CITA BUANA JAKARTA COLLEGE

Chemistry YEAR 10
“bringing cultures together in bilingual harmony”

BIOFUELS

ACT – Assessment Item Number 2 (Two)

Writing Essay about Biofuels : An alternative energy source

Assessment Condition: Individual, Open-ended Task

Weighting Total: 30% of Total Score

Course
Name :
Unit Title :
Chemistry
Chemical Fundamental
Integrating Australian Curriculum
Unit code: 22024
Classification T
Type 2
Course Code: 2334

Year & Semester : Unit Value:

10 Science - Semester 2 1.0

Name : Day/Date:

Marks: / 60
Teacher’s Remarks:
 ESSAY ASSIGNMENT

Background:

Imagine a world where there is no more fossil fuel. What would you use to power your
vehicles? How would you heat your homes? What would keep power plants and industries
running? We look to biofuels – the renewable, alternative energy source. Biofuels are derived
from recently dead or living plant material and animal waste. This differs from fossil fuels,
which are derived from long-dead plant and animal matter. The most commonly used biofuels
are ethanol and biodiesel. They are produced from plants that are usually grown as crops.
These plants make up the biomass that’s used as the feedstock in biofuel production.
Feedstock is any material that is used to make biofuels. In North America, corn is the main
type of feedstock used in ethanol production.

Picture of Biofuel pump at gas station (source: RCB via pxhere)

Keywords: fossil fuels, biofuels, science & ethics, air pollutions.
 Segments of Essay As Assessment

● Research Questions
In developing the essay, students must create one big research question to
base the essay upon, which reflects the question about the interaction
between science and the real world. The type of question is expected to be
an open-ended or debatable question with no right or wrong answer. This
type of question requires a person to think and reflect, involving personal
opinions, ideas, and feelings.

Example:
"Biofuels, will it be the main energy source for humans?"

● Scientific Aspect of Biofuel

In order to know and understand about facts of biofuel, including their
implementations in real world, student needs to research about bad effect
of fossil fuels and use biofuels as alternative energy.

● Interaction between Science and Real World

Student picks at least one factors of human lives and discuss how the
factor interacts with science research & invention. The options are
environmental, health, ethics, economic, political factor of human lives.

● Biofuel in Indonesia
In addition to knowing and understanding about biofuel in general, student
is also expected to know and understand about the development of biiofuel
in their own country, Indonesia. Student needs to be aware about the
country’s aim or vision of the biofuel development, the current
development, and the obstacles and chances in the future. It is expected
that students can develop their critical thinking towards the nations’
science & technological issue, to be responsible of their own decision and
paradigm, and grow to be a well- informed citizen.

The school strongly upholds principles of academic integrity and academic honesty.
Any references used and inspirations taken by students in developing the story must
be acknowledged to the owners as documented in the proper format of bibliography.
Any plagiarism, fabrication, falsification and misrepresentation in the academic task
are given zero-tolerance. You are expected to develop creativity in the process of story
making, while still following the ethical conduct and moral values upheld in our
society.
This task activity are aiming to develop:

● Students understand organic compounds such as alkanes andalkenes.

● Students understand the effects of fossil fuels and developing
alternative fuels.
● Students understand how scientific models and theories have
developed and are applied to improve existing and develop new
technologies.
● Students’ ability to communicate chemistry understanding using
qualitative and quantitative representations of inappropriate
models andgenres.
● Students’ appreciation of the wonder of chemistry and the significant
contribution chemistry has made to contemporary society
understanding that diverse natural phenomena may be explained,
analyzed, and predicted using concepts, models, and theories that
provide a reliable basis for action
● Students’ understanding of the ways in which models and theories are
refined and new models and theories are developed in chemistry; and
how chemistry knowledge is used in a wide range of contexts and
informs personal, local, and global issues
● Students’ ability to communicate chemistry understanding,
findings, arguments, and conclusions using appropriate
representations, modes,and genres.

Submission of work:

o All work needs to be submitted directly to your teacher by the end of the
school day on which it is due Tuesday, 31 May 2023, at 3.30 pm
o Problems with printing or associated computer problems are not regarded
as valid reasons for late submission of work. Back-up copies of work
should be made and printouts should be made at regular intervals in the
process of assignment work.
o The penalty for late submission of work is 5% of the possible mark per
calendar day late – including weekends and public holidays – to a
maximum o f 35%. Work submitted after this time will receive a notional
zero. Work cannot be submitted on weekends or public holidays and will
be penalized accordingly. Penalty – Percentage of total marks
available (Note: NZ = Notional Zero)

Due Due Due Due Due

Monda Tuesda Wednesd Thursda Frida
y y ay y y
Received Monday 0
Received Tuesday 5% 0
Received Wednesday 10% 5% 0
Received Thursday 15% 10% 5% 0
Received Friday 20% 15% 10% 5% 0
Saturday & NO WORK SUBMISSION WILL BE ACCEPTED
Sunday
Received Monday 35% 30% 25% 20% 15%
Received Tuesday NZ 35% 30% 25% 20%
Received Wednesday NZ NZ 35% 30% 25%
Received Thursday NZ NZ NZ 35% 30%
Received Friday NZ NZ NZ NZ 35%