Worksheet Grade 10 Chemistry - Weebly
Introductory Handout Package – Grade 11 IB
|Handout 1 – Laboratory Safety Rules |
|Handout 2 – Safety Equipment |
|Handout 3 – Polyatomic ions and Polyvalent Ions |
|Handout 4 – Grade 11 Nomenclature |
|Handout 5 – Recognizing Patterns 1 and 2 |
|Handout 6 – Combining Patterns 1 and 2 |
|Handout 7 – Types of Reactions |
|Handout 8 – Net Ionic Equations |
|Handout 9 – Internal Assessment Marking Grid |
|Handout 10 – IB Sciences Internal Assessment Marking Form |
|Handout 11 – Internal Assessment Lab Guidelines |
Handout 1 - Laboratory Safety Rules
Science is a hands-on laboratory class. You will be doing many laboratory activities which require the use of hazardous chemicals. Safety in the science classroom is the #1 priority for students, teachers, and parents. To ensure a safe science classroom, a list of rules has been developed and provided to you in this student safety contract. These rules must be followed at all times. Two copies of the contract are provided. The contract must be signed before you can participate in the laboratory. These rules are to be kept in your binder at all times as a constant reminder of the safety rules.
GENERAL RULES
1. Conduct yourself in a responsible manner at all times in the laboratory.
2. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ask the instructor before proceeding.
3. Never work alone. No student may work in the laboratory without an instructor present.
4. When first entering a science room, do not touch any equipment, chemicals, or other materials in the laboratory area until you are instructed to do so.
5. Do not eat food, drink beverages, or chew gum in the laboratory. Do not use laboratory glassware as containers for food or beverages.
6. Perform only those experiments authorized by the instructor. Never do anything in the laboratory that is not called for in the laboratory procedures or by your instructor. Carefully follow all instructions, both written and oral. Unauthorized experiments are prohibited.
7. Be prepared for your work in the laboratory. Read all procedures thoroughly before entering the laboratory.
8. Never fool around in the laboratory. Horseplay, practical jokes, and pranks are dangerous and prohibited.
9. Observe good housekeeping practices. Work areas should be kept clean and tidy at all times. Bring only your laboratory instructions, worksheets, and/or reports to the work area. Other materials (books, purses, backpacks, etc.) should be stored in the classroom area.
10. Keep aisles clear. Push your chair under the desk when not in use.
11. Know the locations and operating procedures, where appropriate, for all safety equipment Including first aid kit, eyewash station, safety shower, fire extinguisher, and fire blanket. Know where the fire exits are located.
12. Always work in a well-ventilated area. Use the fume hood when working with volatile substances or poisonous vapors. Never place your head into the fume hood.
13. Be alert and proceed with caution at all times in the laboratory. Notify the instructor immediately of any unsafe conditions you observe.
14. Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to be used only for water and those solutions designated by the instructor. Solid chemicals, metals, matches, filter paper, and all other insoluble materials are to be disposed of in the proper waste containers, not in the sink. Check the label of all waste containers twice before adding your chemical waste to the container.
15. Labels and equipment instructions must be read carefully before use. Set up and use the prescribed apparatus as directed in the laboratory instructions or by your instructor.
16. Keep hands away from face, eyes, mouth and body while using chemicals or preserved specimens. Wash your hands with soap and water after performing all experiments. Clean all work surfaces and apparatus at the end of the experiment. Return all equipment clean and in working order to the proper storage area.
17. Experiments must be personally monitored at all times. You will be assigned a laboratory station at which to work. Do not wander around the room, distract other students, or interfere with the laboratory experiments of others.
18. Students are never permitted in the science storage rooms or preparation areas unless given specific permission by their instructor.
19. Know what to do if there is a fire drill during a laboratory period; containers must be closed, gas valves turned off, fume hoods turned off, and any electrical equipment turned off.
20. Handle all living organisms used in a laboratory activity in a humane manner. Preserved biological materials are to be treated with respect and disposed of properly.
21. When using knives and other sharp instruments, always carry with tips and points pointing down and away. Always cut away from your body. Never try to catch falling sharp instruments. Grasp sharp instruments only by the handles.
CLOTHING
22. Any time chemicals, heat, or glassware are used, students will wear laboratory goggles. There will be no exceptions to this rule!
23. Contact lenses may be worn provided adequate face and eye protection is provided by specially marked, non-vented safety goggles. The instructor should know which students are wearing contact lenses in the event of eye exposure to hazardous chemicals. Preferably, contact lenses should be removed and eye glasses should be worn instead.
24. Dress properly for lab activities. Long hair, dangling jewelry, and loose or baggy clothing are hazardous. Long hair must be tied back and dangling jewelry and loose or baggy clothing must be secured. Shoes must completely cover the foot. No sandals allowed.
25. Lab aprons have been provided for your use and should be worn during laboratory activities.
ACCIDENTS AND INJURIES
26. Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the instructor immediately, no matter how trivial it may appear.
27. If you or your lab partner are hurt, immediately get the instructor’s attention.
28. If a chemical splashes in your eye(s) or on your skin, immediately flush with running water from the eyewash station or safety shower for at least 15 minutes. Notify the instructor immediately.
29. When mercury thermometers are broken, mercury must not be touched. Notify the instructor immediately.
HANDLING CHEMICALS
30. All chemicals in the laboratory are to be considered dangerous. Do not touch, taste, or smell any chemicals unless specifically instructed to do so. The proper technique for wafting chemical vapors will be demonstrated to you.
31. Check the label on chemical bottles twice before removing any of the contents. Take only as much chemical as you need.
32. Never return unused chemicals to their original containers.
33. Never use mouth suction to fill a pipette. Use a rubber bulb or pipette pump.
34. When transferring reagents from one container to another, hold the containers away from your body.
35. Acids must be handled with extreme care. You will be shown the proper method for diluting strong acids. Always add acid to water, swirl or stir the solution and be careful of the heat produced, particularly with sulfuric acid.
36. Handle flammable hazardous liquids over a pan to contain spills. Never dispense flammable liquids anywhere near an open flame or source of heat.
37. Never remove chemicals or other materials from the laboratory area.
38. Take great care when transporting acids and other chemicals from one part of the laboratory to another. Hold them securely and walk carefully.
HANDLING GLASSWARE AND EQUIPMENT
39. Carry glass tubing, especially long pieces, in a vertical position to minimize the likelihood of breakage and injury.
40. Never handle broken glass with your bare hands. Use a brush and dustpan to clean up broken glass. Place broken or waste glassware in the designated glass disposal container.
41. Inserting and removing glass tubing from rubber stoppers can be dangerous. Always lubricate glassware (tubing, thistle tubes, thermometers, etc.) before attempting to insert it in a stopper. Always protect your hands with towels or cotton gloves when inserting glass tubing into, or removing it from, a rubber stopper. If a piece of glassware becomes “stuck” in a stopper, take it to your instructor for removal.
42. Fill wash bottles only with distilled water and use only as intended, e.g., rinsing glassware and equipment, or adding water to a container.
43. When removing an electrical plug from its socket, grasp the plug, not the electrical cord. Hands must be completely dry before touching an electrical switch, plug, or outlet.
44. Examine glassware before each use. Never use chipped or cracked glassware. Never use dirty glassware.
45. Report damaged electrical equipment immediately. Look for things such as frayed cords, exposed wires, and loose connections. Do not use damaged electrical equipment.
46. If you do not understand how to use a piece of equipment, ask the instructor for help.
47. Do not immerse hot glassware in cold water; it may shatter.
HEATING SUBSTANCES
48. Exercise extreme caution when using a Bunsen burner. Take care that hair, clothing and hands are a safe distance from the flame at all times. Do not put any substance into the flame unless specifically instructed to do so. Never reach over an exposed flame. Light gas (or alcohol) burners only as instructed by the teacher.
49. Never leave a lit burner unattended. Never leave anything that is being heated or is visibly reacting unattended. Always turn the burner or hot plate off when not in use.
50. You will be instructed in the proper method of heating and boiling liquids in test tubes. Do not point the open end of a test tube being heated at yourself or anyone else.
51. Heated metals and glass remain very hot for a long time. They should be set aside to cool and picked up with caution. Use tongs or heat-protective gloves if necessary.
52. Never look into a container that is being heated.
53. Never heat a closed container. It may explode.
54. Do not place hot apparatus directly on the laboratory desk. Always use an insulating pad. Allow plenty of time for hot apparatus to cool before touching it.
55. When bending glass, allow time for the glass to cool before further handling. Hot and cold glass, have the same visual appearance. Determine if an object is hot by bringing the back of your hand close to it prior to grasping it.
Handout 2 - Safety Equipment
Activity #1- Use of Common Safety Equipment
Complete the following chart:
|Equipment |Use/Function |
|Safety goggles | |
|Safety Shower | |
|Fire blanket(s) | |
|Fire extinguisher(s) | |
|Eyewash station | |
|Broken glass container | |
|Emergency shower | |
|First Aid Kit | |
|Soap and Paper Towels | |
Activity #2- Map of Classroom
Place the number (#) corresponding to a piece of equipment from the table above in the appropriate location on the map below. This will facilitate locating the equipment in the future.
Laboratory Equipment
Reference Sheet #1
[pic]
Laboratory Equipment
Reference Sheet #2
[pic]
Functions of Laboratory Equipment
This list tells you how each piece of lab equipment functions:
• Balance: Used for obtaining the masses of solid and liquid samples
• Beaker: A flat-bottomed, cylindrical piece of glassware used for mixing and heating compounds
• Bunsen burner: Attached to a gas line and lit to provide heat for your experiments
• Buret: An extremely accurate device with a stopcock at the bottom used to measure volumes of reagents
• Ceramic square: Used to avoid burning the surface of your lab bench and incurring your chemistry teacher’s wrath
• Clamps: Used to hold a variety of things in place, particularly test tubes
• Clay triangle: Used to hold a crucible while it is being heated
• Condenser: Used to collect vapors by condensing them into liquid as they contact the liquid-cooled inner surface of the condenser
• Crucible: A cup-shaped container capable of sustaining high temperatures. It is used to heat chemicals.
• Crucible tongs: Used to handle the hot crucible
• Erlenmeyer flask: Used to hold liquids. The small upper opening slows evaporation, so for some volatile liquids, a flask is a better choice than a beaker. The shape also makes it suitable for mixing and swirling liquids during a titration.
• Florence flask: A type of flask, generally round-bottomed, usually suspended and heated from below. Its shape makes it easy to swirl and mix liquids inside of it.
• Funnel: Used together with filter paper to filter precipitates out of solutions
• Graduated cylinder: Used to precisely measure volumes
• Metal spatula: Used to measure out solid substances
• Mortar and pestle: Used to grind sesame seeds for cooking and chemical compounds for chemistry experiments, though we recommend using a different set for each
• Pipette bulb: Used to transfer accurately measured amounts of liquid from one container to another
• Rubber stoppers: Used to close flasks or test tubes to prevent evaporation of liquids or escape of gases
• Scoopula: Another instrument used to transfer solids from one place to another
• Test tube: Cylindrical open-topped piece of glassware that comes in varying sizes
• Thermometer: Used to measure temperatures. Thermometers generally contain liquid mercury or alcohol.
• Watch glass: A piece of glassware in the shape of a large contact lens used for evaporating liquids
• Wire gauze: Generally used as a surface for a beaker or flask to rest when being heated by a Bunsen burner
HHPS and WHMIS Product Symbols
Hazardous Household Product Symbols (HHPS)
The HHPS warning symbols on household products were developed to indicate exactly why and to what degree a product is dangerous.
Workplace Hazardous Materials Information System (WHMIS)
The WHMIS symbols were developed to standardize the labeling of dangerous materials in all workplaces, including schools. Pay careful attention to the warning symbols on the products or materials that you handle.
Lab Safety Contract
The following procedures are basic rules which the students must be aware of in order to function safely in the science laboratory.
Do’s
• Think before doing anything in the laboratory.
• Maintain quiet behavior during lab periods. Never rush. Always be prepared to stop quickly.
• Come to the lab PREPARED. Read the experiment carefully and make sure you understand the procedure to be followed before attempting any experiment. Know the location for equipment in the lab.
• Maintain an uncluttered work area. All unused books and binders should be placed in/under your desk. Keep aisles clear of personal belongings.
• Report all injuries to the teacher immediately, regardless of how minor (cuts, burns, scrapes).
• Learn to light the Bunsen burner correctly (you will be instructed by your teacher). Keep your head back from the burner when using it. Long hair should be behind your shoulders, and back if possible.
• The most common injury is a BURN caused by touching objects that have been heated. Hot glass looks the same as cold glass.
• When removing an electric plug from the socket, pull the plug NOT the cord.
• Wash your hands with soap after EVERY lab period, especially if you have been handling chemicals or doing bacterial labs.
• Clean up chemical spills IMMEDIATELY. The desk should be clean and dry throughout the experiment. That drop of liquid may be acid and not water.
• Put all broken glass in the broken glass container. Report all cracked glassware to your teacher IMMEDIATELY.
• If you spill acid or base on your skin, immediately FLUSH the area with lots of water. Tell the teacher who will take further action (a baking soda solution may be added).
• If acid or any chemical is splashed in your eyes, FLUSH them with lots of water for at least 10 minutes (at the eyewash station if available).
• When heating a test tube containing a liquid, heat GENTLY and point the tube away from people. Slant it towards the wall.
• Keep your SAFETY GOGGLES on, when told to do so by the teacher.
• Clamps holding material to the edge of the desk must be pointed down.
• Quickly rotating materials should be thoroughly checked prior to the beginning of the experiment. A small piece of material moving quickly has a tremendous potential to damage.
• Be familiar with the LOCATION and USE of safety equipment in the classroom or lab (e.g. fire blanket, fire extinguisher, safety goggles, first aid kits, etc.).
Do not’s
1. Wear contact lenses, loose clothing, or hanging jewelry during an experiment.
2. Smell chemicals without the permission from the teacher. Use the “hand-waving” method if necessary.
3. Push glass tubing or thermometers into rubber stoppers. If they have to be adjusted, ask your teacher to do it.
4. Carry hot equipment or dangerous chemicals through a group of students.
5. Taste anything in the laboratory unless directed to do so.
6. Drink water from the taps (or EYE WASH STATION) in the lab.
7. Eat or bring food into the lab. GUM ESPECIALLY!
8. Handle chemicals with your hands. Use a SCOOPULA to remove chemicals from the containers. Take ONLY the amount needed and then replace the lid.
9. Leave the Bunsen burner flame UNATTENDED. One partner should stay with the experiment. Turn the burner off if you don’t need to use it anymore.
10. Remove footwear in the lab.
11. Conduct any experiment or TOUCH any equipment if the teacher is not present in the room.
12. TOUCH any chemicals or equipment set up by another class or teacher.
Handout 3 – Polyatomic Ions
|Name |Ion |
| |
|Ammonium |(NH4)+ |
| |
|Acetate |(CH3COO)- |
|Bromate |(BrO3)- |
|Chlorate |(ClO3)- |
|Cyanide |(CN)- |
|Cyanate |(OCN)- |
|Thiocynate |(SCN)- |
|Hydroxide |(OH)- |
|Nitrate |(NO3)- |
|Permanganate |(MnO4)- |
|Hydrogen Sulfide |(HS)- |
|Iodate |(IO3)- |
| |
|Carbonate |(CO3)2- |
|Oxalate |(C2O4)2- |
|Chromate |(CrO4)2- |
|Dichromate |(Cr2O7)2- |
|Peroxide |(O2)2- |
|Silicate |(SiO3)2- |
|Sulfate |(SO4)2- |
|Thiosulfate |(S2O3)2- |
| |
|Arsenate |(AsO4)3- |
|Phosphate |(PO4)3- |
Transition Metals, Charges, Stock names and Classical names
|Element |Cations | |Name of Cation (Stock System) | |Name of Cation (Classical) |
|Antimony |Sb3+ | |Antimony (III) | |Antimonous |
| |Sb5+ | |Antimony (V) | |Antimonic |
|Arsenic |As3+ | |Arsenic (III) | |Arsenous |
| |As5+ | |Arsenic (V) | |Arsenic |
|Cobalt |Co2+ | |Cobalt (II) | |Cobaltous |
| |Co3+ | |Cobalt (III) | |Cobaltic |
|Copper |Cu+ | |Copper (I) | |Cuprous |
| |Cu2+ | |Copper (II) | |Cupric |
|Gold |Au+ | |Gold (I) | |Aurous |
| |Au3+ | |Gold (III) | |Auric |
|Iron |Fe2+ | |Iron (II) | |Ferrous |
| |Fe3+ | |Iron (III) | |Ferric |
|Lead |Pb2+ | |Lead (II) | |Plumbous |
| |Pb4+ | |Lead (IV) | |Plumbic |
|Manganese |Mn2+ | |Manganese (II) | |Manganous |
| |Mn4+ | |Manganese (IV) | |Manganic |
|Mercury |Hg+ | |Mercury (I) | |Mercurous |
| |Hg2+ | |Mercury (II) | |Mercuric |
|Nickel |Ni2+ | |Nickel (II) | |Nickelous |
| |Ni3+ | |Nickel (III) | |Nickelic |
|Tin |Sn2+ | |Tin (II) | |Stannous |
| |Sn4+ | |Tin (IV) | |Stannic |
|Titanium |Ti3+ | |Titanium (III) | |Titaniumous |
| |Ti4+ | |Titanium (IV) | |Titaniumic |
Prefixes for Molecular Compounds
|Prefix |Number it represents |Prefix |Number it represents |
|mono |1 |hexa |6 |
|di |2 |hepta |7 |
|tri |3 |octa |8 |
|tetra |4 |nona |9 |
|penta |5 |deca |10 |
Handout 4 – Grade 11 Nomenclature
Hydrated Salts
Some solids are crystals that regularly associate with water
- SiO2 placed in shoes to absorb water to protect the leather
- when these compounds are associated with H2O we call them hydrated
- when water is removed we call them anhydrous
- to name hydrate compounds we use a prefix (same Greek prefixes from molecular
compound naming) followed by hydrate to indicate the number of H2O molecules
associated to each formula unit.
- i.e. MgSO4∙7H2O is the chemical formula for magnesium sulfate heptahydrate
- could also be called hydrated magnesium sulfate but the above name is better because
indicates number of water molecules.
- CuSO4∙5H2O could be copper (II) sulfate pentahydrate or cupric sulfate pentahydrate
Acids
There are two kinds of acids that you will learn to name Binary acids and Ternary Acids
Binary Acids
- the term binary indicates that a compound has only two types of atoms
- all acids must contain H. Therefore, there is only one other atom that can vary for each binary acid
- Binary acids commonly contain elements from the halogen group, but other examples include sulfur and selenium.
- HCl(aq) is a very common binary acid you have used. Remember all acids are aqueous because they dissolve in water
- HCl(aq) is called aqueous hydrogen chloride by the more modern IUPAC system, or more commonly, hydrochloric acid by the classical system.
- Two naming systems for acids
IUPAC (modern) very simple just put aqueous in front of regular chemical
name.
Classical system follows this general formula hydro ________ic acid
The blank is filled in with the associated anion name after
removing the “ide”
- an unusual acid is HCN(aq), which is named using binary acid rules
Chemical IUPAC Nomenclature Classical Nomenclature
Formula
HCl(aq) __________________________________________________
HF(aq) __________________________________________________
H2S(aq) __________________________________________________
H2Se(aq) __________________________________________________
HCN(aq) __________________________________________________
Ternary Acids
- Ternary means 3, therefore this is an acid containing three types of atoms
- After the H the rest of the atoms in the ternary acid are polyatomic ions that contain oxygen, or also called oxyanions. Therefore, ternary acids can also be called oxyacids.
- HNO2(aq) is called - aqueous hydrogen nitrite by the IUPAC system
-nitrous acid by the Classical system
Conversion from IUPAC to Classical for ternary acids
1) Replace the words “aqueous hydrogen” with the word “acid” at the end
2) Change the ending: - “ate” to “ic” or “ite” to “ous”
IUPAC Classical
aqueous hydrogen hypo______ite ( hypo_______ous acid
aqueous hydrogen ______ite ( _______ous acid
aqueous hydrogen ______ate ( _______ic acid
aqueous hydrogen per ______ate ( per _______ic acid
Chemical IUPAC Nomenclature Classical Nomenclature
Formula
HNO2(aq) _________________________________________________
HBrO2(aq) _________________________________________________
H3PO4(aq) _________________________________________________
H2CO3(aq) _________________________________________________
H2SO4(aq) _________________________________________________
HClO4(aq) _________________________________________________
- remember only do classical system rules for binary and ternary acids when you know it is an acid. For example “(aq)” symbols are a good indication the compound is an acid if it also contains an H at the beginning. There are some exceptions such as acetic acid CH3COOH, the last H being the acidic proton.
- example HBrO2(g) would be called hydrogen bromite gas
Handout 5 - Recognizing Patterns #1
Oxyanions (polyatomic ions containing oxygen) have a pattern in their names to indicate amount of oxygens. Look at the list of oxyanions that have chlorine in them and see if you notice the pattern.
- the base ion is the one with “ate” and no prefix
- when the suffix “ite” is used, subtract 1 oxygen atom from the base ion
- when the prefix “hypo” and the suffix “ite” is used, subtract 2 oxygen atoms
- when the prefix “per” and the suffix “ate” is used, add 1 oxygen atom to the
base ion
Use your polyatomic ions list to find the formulas for the following “base” ions: carbonate, nitrate, phosphate, sulfate, iodate, bromate.
Use the 6 base polyatomic ions above and fill in the boxes below with the 3 other polyatomic ions that can be known from the base ion.
|Name |Formula |Name |Formula |Name |Formula |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
|Name |Formula |Name |Formula |Name |Formula |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
Recognizing Patterns #2
Acid Anions
- an acid anion is created when one or more H+ ions covalently bond with an
oxyanion (i.e. HCO3-, HPO42-)
- when acid anions combine with cations, acid salts are created (i.e. CaHPO4)
- using the base polyatomic ions from Recognizing Patterns #1 (carbonate,
phosphate, sulfate) and the pattern below you can create the acid anions
Base Ion Acid Anion
+H+
carbonate hydrogen carbonate
CO32- -2 + 1 = -1 HCO3-
+2H+
phosphate dihydrogen phosphate
PO43- -3 + 2 = -1 ______
______
sulfate hydrogen sulfate
SO42- ________ ______
______
phosphate hydrogen phosphate
PO43- ________ ______
Handout 6 - Combining Patterns 1 and 2
phosphate
PO43-
(Pattern 1)
+2H+
Phosphite (Pattern 2) dihydrogen phosphite
PO33- ________ ________
Sulfate
SO42-
(Pattern 1)
+H+
Sulfite (Pattern 2) ___________________
SO32- ________ ________
Practicse Questions
1. Oxyanion Pattern: Fill in the table below using the patterns for oxyanions
|Chemical Formula |Chemical Name |
| |Calcium hypochlorite |
|Zn(BrO4)2 | |
| |Barium phosphate |
| |Aurous nitrite |
|Mg(IO)2 | |
| |Lithium persulfate |
| |Iron (III) percarbonate |
|SnSO3 |or |
2. Oxyanion Pattern: Fill in the table below using the patterns for oxyanions
|Chemical Formula |Chemical Name |
|Sr(HCO3)2 | |
| |Sodium hydrogen sulfate |
|Cu(H2PO3)2 |or |
| |Aluminum dihydrogen phosphate |
|Rb2HPO4 | |
| |Gold (I) hydrogen sulfite |
Handout 7 - Types of Reactions
1) Synthesis Reactions (A + B ( AB)
I) Simple Binary Ionic Compounds
i.e. solid aluminum reacts with chlorine gas
Al(s) + Cl2(g) ( AlCl3(s)
___________________________________________
___________________________________________
II) Slightly More complicated Synthesis Reactions
[pic]
- non-metal oxides such as CO2, SO3, N2O5 react with H2O to form acids
i.e. CO2(g) + H2O(l) ( H2CO3(aq)
___________________________________________
___________________________________________
- metal oxides such as Li2O, CaO react with H2O to form bases
i.e. CaO(s) + H2O(l) ( Ca(OH)2(aq)
___________________________________________
___________________________________________
- non-metal oxides and metal oxides can react to form salts containing oxyanions
i.e. CaO(s) + CO2(g) ( CaCO3(s)
___________________________________________
___________________________________________
2) Decomposition Reactions (AB ( A + B)
-reverse of the above reactions
-often heat is needed; this is called “thermal decomposition”
I) Simple Binary Ionic Compounds
i.e. aluminum chloride is heated
II) Slightly More complicated Reactions
- acids will decompose into non-metal oxide and water
i.e. H2CO3(aq) ( CO2(g) + H2O(l)
___________________________________________
___________________________________________
- bases will decompose into metal oxides and water
i.e. Ca(OH)2(aq) ( CaO(s) + H2O(l)
___________________________________________
___________________________________________
- salts containing oxyanions decompose into non-metal oxides and metal oxides
i.e. CaCO3(s) ( CaO(s) + CO2(g)
___________________________________________
___________________________________________
3) Single Displacement Reactions (AX + B ( A + BX)
Create your own activity series mini-lab
Hypothesis: Predict the order of reactivity of the 5 metals in the lab from most to
least reactive. (Hint: use their position on the periodic table)
Most _____ _____ _____ _____ _____ Least
When complete show your teacher the order and obtain the materials
for the lab.
Observation Chart:
| Metals | | | | | |
| |Iron |Magnesium |Copper |Zinc |Calcium |
|Solutions | | | | | |
| | | | | | |
|Iron nitrate | | | | | |
| | | | | | |
|Magnesium nitrate | | | | | |
| | | | | | |
|Copper nitrate | | | | | |
| | | | | | |
|Zinc nitrate | | | | | |
| | | | | | |
|Calcium nitrate | | | | | |
Indicate a reaction with a checkmark and no reaction with an X.
Conclusion: Using your observation chart order the metals from most to least
reactive
Most _____ _____ _____ _____ _____ Least
From your observations write the products of the following reactions that would react and if there is no reaction indicate no reaction.
Ca(s) + Mg(NO3)2(aq) (
Cu(s) + Zn(NO3)2(aq) (
Mg(s) + Cu(NO3)2(aq) (
Activity Series: is an arrangement of metals in order of their relative reactivities.
Knowing the order allows you to predict if a single displacement reaction will
take place or not. Any metal higher on the list can displace any metal lower on
the list.
|Metal |Displaces hydrogen from acids |Displaces hydrogen from cold | |
| | |water | |
|Lithium | | |Most Reactive |
|Potassium | | | |
|Barium | | | |
|Calcium | | | |
|Sodium | | | |
|Magnesium | | | |
|Aluminum | | | |
|Zinc | | | |
|Chromium | | | |
|Iron | | | |
|Cobalt | | | |
|Nickel | | | |
|Tin | | | |
|Lead | | | |
|Hydrogen | | | |
|Copper | | | |
|Mercury | | | |
|Silver | | | |
|Platinum | | | |
|Gold | | |Least Reactive |
Using the activity series which of the following reactions will occur?
a) Au(s) + CuSO4(aq) (
Co(s) + HgClO2(aq) (
Na(s) + Sn(IO3)2(aq) (
b) How could the metal activity series be used to predict reactions with acids? Give 2 examples of reactions between acids and metals that would occur. What gas is produced?
_________________________________________________
_________________________________________________
c) How is the metal activity series used to predict reactions with water? Give 2 examples of reactions with metal and water. What gas is produced?
_________________________________________________
_________________________________________________
d) There is also a Halogen Activity Series. Give an example of 2 reactions that could be predicted by the Halogen Activity Series below.
Halogen Series: Most _____ _____ _____ _____ Least
_________________________________________________
_________________________________________________
4) Double Displacement (AX + BY ( AY + BX)
- always occur between two soluble ionic compounds
- there are three possible outcomes a) precipitate forms
b) gas is produced
c) water is produced
a) Precipitate Forms
- know how to use the solubility chart below to identify if a solid is produced
|Rule |Exception |
|Nitrates (NO3-) are soluble |None |
|Halides (Cl-, Br-, I-) are soluble |Ag+, Hg22+, Pb2+ |
|Sulfates (SO42-) are soluble |Ca2+, Ba2+, Pb2+, Hg22+, Ag+ |
|//////////////////////////////////////////////////////////|/////////////////////////////////////////////////////////////////////|
|//////////////////////// |/////////////////////// |
|Sulfides (S2-) are insoluble |NH4+ and ions of groups 1 and 2 elements |
|Carbonates (CO32-) are insoluble |NH4+ and ions of group 1 elements |
|Phosphates (PO43-) are insoluble |NH4+ and ions of group 1 elements |
|Hydroxides (OH-) are insoluble |Ba2+, Sr2+, Ca2+ and ions of group 1 elements |
Use the solubility chart above to identify if the following reactions will produce a precipitate or not. If they do write the products and indicate the precipitate by using a subscript (s).
K2CO3(aq) + CaCl2(aq) (
Pb(NO3)2(aq) + KI(aq) (
b) Gas is Produced
- there are four cases in which a gas is formed. The first 3 cases are a double
displacement reaction followed by a decomposition.
i) acids + carbonates (
ii) acids + sulfites (
iii) bases + ammonium (
- the double displacement reactions produce products such as carbonic acid,
sulfurous acid and ammonium hydroxide, which then decompose into gas
and water. Try completing the following reactions.
i) CaCO3(s) + HCl(aq) ( (
ii) Na2SO3(aq) + HCl(aq) ( (
iii) NH4Cl(aq) + NaOH(aq) ( (
Come up with your own examples of the three kinds of reactions above
i)_____________________________________________________________
ii)_____________________________________________________________
iii)____________________________________________________________
- the 4th case of a reaction that produces a gas involves acids and sulfides.
This case only requires the double displacement, the gas is produced
immediately, H2S(g).
iv) Na2S(aq) + HCl(aq) (
iv)____________________________________________________________
c) Water is Produced
- these double displacement reactions are more specifically named
neutralization reactions. They occur when acids are combined with bases
and the products are water and salt. Most times the salt can be labeled
aqueous, but make sure by checking the solubility table. Look at the
following reactions and write the products and their states.
H3PO4(aq) + NaOH(aq) (
H2CO3(aq) + CaOH(aq) (
Handout 8 – Net Ionic Equations
Writing net ionic equations
1. Write balanced equation first
2. To do your total ionic equation
a) Break up all ionic compounds EXCEPT precipitates
b) DO NOT break up molecular compounds EXCEPT acids
3. To get net ionic equation cross out all spectator ions. Because they do not really take part in the reaction.
Example 1
Write the balanced net ionic equation for the reaction of aqueous sodium carbonate with aqueous calcium nitrate.
Balanced Chemical Equation
Na2CO3(aq) + Ca(NO3)2(aq) ( 2NaNO3(aq) + CaCO3(s)
Total Ionic Equation (break into ions)
2Na+(aq) + CO32-(aq) +Ca2+(aq) + 2NO3-(aq) ( 2Na+(aq) +2NO3-(aq) + CaCO3(s)
- total charges should be the same on both sides of equation
Cross out spectator ions
2Na+(aq) + CO32-(aq) +Ca2+(aq) + 2NO3-(aq) ( 2Na+(aq) + 2NO3-(aq) + CaCO3(s)
Net Ionic Equations
CO32-(aq) + Ca2+(aq) ( CaCO3(s)
Balanced Chemical Equation
2NaI(aq) + Br2(aq) ( 2NaBr(aq) + I2(g)
Total Ionic Equation (break into ions)
2Na+(aq) + 2I-(aq) + Br2(aq) ( 2Na+(aq) + 2Br-(aq) + I2(g)
- total charges should be the same on both sides of equation
Cross out spectator ions
2Na+(aq) + 2I-(aq) + Br2(aq) ( 2Na+(aq) + 2Br-(aq) + I2(g)
Net Ionic Equations
2I-(aq) + Br2(aq) ( 2Br-(aq) + I2(g)
Handout 9 – Internal Assessment Marking Grid
MAXIMUM TOTAL = 24/24
Personal Engagement: 0, 1, 2
This criterion assesses the extent to which the student engages with the exploration and makes it their own. Personal engagement may be recognized in different attributes and skills. These could include addressing personal interests or evidencing independent thinking, creativity or initiative in the designing, implementation or presentation of the investigation.
Exploration: 0, 1-2, 3-4, 5-6
This criterion assesses the extent to which the student establishes the scientific context for the work, states a clear and focused research question and uses concepts and techniques appropriate to Diploma level. Where appropriate, this criterion also assesses awareness of safety, environmental, and ethical considerations.
Analysis: 0, 1-2, 3-4, 5-6
This criterion assesses the extent to which the student’s report provides evidence that the
student has selected, recorded, processed and interpreted the data in ways that are relevant to the research question and can support a conclusion.
Evaluation: 0, 1-2, 3-4, 5-6
This criterion assesses the extent to which the student’s report provides evidence of evaluation of the investigation and the results with regard to the research question and the accepted scientific context.
Communication: 0, 1-2, 3-4
This criterion assesses whether the investigation is presented and reported in a way that
supports effective communication of the focus, process and outcomes.
Handout 10 – IB Sciences Internal Assessment Marking Form
for first exams May 2016
Student Name:
Candidate Number: Date Completed:
Session:
* This indicator should only be applied when appropriate to the investigation.
Personal Engagement
The extent to which the student engages with topic exploration and personalization. Personal engagement recognized in different attributes and skills (ex. addressing personal interests or showing evidence of independent thinking, creativity or initiative in the designing,implementation or presentation of the investigation)
|0 |1 |2 |
|The student’s report |The evidence of personal engagement with the |The evidence of personal engagement with the |
|does not reach a |exploration is limited with little independent |exploration is clear with significant independent |
|standard described by|thinking, initiative or creativity. |thinking, initiative or creativity. |
|the descriptors | | |
|(right) |The justification for research question and/or the |The justification for research question and/or the |
| |investigation topic choice does not demonstrate |investigation topic choice demonstrates personal |
| |personal significance, interest or curiosity. |significance, interest or curiosity. |
| | | |
| |There is little evidence of personal input and |There is evidence of personal input and initiative in |
| |initiative in the designing, implementation or |the designing, implementation or presentation of the |
| |presentation of the investigation. |investigation. |
Exploration
Establishes the scientific context for the work, states a clear and focused research question and uses concepts and techniques appropriate to the Diploma Programme level. Where appropriate, assesses awareness of safety, environmental, and ethical considerations.
|0 |1 - 2 |3 - 4 |5 - 6 |
|The student’s report|Investigation topic is identified; |Investigation topic is identified; |Investigation topic is identified; |
|does not reach a |Research question of some relevance |Research question is relevant but |Research question is relevant, fully|
|standard described |is stated but not focused |not fully focused |focused and clear |
|by the descriptors | | | |
|(right) |Background information is |Background information is mainly |Background information is entirely |
| |superficial or of limited relevance |appropriate, relevant and aids the |appropriate, relevant and enhances |
| |and does not aid the understanding |understanding of the context of the |the understanding of the context of |
| |of context of the investigation. |investigation. |the investigation. |
| | | | |
| |Investigation methodology is |Investigation methodology is mainly |Investigation methodology is highly |
| |appropriate: addresses research |appropriate: addresses the research |appropriate: addresses research |
| |question to a very limited extent; |question with limitations; some of |question; All or nearly all |
| |few of the significant factors that |the significant factors that may |significant factors that may |
| |may influence the relevance, |influence the relevance, reliability|influence the relevance, reliability|
| |reliability and sufficiency of the |and sufficiency of the collected |and sufficiency of the collected |
| |collected data considered. |data considered. |data considered. |
| | | | |
| | | | |
| |Limited awareness of the significant|Some awareness of the significant |Full awareness of the significant |
| |safety, ethical or environmental |safety, ethical or environmental |safety, ethical or environmental |
| |issues relevant to the investigation|issues relevant to the investigation|issues relevant to the investigation|
| |methodology* |methodology* |methodology* |
Analysis
Selecting, recording, processing and interpretation of data: 1) relevant to research question 2) supports the conclusion.
|0 |1 - 2 |3 - 4 |5 - 6 |
|The student’s report|Insufficient relevant raw data to |Relevant but incomplete quantitative|Sufficient relevant quantitative |
|does not reach a |support a valid research question |and qualitative raw data to support |and qualitative raw data supports a |
|standard described |conclusion |a simple or partial valid research |detailed and valid research question|
|by the descriptors | |question conclusion |conclusion |
|(right) |Some basic data processing is | | |
| |carried out; too inaccurate/ |Appropriate and sufficient data |Appropriate and sufficient data |
| |insufficient to validate conclusion |processing is carried out; could |processing is carried out with the |
| | |broadly validate conclusion with |accuracy required to validate |
| |Little evidence for impact of |significant inaccuracies and |conclusion, fully consistent with |
| |measurement uncertainty on the |inconsistencies |the experimental data |
| |analysis considered | | |
| | |Some evidence for impact of |Full and appropriate consideration |
| |Processed data incorrectly or |measurement uncertainty on the |of the impact of measurement |
| |insufficiently interpreted resulting|analysis considered |uncertainty on the analysis. |
| |in conclusion being invalid or very | | |
| |incomplete. |Processed data interpreted so that a|Processed data correctly interpreted|
| | |broadly valid but incomplete or |so that a completely valid and |
| | |limited conclusion to the re-search |detailed conclusion to the research |
| | |question can be deduced. |question can be deduced. |
Evaluation
Investigation and results discussion linked with research question and the accepted scientific context.
|0 |1 - 2 |3 - 4 |5 - 6 |
|The student’s report|Conclusion is outlined; not |Conclusion is described; relevant to|Conclusion is described and |
|does not reach a |relevant to the research question |the research question and supported |justified; relevant to research |
|standard described |nor supported by data |by the data |question and supported by data |
|by the descriptors | | | |
|(right) |Conclusion makes superficial |Conclusion is described; makes some |Conclusion is correctly described |
| |comparison to accepted scientific |relevant comparison to accepted |and justified; relevant comparison |
| |context. |scientific context |to accepted scientific context |
| | | | |
| |Strengths & weaknesses outlined; |Strengths & weaknesses described; |Strengths & weaknesses discussed; |
| |restricted to an account of the |some awareness of |clear understanding of |
| |practical or procedural issues |methodological issues* involved in |methodological issues* involved in |
| |faced. |establishing the conclusion. |establishing the conclusion. |
| |(Ex. limitations of the data and |(Ex. limitations of the data and |(Ex. limitations of the data and |
| |sources of error) |sources of error) |sources of error) |
| | | | |
| |Outline of very few realistic & |Description of some realistic & |Discussion of realistic & relevant |
| |relevant suggestions to improve and|relevant suggestions to improve and |suggestions to improve and extend |
| |extend the investigation. |extend the investigation. |the investigation. |
Communication
Investigation supports effective communication of the focus, process and outcomes.
|0 |1 - 2 |3 - 4 |
|The student’s report|Presentation of investigation unclear; difficult to |Presentation of the investigation is clear. Errors do|
|does not reach a |understand the focus, process and outcomes |not hamper understanding of focus, process and |
|standard described | |outcomes |
|by the descriptors |Poor, unclear report structure: necessary information | |
|(right) |on focus, process and out-comes is missing/incoherent |Clear report structure: necessary information on |
| |or disorganized presentation |focus, process and outcomes is present and presented |
| | |coherently |
| |Understanding of investigation focus, process and | |
| |outcomes obscured by the presence of inappropriate/ |Report is relevant and concise; facilitates a ready |
| |irrelevant information |understanding of the investigation focus, process and|
| | |outcomes |
| |Many errors in use of subject specific terminology & | |
| |conventions* which hamper understanding |Subject specific terminology & conventions is |
| | |appropriate and correct. Errors do not hamper |
| | |understanding |
Handout 11 – Internal Assessment Lab Guidelines
PLEASE NOTE:
- Not all of the following lab components will be submitted and assessed for each and every chemistry lab. Pay attention to the teacher’s instructions to know which lab components to complete and submit for each particular lab.
- All components will be assessed for the final Grade 12 Internal Assessment.
TITLE PAGE:
- For each lab please attach a title page on a blank sheet of paper
- Lab title
-a short, statement summarizing what the lab is about
-“Design Lab” or “Reactivity Lab” is not a good enough title
-A more appropriate title would be: “Effect of increasing hydrochloric acid
temperature on the rate of magnesium reactivity”
-Below the lab title, indicate (in brackets) which IA components are being
assessed (e.g. Personal Engagement and Exploration)
- Student’s name, lab partners’ names (if applicable), teacher’s name, date of lab, due date
- Each subsequent page of the lab report should have a “header” with your first and last name, lab title (this can be a condensed version of the official title) and page number
ACADEMIC HONESTY:
- ALL components of ALL labs submitted must be your personal work.
- This includes data/observation tables, calculations, graphs, material lists, procedures, etc.
- In cases where class data is collected and shared for data analysis, this must be noted (e.g. as a footnote in the data chart)
Personal Engagement
• This criterion assesses the extent to which the student engages with the exploration and makes it their own. Personal engagement may be recognized in different attributes and skills. These could include addressing personal interests or showing evidence of independent thinking, creativity, or initiative in the designing, implementation, or presentation of the investigation.
❖ The evidence of personal engagement with the exploration is clear with significant independent thinking, initiative, or creativity.
❖ The justification given for choosing the research question and/or the topic under investigation demonstrates personal significance, interest, or curiosity.
❖ There is evidence of personal input and initiative in the designing, implementation, or presentation of the investigation.
← your design is not just a replication of someone else’s experiment
← personal engagement is demonstrated in the background information paragraph(s) of the Exploration section
← may also be demonstrated throughout the entire lab report, including the Evaluation section
Exploration
• This criterion assesses the extent to which the student establishes the scientific context for the work, states a clear and focused research question and uses concepts and techniques appropriate to the DP level. Where appropriate, this criterion also assesses awareness of safety, environmental, and ethical considerations.
❖ The TOPIC of the investigation is identified and relevant and a fully focused RESEARCH QUESTION is clearly described.
← the focus of the investigation is clearly identified and described; key terms are explained/defined (e.g. don’t just use the term “reactivity”; explain what it means in relation to your specific investigation)
← the independent and dependent variables (only one of each!) are clearly stated here, including units and how variables will be measured
← both the independent and dependent variables are measurable/quantifiable
❖ The BACKGROUND INFORMATION provided for the investigation is entirely appropriate and relevant and enhances the understanding of the context of the investigation.
← use of chemistry concepts to explain what is happening in the investigation
← use of chemistry concepts to explain the relevance of how you have chosen to measure your independent and/or dependent variables
← appropriate use of balanced chemical equations, states of matter, chemical formulae
← provide references using APA format
← includes a paragraph that explains your justification for choosing this topic and its personal significance to you (this will be used in assessing the “personal engagement” criterion)
❖ The METHODOLOGY of the investigation is highly appropriate to address the research question because it takes into consideration all, or nearly all, of the significant factors that may influence the relevance, reliability and sufficiency of the collected data.
← all CONTROLLED VARIABLES are clearly identified
▪ these are variables that must be held constant (or at least closely monitored) during the experiment so that only the variable being studied (the independent variable) actually affects the dependent variable
← in table form, identify each controlled variable, why it must be controlled and how it was controlled:
Table 1: Specific title heading to be included here
|CONTROLLED VARIABLES |WHY it must be controlled |HOW it was controlled |
|1. | | |
|2. | | |
|3. | | |
| | | |
← MATERIALS
▪ a detailed and thorough list of equipment used in your investigation
▪ make sure when writing up your equipment list that you include:
i. The sizes of glassware such as beakers, flasks, etc. (e.g. 500 mL beaker)
ii. The concentration of chemicals (e.g. hydrochloric acid, 2.0 mol/L).
iii. The amounts of chemicals (e.g. magnesium, 0.50 g; e.g. 300 mL of HCl).
iv. The range of a thermometer (e.g. –20°C to 120°C)
v. The specific brand name of any electronic devices or computer programs you may use.
vi. All measurement apparatus must include uncertainties (e.g. electronic balance, ±0.001g)
← PROCEDURE
▪ a detailed, thorough, explicit description of all the steps taken in your investigation (use numbered list format)
▪ is detailed enough to allow the reader to replicate your experiment exactly
▪ written in numbered, list form, and in the past impersonal tense.
e.g.: 1) 0.5 g of magnesium was added to 200 cm3 of 2 mol/L hydrochloric acid.
▪ allows for collection of sufficient, relevant data – i.e. procedure includes at least 5 independent variable “values” (5 temps, 5 pHs, 5 concentrations, etc.) and also includes a minimum of 5 repeats (trials) for each value of the independent variable
▪ includes steps detailing how/when variables were controlled
▪ does not need to include non-essential steps that could be assumed based on lab etiquette. e.g. DO NOT write “measure 20 mL of liquid by reading below the meniscus” or “collect and put on safety equipment” or “clean up bench and return apparatus to the trolley”
▪ may include labelled photographs or diagrams (neatly drawn) to facilitate the understandability of experimental design/set-up (include as part of the procedure or as an appendix)
❖ The report shows evidence of full awareness of the significant SAFETY, ethical, or environmental issues that are relevant to the methodology of the investigation.
← any major safety concerns and precautions beyond normal chem lab etiquette are detailed within the procedure or in a separate section/table
Analysis
• This criterion assesses the extent to which the student’s report provides evidence that the student has selected, recorded, processed, and interpreted the data in way that are relevant to the research question and can support a conclusion.
❖ The report includes sufficient relevant QUANTITATIVE AND QUALITATIVE RAW DATA that could support a detailed and valid conclusion to the research question.
← “raw” data includes data collected during the investigation only; do not include “processed” data here
← both quantitative data and qualitative observations (if appropriate to the investigation) are included
← use neat, clear, concise, well-designed tables
← tables are numbered and appropriately titled using a descriptive title or descriptive caption below table (inappropriate titles would include “Raw Data Table” or “Quantitative Data Chart” as these are not descriptive enough)
← columns/rows are properly headed and units are given in the heading (not in each cell)
← uncertainties are mandatory and can be given within column headings for equipment precision and as footnotes beneath data tables for other types of uncertainties
➢ UNCERTAINTIES exist for every measuring device
➢ Usually, this is given by the manufacturer of the equipment
➢ If this information is not available, a good guideline is:
i) if it is digital, use ( the smallest measure (e.g. the mass on the scale says 1.55 g, then your uncertainty is (0.01 g)
ii) if it is analog, such as a thermometer or graduated cylinder, use ( half of the smallest measure
iii) if you are using a pre-made solution, the uncertainty may be unknown…please make note of this in a footnote
← quantitative data is recorded to the proper number of significant digits (e.g. if the uncertainty of the burette is (0.05 mL, you must record your volume as 31.20, not 31.2
← if the “zero” function has been used on the electronic balance, this has been noted as a footnote below the data chart
← data tables should print out completely on one page (i.e. do not “split” a data table by putting part of a table on one page and finishing it on another…make sure it prints out properly); if you absolutely have to split a table due to quantity of data, make sure that you re-do the title and all column headings
← all trials are included in ONE table…do not make 5 separate tables for each trial or for each value of your independent variable
❖ Appropriate and sufficient DATA PROCESSING is carried out with sufficient accuracy so as to enable a conclusion to the research question to be drawn that is fully consistent with the experimental data.
← SAMPLE CALCULATIONS
a) Neatly include one example of each type of manipulation that was done to the raw data.
b) You must calculate uncertainty for your processed data…show your error propagation calculations. Uncertainty of final results can be shown as absolute and/or percent uncertainty.
c) When there is more than one way of processing the data, choose the method that will give the lowest uncertainty after the error propagation.
d) If multiple trials are being used to determine an average result (such as a mole ratio or percent composition), use the raw data to find an average BEFORE calculating the result (for example: do not calculate the mole ratio for each trial and then average the mole ratios; rather, you should calculate the average masses from the collected data and then determine the mole ratio)
❖ The report shows evidence of full and appropriate consideration of the impact of measurement uncertainty on the analysis.
← PROCESSED DATA TABLE
a) Include one or more tables to show your processed data.
b) Each table should be appropriately numbered and titled with a descriptive title and may also include a caption below describing the relevance of the table.
c) Include units and uncertainty in column headings.
❖ The processed data is correctly interpreted so that a completely valid and detailed conclusion to the research question can be deduced.
← GRAPH OF PROCESSED DATA
a) You may use Excel or graph by hand (USE A RULER and millimetre-square graph paper).
b) Use an appropriate and descriptive graph title.
c) Properly label axes and include units.
d) Choose appropriate scales for your axes.
e) Include best fit lines or curves…error bars are not necessary in IB chemistry.
f) Where appropriate, calculate slope and/or intercepts. Show your work.
g) Note: Weak experimental design can sometimes limit you to pie graphs and/or bar graphs; avoid this by good experimental design in which you have a quantitative independent variable (with well-chosen incremental values) as well as a quantitative dependent variable.
← PERCENTAGE EXPERIMENTAL ERROR (PERCENT DIFFERENCE)
a) This calculation shows the comparison between your experimental value and a textbook/literature/theoretical value.
b) You will discuss the size and significance of this value in the Evaluation section.
Evaluation
• This criterion assesses the extent to which the student’s report provides evidence of evaluation of the investigation and the results with regard to the research question and the accepted scientific context.
❖ A detailed CONCLUSION is described and justified which is entirely relevant to the research question and fully supported by the data presented.
← use paragraph format
← results of the investigation are clearly stated and discussed, specifically referring to the research question
← conclusion is supported with actual numerical data/results from the lab (include total absolute or percent uncertainty)
❖ A conclusion is correctly described and justified through relevant comparison to the accepted scientific context.
← if appropriate, results are compared to literature/textbook/accepted value through percentage experimental error (calculation is shown in Analysis section of report)
← source of accepted value must be referenced
← scientific explanation of trends/results is provided
❖ STRENGTHS AND WEAKNESSES of the investigation, such as limitations of the data and SOURCES OF ERROR, are discussed and provide evidence of a clear understanding of the methodological issues involved in establishing the conclusion.
❖ The student has discussed realistic and relevant suggestions for the IMPROVEMENT and EXTENSION of the investigation.
← comparison of percentage experimental error and total estimated random error (i.e. uncertainty derived from propagation of errors) is included (i.e. if percentage experimental error is 8% and percent uncertainty is (2%, then random errors alone cannot account for the discrepancy and systematic errors must be involved)
← both random and systematic errors are differentiated between and discussed
RANDOM ERROR
▪ caused by unknown and unpredictable changes in the experiment or can arise from the limit of precision of measuring devices
▪ can lead to readings being above or below the "true’ value
▪ can be reduced through the use of more precise measuring equipment
▪ effect can be minimized through repeating measurements
SYSTEMATIC ERROR
▪ arise from a problem with the experimental set-up that results in measured values always deviating from the “true” value in the same direction (i.e. either higher or lower)
▪ examples include miscalibration of a measuring device or poor insulation of a calorimeter
▪ can be eliminated through modifications/improvements to the experimental design
← at least three appropriate sources of error (weaknesses) are identified
← for each source of error/weakness:
a) state and describe the source of error
b) explain its effect on the collection of data or your results (i.e. did it lead to a particular measurement/result being higher or lower than it should have been)
c) comment on how significantly it affected the data/result
d) provide a specific, realistic and relevant improvement to the experimental design which would eliminate or lessen the effect of this source of error
← even if three sources of error are given, if one or more obvious and significant source of error is missing from your evaluation, full marks may not be given
← some inappropriate evaluations include:
- some substance spilled while transferring/pouring (you should have re-done it then!)
- the glassware was not clean (you should have cleaned it before using it!)
- you read the thermometer/scale/etc. wrong (you should have read it correctly!)
Communication
• This criterion assesses whether the investigation is presented and reported in a way that supports effective communication of the focus, process, and outcomes.
❖ The presentation of the investigation is clear. Any errors do not hamper understanding of the focus, process and outcomes.
← care has been taken to ensure report prints out properly (e.g. sections/charts completed on a page rather than running onto the next page)
❖ The report is well structured and clear: the necessary information on focus and outcomes is present and presented in a coherent way.
← organization and format is clear and appropriate
← all necessary components are included
← proper use of appendices if/when appropriate
▪ appendices are attached to the back of the lab report and are titled e.g. Appendix A: Diagram showing experimental design for collection of gases over water
▪ Each appendix must be referred to within the body of the lab report
❖ The report is relevant and concise, thereby facilitating a ready understanding of the focus, process and outcomes of the investigation.
← the report is not too long nor too short
← only relevant information is included
❖ The use of subject-specific terminology and conventions is appropriate and correct. Any errors do not hamper understanding.
← minimal spelling and grammatical errors
correct use of terms, units, variables, subscripts, superscripts, equations, formula
-----------------------
ClO- hypochlorite
ClO2- chlorite
ClO3- chlorate
ClO4- perchlorate
Ion charge is (-1), but oxygens are increasing by 1
Base
i.e.LiOH(aq), Ca(OH)2(aq)
Acid
i.e.H2CO3(aq) , H2SO4(aq)
H2O
Salts containing
oxyanions
i.e. Li2CO3(s)
Metal oxides
(basic oxides)
i.e. Li2O(s) , CaO(s)
Non-metal oxides
(acidic oxides)
i.e. CO2(g) , SO3(g)
Score
Score
Score
Score
Score
Score
Score
Score
Score
Total
................
................
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