Gr.+10+-+Science+-+Corrosion

Group Members: Steve, Jamie, Brent, Debbie Subject: Science Grade:10

Key Learning: Understanding the effects of corrosion to society. Critical Challenge: The effects of corrosion and the science behind defending against it. Skills: They will be making observations and inferences Type of Challenge: Judge the better or the best.

Central question: What is the best form of protecting your vehicle from rust? This is your "Critical Challenge" and it's well stated and clearly a "judge the better or the best" - well done. Now you need criteria for judgement - i.e. "The best form of protection is the one which..." and then list the 3 or 4 factors that students should consider when making their decision.

Criteria for judgement: Students will make a visual assessment of the amount of rust and assign a score based on a ranking system (ie. scale from 1-10). Sample corroded nails can be provided by the teacher that are graded on the scale. Results can be recorded in a table for the chosen time period.

Situation: You have purchased a $10,000 used car. you will be required to determine the best way to keep your car rust free. You can look at oil spray, wax and washing the car, painting/clearcoating, or the electronic defense system, galvinizing. Your challenge is to determine which one would be the best. [Elizabeth- you have a couple really good life skills embedded in here as part of the challenge beyond the rust proofing. Can you make a science connection here? eg. Beyond the 10,000 dollars to spend, might they also develop some criteria about a car in terms of safety or fuel consumption, mileage etc. that might connect to other parts of the Science curriculum. We can work on this next week] The concept is corrosion the chemical reaction not everything about car maintenance.

Background knowledge; chemical reactions, economics impacts of corrosion, knowledge of methods of rustproofing and why it works.

Criteria for assessment: KU is the report and discussion questions Daily observations will be your terminology and communication for the course and topic Application is the actual lab technique and use of equipment Thinking is your conclusions.

Thinking Strategies Observations and inferencing, forming correct conclusions

Students will perform various labs: Control is the bare nail Teacher will have to paint a nail and then paint another nail with scratches in it before the students start the project and oil soak a nail pre-lab also Nails will then be put into individual labelled beakers like a tea bag so they could pull it out everyday and observe. The solution will be a salt solution that will have the various nails in them. Observations will be made everyday for 7 days, excluding the weekend. One nail will be painted and waxed and placed into the salt solution Observations will be put into a chart.

Based on their observations, students will determine what is the best way to rust proof their vehicles based on what nail had the least amount of corrosion on them. Background knowledge: terminology: galvanized, corrosion, corrosive,

Extension activities could include a cost analysis of the chosen methods. Discuss methods of preventing corrosion on other objects bridges etc...