11th grade research project

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In this unit, students will produce two major pieces of work.  The first piece is an argument essay that grapples with one of the core questions of the unit: who are we, and who have we become because of the ways we connect? Students will read, annotate, and discuss several texts together as they consider the issues surrounding this question, and they will also research and annotate independently as they search for more evidence and perspectives to help deepen their ideas.  They will also create a museum exhibit as part of a team.  The exhibit project will help students identify what's worth preserving about their unique place in history.

PROJECT UNITS

This project unit continues to meet the English Language Arts standards as it also utilizes the learning principles established by the Partnership for 21st Century Skills. It is designed to support deep content knowledge and perseverance through long-term project planning and implementation. In addition, it will help students to recognize, develop, and apply the planning, teamwork, communication, and presentation skills they will use while presenting a final product to their class and/or the greater community. This real-world project-based activity will give students an opportunity to apply the skills they have been learning all year and will guide them to develop the motivation, knowledge, and skills they need in order to be college and career ready.

ACCOMPLISHMENTS

• Students write an argument paper where they develop a claim about current culture as it has been influenced by digital connectivity.
• Students participate in a group project to create a museum exhibit that captures a unique place, time, and relationship to technology. Students acknowledge the differing perspectives of each group member and use those perspectives to synthesize one cohesive visual argument together.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

• What does it mean to be digitally connected?
• What are the implications of living in a world where everyone is digitally connected?
• How does the availability of instant connectivity shape our relationships?
• What does our Internet use reveal about people's needs as humans?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

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Education Standards

Wyoming standards for english language arts.

Learning Domain: Language

Standard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Standard: Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

Standard: Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American English) as needed.

Standard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Standard: Observe hyphenation conventions.

Standard: Spell correctly.

Standard: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Standard: Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

Standard: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Standard: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

Standard: Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

Standard: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Standard: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Learning Domain: Reading for Informational Text

Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.

Standard: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Standard: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

Standard: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Learning Domain: Reading for Literature

Standard: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

Learning Domain: Speaking and Listening

Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Standard: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Standard: Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

Standard: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

Standard: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Standard: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Standard: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Standard: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.

Standard: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Standard: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 on page 54 for specific expectations.)

Learning Domain: Writing

Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Standard: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

Standard: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

Standard: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Standard: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Standard: Provide a concluding statement or section that follows from and supports the argument presented.

Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12 on page 55.)

Standard: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research.

Maryland College and Career Ready English Language Arts Standards

Standard: Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster's Dictionary of English Usage, Garner's Modern American English) as needed.

Standard: Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.

Standard: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.

Learning Domain: Reading Literature

Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11���12 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly and persuasively.

Standard: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Standard: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience�۪s knowledge level, concerns, values, and possible biases.

Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)

Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1���3 up to and including grades 11-12 on page 55.)

Common Core State Standards English Language Arts

Cluster: Craft and Structure.

Cluster: Key Ideas and Details.

Cluster: Range of Reading and Level of Text Complexity.

Cluster: Integration of Knowledge and Ideas.

Cluster: Text Types and Purposes.

Cluster: Range of Writing.

Cluster: Production and Distribution of Writing.

Cluster: Research to Build and Present Knowledge.

Cluster: Comprehension and Collaboration.

Cluster: Presentation of Knowledge and Ideas.

Cluster: Conventions of Standard English.

Cluster: Knowledge of Language.

Cluster: Vocabulary Acquisition and Use.

Essay: Digital Natives  

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Project: Museum Exhibit  

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Museum Exhibit Self-Score  

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Argument Developer Organizer  

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MLA Electronic Source Citation Guide  

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Museum Exhibit Rubric  

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Museum Exhibit Team Worksheet  

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Independent Research Workflow  

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“Don’t Let the Internet Scare You” Annotation  

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• The Effect of Digital Connectivity

• Communicating a Digital Experience

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A Guide to Pursuing Research Projects in High School

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Most common high school pursuits and interests can be fit fairly neatly into the academic or extracurricular categories. There are of course required courses that you take, and then there are the activities that you pursue outside of school hours, usually for your own enjoyment. You may play on a sports team, participate in a service project, or pursue visual arts. In most cases, even if your interests are somewhat untraditional, you can somehow package them in a way that neatly qualifies them as an extracurricular activity.

But what if your interests outside of school are more academic in nature? What if you’ve long been fascinated by the potential that carbon sequestration holds to limit the effects of climate change? What if you’re interested in the history of civil disobedience, or the ability of exams to measure actual comprehension? Whatever the case may be, there are some topics of interest that just don’t fit neatly into any extracurricular club or activity.

If you find yourself longing to pursue an interest such as this, you might consider conducting your own research project. While the concept may seem daunting at first, if you break it down into smaller, manageable tasks, you’ll quickly find that you probably already have the skills necessary to get started.

In this post, we will outline the process for conducting a long-term research project independently, including several avenues for pursuing recognition of your work and a step-by-step guide to completing your project. If you’re interested in pursuing an independent research project during high school, keep reading.

Why Pursue an Independent Research Project?

An independent research project is a great way to explore an area of interest that you otherwise would not get to learn about outside of school. By undertaking a research project on your own, not only will you explore a personal area of interest in more depth, but also you will demonstrate your dedication to pursuing knowledge for the sake of learning and your ability to work independently over a prolonged period.

Independent research projects, when conducted well and presented appropriately on a college application, can be a great advantage to you on your college admissions.

How to Choose a Topic for a Research Project

If you’re interested in pursuing a research project, you probably already have a topic in mind. In fact, the desire to conduct a research project usually stems from an existing interest, not just from the idea to conduct research on a vague or undetermined subject matter.

You should aim to narrow your research project to something that has some academic relevance. Perhaps it is related to your existing coursework. Maybe it reflects work you hope to pursue in the future, either academically or professionally. Try to fine-tune your project enough that you can easily explain the driving force behind it and its relevance to your future career path.

While you don’t need to decide on your exact topic or thesis quite yet, you should have a general idea of what your project will entail before moving forward.

Are There Existing Avenues for Undertaking a Research Project At Your School?

While you could certainly conduct your research project completely independently from your school, it is usually easier and more productive to conduct it in a way that is somehow connected to the rest of your schooling.

If the project is STEM-oriented, think about whether it would fit into a science fair or other STEM competition in which your school already competes. Also consider the AP Capstone Program if your school offers it. The second course in this sequence is AP Research , and it requires an in-depth research project as its culminating assessment.

If neither of these formal avenues are available, or neither provides a good fit, look into the possibility of pursuing your project as an independent study. If your school offers independent studies for credit, you can usually get information about them from your adviser. These types of projects usually require an extended application process that must be followed closely if you want to gain approval.

Finally, even if you can’t take advantage of one of the options above, if you have achieved advanced standing or enough credits, your school might still allow you to undertake an extended individual research project through some type of formal arrangement. Talk with a teacher, mentor, or adviser to learn what your options are. Clearly communicate your innate desire to learn more about this specific topic and be prepared to give some background on the issue that you want to research.

Steps for Undertaking the Research Project

1. find a mentor or adviser.

You will need someone to help guide and advise your work, so finding a willing and able mentor should be one of your first steps. This should ideally be a person with existing expertise in the subject area you wish to pursue. In the least, this person should share your interest and passion for the topic.

A teacher at your school who can also serve as an adviser is ideal, and may even be a requirement if you are formally pursuing the project as an independent study for credit. If that is not possible, you can certainly find a mentor somewhere else, even remotely if necessary.

Find out if your subject matter pertains to any local industries or companies, or if there are any scientists or professionals nearby who specialize in it. Consider checking the instructors of local summer programs or judges from past science fairs at your school.   Also consider a professional who has written an article that interested you in the field.

Before you approach a mentor to request their help, familiarize yourself with his or her work. Be able to speak articulately about what has drawn you to him or her specifically. Put some thought into informed questions you might ask him or her. Be upfront about your needs if you are going to require any specific guidance or extended time or energy from your mentor. It might be difficult to find someone at first, but keep trying. Finding a mentor for your project is an important step.

2. Set a Timeline and Stick to It

Once you’ve found a mentor, you can get started laying out the timeline for your project. When you do this, list each step of your project as specifically as possible. These will include at a minimum: background research, writing a thesis statement, in depth research phase, outlining your final paper, drafting your paper, editing your paper, and publishing your paper.

You will probably have a completion date in mind, whether it’s required by the school or simply the end of the semester or school year. Work backwards from your completion date to set a realistic timeframe for each of these steps.

It helps to have a calendar displayed prominently with your deadlines listed clearly on it to keep you on track. Also be sure to put your deadlines into your school assignment book or Google calendar so that you can see how they overlap and affect your other commitments.

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3. Conducting Research

After you’ve completed your deadline calendar, you’re ready to get started with the fun stuff:   the actual research. There are many sources for finding high quality research materials. You can use your school library, your local library, and sometimes even the library at local colleges or universities. Sometimes the libraries at colleges are open only to registered students and faculty, but if you contact a library official or a member of the department related to your research project, you might be able to gain access for research purposes.

You may also take advantage of online research tools. Google Scholar is a good place to find peer-reviewed, high quality publications. You may also find out if your school has a subscription to any online research databases like Ebsco , or JSTOR . These databases provide digital compilations of hundreds of research journals, both current and archived.    

Be careful what you choose to use as sources, though. You need to ensure that every source you rely on is high-quality and fact-based. Many internet resources now are not as accurate as they might appear. Some are outdated and some are just wrong. Remember that just about anyone can publish something online these days, so you can’t rely on information that you find on just any old website. Be particularly wary of pages like Wikipedia that look like fact-based resources but are actually drawn from unfiltered user submissions.

As you research your topic, take careful notes to track your work. Choose a system to organize your notes, such as writing on notecards that can be easily organized, or using different colored pens to color code different subtopics of your research. By carefully organizing your notes, you’ll be better set up to organize your paper.

4. Organize Your Paper

Once you’ve completed the research phase of your project, you’re ready to organize your paper. Go through your notes carefully to see how they support your thesis. If they don’t, be prepared and open to changing your thesis. Always allow the research to guide the direction of your paper, and not vice versa.

Organize your notes into the order that makes most sense in your paper. Use them to guide an outline of your paper. Once they are in order, write out a rough outline of your paper.

Prewriting is an important step to writing your paper. It allows you to go into the drafting phase with as much preparation as possible so that your writing will have a clear direction when you begin.

5. Write Your Paper 

After your organization and prewriting, you’re ready to draft your paper. Try to break this phase up into smaller pieces so that you don’t burn out. Your final product will probably be one of the longest papers you’ve ever written, usually ranging from 15-30 pages depending on your subject, so you’ll want to pace yourself.

Break up your writing deadlines into more specific sub-deadlines to help guide your work. Set goals for completing the introduction, various sections of the body, and your conclusion.

6. Edit Your Paper 

There will be multiple stages of editing that need to happen. First, you will self-edit your first draft. Then, you will likely turn a draft of your paper in to your mentor for another round of editing. Some students even choose to have a peer or family member edit a draft at some point. After several rounds of editing, you will be prepared to publish your work.

7. Publish Your Work

Publication sounds like a very official completion of your project, but in reality publishing can take many different forms. It’s really just the final draft of your project, however you decide to produce it.

For some students, publication means submitting a draft of your project to an actual journal or formal publication. For others, it means creating a polished draft and a display board that you will present at a school or public event. For still others it might just be a polished, final draft bound and turned into your mentor.

However you decide to publish your work, be mindful that this should be a reflection of an entire semester or year of work, and it should reflect the very height of your learning and abilities. You should be proud of your final product.

If you’re a high school student with in-depth interests in a subject area that doesn’t fit neatly into any of your existing extracurriculars or academic courses, you should consider pursuing a research project to reflect your interest and dedication. Not only will your pursuit allow you to further explore a subject that’s interesting to you, but also it will be a clear example of your independence and commitment on your college applications.

Looking for help navigating the road to college as a high school student? Download our  free guide for 9th graders  and our  free guide for 10th graders . Our guides go in-depth about subjects ranging from  academics ,  choosing courses ,  standardized tests ,  extracurricular activities ,  and much more !

For more information about research and independent projects in high school, check out these posts:

• Ultimate Guide to the AP Research Course and Assessment
• How to Choose a Project for Your AP Research Course
• How to Get a Research Assistant Position in High School
• An Introduction to the AP Capstone Diploma
• How to Choose a Winning Science Fair Project Idea
• How to Plan and Implement an Independent Study in High School

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• Class 11th /

Chemistry Projects for Class 11

• Updated on  
• Nov 28, 2022

Crystallization, Titration, Organic Chemistry, Surface Chemistry , Equilibrium are some of the common topics that students pick for their Class 11 Chemistry project. But if you want to aim for higher scores, there are many unique topics for chemistry projects for Class 11. As lab projects and practical examinations collectively hold 30 marks in CBSE Class 11 Chemistry syllabus, finding an interesting project topic can help you get a full score as well! Through this blog, we bring you some of the best ideas for chemistry projects for Class 11!

This Blog Includes:

List of chemistry projects for class 11, organic chemistry projects for class 11, investigatory projects in chemistry, chemistry projects for class 11 explained, calculating the ph balance and change, quantitative estimation, rusting of iron, characterization and purification of organic substances, determination and extraction of caffeine in multiple tea samples and other edible items , electrochemical cell, food adulteration .

Looking for chemistry projects for Class 11 and Class 12? Here is a complete list of popular and unique Chemistry Projects for Class 11 and Class 12:

• Chemistry Project on Green Chemistry – Biodiesel and Biopetrol
• Chemistry Project on Calculating the pH Balance and Change
• Chemistry Project on Quantitative Estimation
• Chemistry Project on Rusting of Iron
• Chemistry Project on Characterization and Purification of Organic Substances
• Chemistry Project on Determination and Extraction of Caffeine in Multiple Tea Samples and Other Edible Items 
• Chemistry Project on Electrochemical Cell
• Chemistry Project on Food Adulteration 
• Chemistry Project on Preparation of Potash Alum
• Chemistry Project on Setting of Cement
• Chemistry Project on Sterilization of Water with Bleaching Powder
• Chemistry Project on Content of Bone Ash
• Chemistry Project on Analysis of Fertilizers
• Chemistry Project on Measurement of Acetic Acid in Vinegar
• Chemistry Project on Diffusion of Solid in Liquid

Here are the best Organic Chemistry projects for Class 11:

• Dyeing Wool, Silk and Cotton in Malachite Green
• Impact of Dye on Varied Kinds of Fabric
• Mohr’s Salt Experiment
• Preparation of Toilet Soap
• How to make a smoke bomb?
• Acidity in Tea
• Analysis of Honey
• Catalytic Decomposition
• Hess’ Law and Thermochemistry
• Effect of Heat on Vitamin C in Tomatoes

Investigatory projects in Chemistry are mainly under obligatory assignments that focus on purely experimental procedures for students to make a report on. Here are the best investigatory projects in Chemistry:

• Investigatory Project on Fertilisers
• Investigatory Project on Invisible Sunblock
• Investigatory Project on Microencapsulation
• Investigatory Project on Lemon Ices
• Chocolate Analysis
• Chemistry of Black and White Photography
• Investigatory Project on Strength of Paper
• Fermentation

Here are some of the top Chemistry projects for Class 11 elaborated in detail:

One of the most interesting experiments you can choose for creating your Class 11 Chemistry project is calculating the pH balance of a substance. This project only needs some household items like ghee (vegetable oil), lime juice, orange juice, aloe vera gel, milk, water, vinegar, human saliva, apple juice, buttermilk, etc. along with some chemicals as a part of this experiment. You will be needing solutions along with pH paper to perform this experiment. Begin by taking all the items in small glass bowls or glass tubes, add one drop of the chemical into it and mix thoroughly. Afterwards, dip the pH paper and record all your observations. Further, you can draft a project based on your readings. 

Various chemical solutions possess different strengths and depending upon that they react with the given substance. Thus, you can conduct an experiment to gauge out the chemical balance of a few solutions and can prepare a project on it. You will have to begin by preparing the standard Oxalic Acid and then, determining its strength by titrating it with the solution of HCL against sodium carbonate solution. To conduct the experiment, collect the conical flask, HCl, methyl orange and glass jar. Dissolve exactly 2.6gm of sodium carbonate in distilled water and transfer all the solution in a long flask. Now, begin the titration. Add some amount of HCl into the titration rod and place a conical flask containing the solution with methyl orange. Add the HCl drop by drop and slowly change the colour of the solution from light orange to red. Also, record the amount of HCl used to achieve it.

Rusting of iron is amongst one of the most interesting chemistry projects for class 11 that lets you learn about a very important example of chemistry in everyday life . As the phenomenon of rusting takes significant time, thus, for this Class 11 chemistry project, you will be completing this in terms of chemical reactions. To complete the project, you will be needing some iron nails, boiling tubes, rubber band, sodium chloride, distilled water, edible oil, etc. The main basis of your project will be the reaction of iron with moisture. For the experiment, place the nails in 4 test tubes and some distilled water in 1st tube, distilled water with salt in 2nd tube, boiled distilled water in 3rd tube along with edible oil and calcium chloride in the 4th one. Seal the test tube for a few days and you will notice that the nails in 1st and 2nd tubes are now corroded.

Different chemical substances or organic compounds are extracted from various sources and may contain some amount of impurity. Amongst the prominent chemistry projects for class 11, this one carries out a thorough analysis of impurities. The experiment for this project will include crystallization of solutions like copper sulphate, benzoic acid, alum, etc. We will begin by crude benzoic acid, distilled water, cold water, beaker and funnel, filter paper, glass rod, test tubes, etc. In a beaker boil distilled water and add crude benzoic acid, after this pass the solution through the funnel to extract out the impurities. Let the filtrate come down to room temperature itself and you will notice that white crystals of benzoic acid are being formed. Again, filter the solution to take out all your crystals. 

A lot of daily-life products around us contains caffeine that we consume knowingly or unknowingly. But through a simple experiment, you can extract or examine whether there is caffeine in that food item or not. This topic is often opted by various students as it lets them learn something new about household items. Collect 20gms of tea powder and add 1gm of calcium carbonate to it, transfer it to a beaker and add 200 ml of tap water to it. Stir the entire mixture and heat it. Once it gets boiled up completely, take a funnel with a filter paper spread on it and filter the mixture through it. Collect the filtrate and add it along with chloroform in a separating funnel and then gently shake it. Again separate the chloroform form the mixture and heat it on a water bath and then add 10 ml of water along with charcoal powder to it. Upon filtering it, you will find the extracts of caffeine on the filter paper, if any. This is one of the unique chemistry projects for Class 11 which can help you score higher in your lab project.

An electrochemical cell is device that can be used to derive energy for a chemical reaction as it converts chemical energy into electrical energy. Using the batteries and circuit wires, you will have to construct this cell and understand its working. In your project, you can mention the changes that can be seen in the cell set up when you add on various chemicals in it like Copper Sulphate, Hydrochloric Acid, etc. For this Class 11 Chemistry project, you will need copper sulphate, zinc and copper strips, voltmeter and wires. Take 50 ml of copper sulphate and zinc sulphate in two different beakers. Through wires connect Copper and Zinc strips with the voltmeter. Create a salt bridge using the solution of Potassium Sulphate. Dip the copper strip in copper sulphate and zinc strip in zinc sulphate along with this record the voltage from the voltmeter. Under expert guidance, change the solutions and record the observation for your project.

By using harmful chemical and solutions, food products are being adulterated which has a severe effect on human health. Thus, through this experiment for your class 11 project, you will get to know about the intensity as well as the chemical substance that is used to adulterate the food. You can take products like milk, ghee, flour, edible oil, pulses, etc; to which you have to add either concentrated or diluted HCl. For the experiment take Arhar Dal, HCl, test tube, etc. Add some dal in the test tube and add distilled water. Carefully shake the solution and let it rest.  Add a few drops of concentrated HCl to the test tube and if you see pink colour, there is the presence of adulterant Metanil Yellow. For your project, you can record these observations. 

Here are some more chemistry projects and working models for Class 11:

• Determining the Tensile Strength 
• Adsorption 
• Nuclear Chemistry 
• Radio Activity 
• Dyeing Fabrics 
• Surface Energy 
• Organic Chemistry 
• Experiment on Ecosystem, Structure of Ecosystem 
• Primary Cell and Secondary Cell 
• Freezing and Boiling Point 
• Obtaining Different Types of Water from the Use of Bleaching Powder 

Yes! It is one of the easiest branch of Chemistry. But it depends if you study properly and give your full attention to it.

It is quite difficult to compare different fields because they have a variety of abstract in concepts. But if we have to then, Physics is considered harder than chemistry on various aspects in comparison to other disciplines.

Thus, we hope that through this blog, you are now familiar with the best topics and ideas for chemistry projects for class 11. Planning to study a degree in Chemistry? Reach out to our experts at Leverage Edu and we will help you explore the best course and university combinations and find the right one as per your interests and aspirations. Sign up for a free meeting today.

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11 Research Project Strategies for Second Graders

Real teachers share their best ideas!

Research is part of the Common Core standards for second grade , but what are some ways of approaching this seemingly complex topic with such little ones? Teacher Malia wrote into the WeAreTeachers HELPLINE last week asking for tips. “I have to do a research project with my second graders this year. Any tips on making research appropriate for that age?”

We got lots of feedback from teachers on creating grade-appropriate research projects, Malia. Try one (or all!) of these ideas for your next assignment!

1. Keep the topic simple.

Students can learn and apply methods of research on very simple topics. “My science and computer class did a short research project that entailed creating a PowerPoint about an animal they researched. It was not overly detailed.” — Stephanie W.

2. Use the project as a way to introduce students to the resources of the school.

“When I taught second grade, we did research projects. The kids had fun with it, learned how to use the internet and library as resources, and loved having a ‘big kid’ assignment.” — Elisabeth N.

3. Have a highly structured, creative final product instead of a written paragraph.

“I’ve done animal research in second grade. Their ‘paper’ was a very guided booklet with starters, prompts and stems. It worked really well.” — Jennifer G.

4. Or if you include writing, add a visual component to complement it.

“We do a planet project. They choose the planet and create a visual aid, write a paragraph, and present their findings to the students. The paragraph is a simple, four- or five-sentence piece with lots of support.” — Lorena I.

5. Get other staff members involved for support.

“I’ve always done research projects with my young students, and one thing that helps make it successful is involving other teachers in the school, like the computer teacher and the librarian. Having other people as resources to help out students creates more guidance and support for them.” — Katrina P.

6. Make it a habit.

Research can be a frequent part of your instruction. “My second graders do a research project every month! They create posters, Google slides and brochures. They are pretty good at it, and they love to do them.” — Sheli I. 

The more often they do it, the easier it will be for them!

7. Break down the skills and teach them as mini-lessons.

“Teach the steps as individual lessons the culminate in a research paper or presentation.” — Hayley B. ADVERTISEMENT

“Give your students graphic organizers to help them keep organized.” — Helene E.

8. Do it all in the classroom.

Structure the project so it can be done completely in school. “My students need to learn the process, and it takes us a couple of months, and there is such pride in the finished product. It is all done in my room under my supervision.” This also cuts down on the likelihood that parents will “help” a bit more than they should.

“Do it in school to ensure the child does the work. If it’s done at home, then the child may still not have experience doing research because the parent could do the whole project or, on the flip side, not make sure the project gets done.” — Cathy C.

9. Create a flyer.

“My students do research and present it in a flyer format.” — Kathleen C.

10. Chunk it.

“My students in third grade have written several five- or more paragraph researched essays this year—typed! But we work in chunks for weeks and peer edit, and that’s what makes it work.” — Maggi S.

11. Go interdisciplinary.

“We did research projects on a chosen animal and everything tied in—they made clay animals in art, built their habitats, researched on the iPad and wrote a short essay about the animal. Then they presented their findings. They LOVED it!” — Alyssa V.

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