference will it make?)
How much gasoline do American driver use
each year? How much does it cost us?
What’s
your share of the cost of importing oil?
How
do our mileage numbers for cars today compare to the recent past?
RESEARCH
TASK 2 (Fuel Economy Guide)
Open
the site http://www.fueleconomy.gov/feg/FEG2002_Full_Doc_Lite.pdf Scroll to page 2. Examine the table.
What class
(type of car or cars does your family own?
Which
vehicle in the list does it most closely resemble?
How
many miles per gallon does your family car get?
What’s the best mileage available in
2002? How many people can ride in that
ca?.
What’s
the best mileage per person when fully occupied?
If
these were the only cars on earth which would you buy? Why?
If
you closed the Browser then rejoin the web site by opening this link. http://www.fueleconomy.gov/feg/FEG2002_Full_Doc_Lite.pdf
Scroll down and find out what the gas guzzler tax is.
(4th page)
Then
scroll down and find the section on national security and the environment. (5th page)
What do you
suppose the light truck SUV tax loop hole is?
How
does fuel efficiency effect our national security?
(do
you believe that car mileage can effect how safe you are?)
How
much carbon does a gallon of gas put into the air?
How
does mileage effect the environment?
When
you are done click here to take the quiz 2 on line
Go
to the following web site by opening this link. http://www.fueleconomy.gov/feg/FEG2002_Full_Doc_Lite.pdf
Scroll
down to the Fuel Costs table (page 6)
Gas prices rose 50 cents in the last two
years. How much did that cost you
(based on a 15,000 mile/year estimate?
(use your own car’s mileage)
Ask
your parent’s how many miles they put on their cars each year.
Recalculate
the cost of fuel prices increases based on real numbers.
Some
people predict another 50 cents increase within the next two years
Calculate the costs to you over the four
year period based on your own car.
Calculate
the cost to you based on a mileage of 40 mile per gallon.
Follow this link to view data about this year’s models. Go
to page 6
http://www.fueleconomy.gov/feg/FEG2003.pdf
Hint: You may go to both sites at the same time to make
head to head comparison easier!
How does the
lineup of most efficient cars compare this year to last?
What’s
the best mileage you can buy today in a car.
Are
there any really fuel efficient cars that would still be popular to own?
(you
know would any be “cool” )
Scroll
down half a page to the table that present range of cost data.
Which class
of vehicles has the largest range of costs to drive?
Which
class of vehicle has the smallest range of costs to drive?
Which
class of vehicle is the most popular?
Based on your opinion of the most
popular type of vehicle in America how flexible can a cost conscience consumer
be?
When
you are done follow this link by clicking here to take the online quiz
RESEARCH
TASK 4 (a look at some choices)
Open
the link and Scroll down to the complete list of models, mileage and cost
(begins on page 7)
http://www.fueleconomy.gov/feg/FEG2003.pdf
What does green letters and a Gray
Highlight bar on a model mea in this table?
What
does a hand / finger symbol mean in the table?
What
does a green highlight bar mean?
How does the popular style of vehicle
called a “Minivan” compare with other types of vehicles for cost and
mileage?
Scroll to pages 18 – 21 of the report
What
kinds of vehicles are listed here?
What do you think should happen to the number of choices under these headings as time
goes on?
What would it take to make these types
of vehicles more popular without a Law requiring people to buy them?
How will middle east war and tension and
political unrest in Venezuela (A large oil producing nation) impact the
popularity of these cars?
When you are done follow this
link to take the online quiz
RESEARCH
TASK 5 the SUV factor
Open
the link to the center for transportation analysis
http://www-cta.ornl.gov/Publications/Final%20SUV%20report.pdf
Use
the counter at the bottom left of the screen to scroll to page 4 (The Abstract)
and Read it.
What
is the article about?
Can you tell
if it is pro-, con-, or neutral for SUV use?
Scroll to the top of page 7
How did the researcher’s break down the
wide range of vehicles in the SUV category?
Scroll down to table 1, on page 8
What is the largest group of SUV’s? What is their average mileage?
Scroll down to page 9
What
does figure 1 (the first graph) show?
For each graph that follows give a
summary of what the graph means.
Scroll down further to page 11, Find figure 4
Which
types of vehicles are gaining market share?
Which
types of vehicles are losing market share?
The
Authors say that profits are very high for SUV’s compared to cars. SUV’s are expensive to buy and expensive to
run. Consider the graphs in figures 6,7
and 8 and see if you can find out why people are buying SUV’s
What
does figure 6 show?
What
does figure 7 show?
Why
are there two lines?
Which
one is a better indicator of wealth?
What
is happening to the “constant cost” of gasoline?
Is
this a fair way to show the cost of gas?
What’s
happening to the amount of driving we are doing?
Based on the data they provide why do
you think that the bigger more expensive SUV’s have become so popular?
RESEARCH
TASK 6 Are SUV’s really what you think
they are?
Open the following link, scroll to the top of page 17 and
read it
http://www-cta.ornl.gov/Publications/Final%20SUV%20report.pdf
Are people using SUV’s for occasional
off road use or as a replacement for cars?
Are
SUV’s held to the same standards as cars?
Why do you think that ecologists are
complaining about the SUV loophole?
If
you can’t bear to read your way there, scroll to the top of page 19 (page 14on
the footer) and begin reading at the second paragraph
Is there another down side to SUV use
other than cost and energy dependence?
Find
the bottom of page 20 (page 15 on the footer)
How
many SUV’s actually go “off road”?
Finally
find page 28 ( page 23 by the footer).
Read the graph on highway fatalities
What
is happening to overall highway deaths?
What
is happening to overall SUV deaths?
Why do you
think that SUV’s are so popular?
RESEARCH
TASK 7 Is there an alternative to
guzzling gas?
Open
the link and read the article http://www.ucsusa.org/news.cfm?newsID=313
What is the predicted mileage of the cars and
trucks of the near future?
What
revolution is underway?
Describe
a Hybrid vehicle.
Which
classes of cars show the greatest promise for hybrid vehicles?
What
do the scientists say the key to success is in this industry.
If
they are going to cost more to buy how will they make up for this fact?
How
much does a cross country trip cost in a hybrid car?
Who
wrote this article?
Honda
Insight
Civic
Toyota
Prius
Ford
Escape (Yes an SUV!)
Prodigy
The Parting Shot: http://twotom.home.mindspring.com/suv_mania.html
Based on your research what do you think needs to be done
to get people to make the switch
from low mileage to high mileage vehicles, and reduce our energy consumption in the transportation area?
The Hydrogen Powered car
Site 3
Site 4
Mass State Frameworks
Inquiry standards High School
- Pose questions and state hypotheses based on prior
scientific observations, experiments, and knowledge.
- Use mathematics to analyze and support findings and
to model conclusions.
- Simulate physical processes or phenomena using
different kinds of representations.
- Identify possible reasons for inconsistent results,
such as sources of error or uncontrolled conditions.
- Revise scientific models.
- Communicate and defend a scientific argument
Frameworks with numbers
1.5 2.1, 2.2,
2.3, 2.4, 2.5, 2.6, 3.9, 3.10, 10.1, 10.2
|
Attribute |
Score 4 Outstanding |
Score 3 grade level |
Score 2 below grade
level |
Score 1 poor, |
Score 0 Not done or very poor |
|
Research work |
Student completed all of the research quizzes in a timely fashion. Responses to questions were thoughtful and insightful |
Student completed 7/7 of the research quizzes, At least 5/7 quizzes were on time, the responses were “at grade level” |
Student did not take, or was late on a significant number (half or more) of the quizzes (and/or) Student responses were below grade level |
Student completed a minimal amount of research, quizzes were taken late and answers were of poor quality |
Student did not participate adequately to get credit |
|
Completeness |
The work meets all of the project specifications and exceeds the minimums in many ways |
The work meets almost all of the minimum expectations with only a few omissions. It may exceed expectations in some aspect |
The work fails to meet the minimums set forth for the project. There are important omissions or overall it lacks evidence of complete effort |
The work is flawed in a number of significant areas. Work is below grade level, or missing many parts. |
Student did not submit enough work to get credit |
|
Accuracy / depth |
The student took the concepts of the assignment and went beyond the minimum expectations set forth |
Student met the minimum expectations set forth in the assignment |
Student did not meet the minimum expectations or the work was below what is expected of a person in that grade |
The work was incomplete, lacked depth or had significant errors |
The work was missing or so poor as to earn no credit |
|
Citations / Sources |
Sources were well cited |
|
Some citations provided |
|
No citations |
|
Creativity |
Very creative |
As expected |
Below expectations |
Very poor |
|
A score of 18 will be equal
to an A
A score of 15 will be equal
to a B
A score of 12 will be equal
to a C
A score of 9 will be equal to
a D
A score of 6 or less will be
equal to a Failing grade