Connections to Climate Change Assignment | Online Homework Help

How to write an argument using Claim, Evidence, Reasoning (CER)
Claim: A statement or conclusion that answers the original question or problem.
Evidence: Scientific data that supports the claim. The data need to be appropriate, sufficient, and free
of inference to support the claim. Evidence does not include generalizations and beliefs about the data.
Reasoning: A justification that connects the evidence to the claim. It shows why the data count as
evidence by using appropriate and sufficient scientific principles.
*Rebuttal: A description of alternate explanations which provides counter evidence and reasoning why
the alternate explanation is not the most appropriate explanation for the question or problem.
After completing the laboratory investigation and analyzing the data, answer the question or problem
posed at the beginning of the investigation (claim). Determine what data from the experiment support
the claim. Do not simply state the data support the claim but write several sentences with specific,
appropriate and sufficient data – the actual numbers or observations from the experiment. Then, using
appropriate and sufficient scientific principles, explain why the evidence supports the claim.
If you have more than one question to answer (and thus claim to make), be sure to include evidence
and reasoning for each claim.
* A rebuttal is another valuable component to an argument, but will not be required in lab reports.
Samples of butanoic acid and butanol were tested then mixed together and heated. After heating, two
separate layers formed and each of these layers were tested. The results are tabulated below.
Question: Does a chemical reaction take place when butanoic acid and butanol are mixed?
Melting Point Volume Solubility in
mixing and
-7.9oC 2.00 mL soluble 0.96 g/mL
Butanol -89.8oC 2.00 mL Soluble 0.81 g/mL
After mixing
and heating
Layer A -91.5oC 3.60 mL Insoluble 0.87 g/mL
Layer B 0.0oC 0.40 mL soluble 1.00 g/mL
Adapted from McNeil, K.L. and Krajcik, J.S., Supporting Grade 5-8 Students in Constructing Explanations in
Science, Pearson, 2012.
A chemical reaction did occur when butanoic acid and butanol were mixed and heated. The
intensive properties of melting point, -7.9oC and -89.5oC, solubility in water (both soluble) and density
(0.96 g.mL and 0.81 g.mL), of the starting materials differ from those of the products; layers A and B
after heating. Layer A had a melting point of -91.5oC, was insoluble in water and had a density of 0.87
g/mL, which do not match any of the properties of the reactants. Layer B, while soluble in water like the
reactants, has a different melting point, 0.0oC, and density, 1.00 g/mL, which are both higher than either
reactant. During a chemical reaction, new substances with different chemical compositions are
produced. The intensive properties, properties that are independent of sample size, of the layers after
mixing and heating differ from those of the reactants indicating new substances were produced and
therefore a chemical reaction had to take place.
Adapted from McNeil, K.L. and Krajcik, J.S., Supporting Grade 5-8 Students in Constructing Explanations in
Science, Pearson, 2012.

Final Assessment: Connections to Climate Change
Honesty Statement – This exam is open note and open book. On this take home exam, I may
use my own notes and resources. I will complete this on my own. I will not use my classmates,
friends, or a tutor or any online resources besides the ones available on Blackboard, in the
textbook or at the links provided in the exam. Any website or article outside of Blackboard or the
list of references must be cited. Academic Dishonesty can result in me failing the exam. If I have
questions, I will ask my instructor.
By writing and signing my name at the top of your exam, I certify that the written responses on
this exam are the results of my own knowledge, work and effort.
Sign your name _______________________________
• Please try to upload as a PDF rather than a JPEG. Most scanning apps allow you to save it as
a PDF, and allow you to collate the pages so that it is one document.
Part 1: Climate Change Concept Map A partially filled in concept map is provided to
you at the following link For all five areas that are related to climate change: energy,
radiation, water, greenhouse gases, and process of science, you need to add at least
3-5 chemistry concepts per area. To do this, you create a box with the concept in it, and
draw an arrow to another content box that is related. Once you’ve drawn the arrow, you
need to include a linking phrase. An example is include here as well as several on the
concept map.
To make your concept map, you can write ideas on scraps of paper and move them
around to help make connections. Then you can either print out the concept map and
write in your concepts in as boxes. Or you may rewrite the whole map on another sheet
of paper and include them that way. If you prefer to use a program, You can use the
following website to make a concept map. At lucid chart you can
export your map as a PDF. Please do this and upload it to BB.
**You can draw as many lines and linking phrases between boxes that make sense
even if they are not in the same area. **
Not all linking phrases have been filled in, you should work at add these in. If you find
that you don’t think a concept or idea is in the correct area, feel free to move it, but
make sure you provide correct linking phrases.
For example,
Ultraviolet light is a form of radiation
2 of 3
This means you should have about 20-25 chemistry concepts throughout the
concept map. If a concept is relevant to more than one area, you need to draw the
appropriate areas.
Part 2: Teach Me About a Topic.
Choose one of the five areas: Energy, Radiation, Water, Process of Science or
Greenhouse Gases and a concept you added.
Teach me about the two concepts and how they are connected. This includes
definitions, clear statements about connections along with a specific example. This
should be at least 2 paragraphs but no more than 1.5 pages.
Think of this as a section (Part 2) where you want to clearly describe this connection
to a new learner. For example, if I were to write about bonding, I would need to first
define bonding, describe the types that there are. Then I might connect it to greenhouse
gases and how the concept is related. Finally, make that final connection to climate
change with a specific example.
SO.** Your video should be at least 2-3 minutes or enough to cover all your answers.
You will be scored on the same rubric.
If you use information from the textbook, videos or notes, please make sure to cite.
Part 3: Solutions to Climate Change.
You did a discussion board post on this in week 2. You can go back and see if you still
want to use your idea from there or choose a new one. Choose one of the following
areas that impact climate change: land management (mining, deforestation), farming,
food choices (consumption and waste) or combustion of fossil fuels.
• Why did you chose it?
• What chemistry concepts are related to this solution? Be specific with an example.
• Describe a way that society (family, friends, community or county) could create a
solution to mitigate (slow down) climate change in this area. You should include at
least 2 examples.
• In addition what 2-3 obstacles might you encounter discussing and implementing this
with your family, friends, or community?
This section (Part 3) should be at least 2 paragraphs, but no more than 1.5 pages with
2-3 references. A document of references is provided to you along with the following
website that will help you formulate your ideas for solutions.
3 of 3
You may include the provided references as part of your work, however, you do need to
look up at least one reference on your own. Citations for all references are to be
SO.** Your video should be at least 2-3 minutes or enough to cover all your answers.
You will be scored on the same rubric.
Part 4. Reflection on Learning Outcomes. Choose 1 or 2 of the following learning
outcomes, and describe whether you achieved these outcomes this semester. Your
answer should be in the form of an argument including a claim, evidence for achieving
the outcome including specific examples from the course, and reasoning behind it.
1. explain the nature of science
2. represent matter on macroscopic, molecular/atomic and symbolic levels
3. interpret molecular level representations to explain macroscopic properties and
4. use evidence to develop arguments, make decisions, and evaluate outcomes
5. use quantitative analytical skills to interpret and evaluate problems
6. communicate information and chemical concepts in oral and written formats
7. apply a variety of credible sources to support a given topic
8. explain everyday life experiences using chemical concepts
9. assess the reliability of experimental results and discuss sources of error within
an experimental procedure

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