Stage 2 Chemistry

Investigation Folio: Practical Investigation 1

Name: XXXXXXX
Names of Partner: MMMMMMMMMMMM

Part A
Investigation Design Proposal:

Purpose of Experiment:
To determine the effect of concentration of reactants (Mg 2+) on voltage produced by a
Galvanic cell.
Hypothesis:
The greater the concentration of the reactant (Mg 2+), the greater the voltage produced
by the galvanic cell
Independent Variable:
Concentration of reactant (Mg2+)
How the Independent Variable is changed:
Changed by diluting the 1 mol L-1 Mg2+ solution supplied with distilled water, while
keeping a constant volume.
Dependent Variable:
Voltage produced by the galvanic cell
How the Dependent Variable is Measured:
Using a multimeter, set on 2V (or lower depending on the voltage produced by the cell)
Application
Other factors held Constant in the Experiment: Uses appropriate
Type of electrodes (metal strips), chemical terms,
conventions and
Type of reactants (both sulfate solutions); formulae effectively.
Volume of solutions used in the galvanic cell
Length of saltbridge
Concentration of saltbridge solution
Surface area of electrode dipping into the electrolyte solutions

Page 1 of 7 Stage 2 Chemistry annotated student work

Ref: A185248 (revised January 2013)
SACE Board of South Australia 2013
Procedure:
1. Fill 1x 250 mL beaker with 1 mol L-1 Cu2+ solution and 1x 250 mL beaker with 1 mol L-1
Mg2+ solution.
2. Measure 40 mL of Cu2+ solution into a 50 mL
3. Measure 40 mL of mg2+ solution into a 50 mL
4. prepare salt bridge by dipping the filter paper into the KCl solution.
5. Place 40 mlL beakers side- by-side and place salt bridge straddling the gap so that
the ends of the saltbridge are in the different reactants Investigation
Demonstrates an ability
6. Attach positive lead to Mg electrode, and negative lead on Cu electrode, with to design a logical,
multimeter on and set to DC 2 volts. coherent, and detailed
plan for a chemistry
7. Place electrodes in respective reactants (eg Cu electrode in Cu 2+, Mg electrode in practical investigation.
Mg2+) Provides relevant,
accurate and detailed
8. Record voltage. information in Part A:
Investigation Design
9. Remove electrodes, and clean. Proposal.

10. Pour out reactants and rinse beakers with distilled water,
11. Repeat steps 2-10 two more times (so results can be averaged).
12. Repeat steps 2-11 changing the concentrations of the 1 mol L -1 Mg2+ solution to 0.75
mol L-1 Mg2+, 0.50 mol L-1 Mg2+, 0.25 mol L-1 Mg2+, solution.
13. Record and compare the results.
Part B
Investigation
Results: Obtains, records, and
Concentration of Trial Voltage Average displays findings of
investigations using
Electrolyte (mol) Produced (V) Voltage appropriate conventions
and formats mostly
1.0 M 1 1.854 1.820 accurately and
effectively.
2 1.822
3 1.785
0.75 M 1 1.630 1.652
2 1.645
3 1.680
0.50 M 1 1.530 1.570
2 1.547
3 1.607
0.25 M 1 1.689 1.669
2 1.688
3 1.630

Page 2 of 7 Stage 2 Chemistry annotated student work

Ref: A185248 (revised January 2013)
SACE Board of South Australia 2013
Graph:

Investigation
Obtains, records, and
displays findings of
investigations using
appropriate conventions
and formats mostly
accurately and
effectively; e.g. title for
graph, labelled axes, and
appropriate scales and
units.
Note: Scale of vertical
axis exaggerates
supposed relationship.

Pictures of our experimental design practical:

Investigation
Manipulates apparatus
and technological tools
carefully and highly
effectively using well-
organised safe and
ethical investigation
procedures.
Note: Labels on digital
images and reference to
them in the report would
further support evidence
of communication skills.

Page 3 of 7 Stage 2 Chemistry annotated student work

Ref: A185248 (revised January 2013)
SACE Board of South Australia 2013
Errors:
Random errors are errors in how the experiment is carried out.
Two random errors could have been corrosion on the alligator clip we used, which
prevented it from consistently touching the electrode, which would have affected the
amount of voltage produced by the cell. Another random error could have been a human
error in measuring the correct amount of electrolyte to be diluted if more then one
person prepared the diluted electrolyte solution, they may have made them slightly
differently, causing them to be slightly stronger or weaker, which could have affected
the amount of voltage produced.
Systematic errors are consistent errors in materials used in the experiment. Two
systematic errors could have been a problem with the multimeter it might have been
incorrectly calibrated, which would have caused us to get incorrect result. Another
systematic error could have been that the measuring cylinders we used were incorrectly
calibrated, which would mean that the dilution factor was incorrect, and so our voltages
would not be correct for the stated molar concentration of the electrolyte.
It is important to repeat the experiment with different samples to ensure that any
sources of random error in the experiment have a chance to be changed, then the
experiment is repeated, and the new results can be compared with the old results, to
see if there are any significant outliers, which would indicate an error. This reduces
random errors, and so produces more precise results.
Our results showed little scatter for the trials of each molar concentration. This
indicates a high level of precision in our results, indicating that we had minimal random
errors.
Improvements: Analysis and
Ensuring the clips used to connect the metal electrodes to the multimeter are Evaluation
Critically and logically
not rusted, and maintain constant consistent connection with the electrodes, evaluates procedures
and are not removed in between tests to clean the electrodes. and suggests a range of
appropriate
Time how long we leave the electrode in solution for before recording the improvements.
voltage produced (as some trials took longer than others to settle on a final
voltage)
Make sure that the electrode is in the same position within the beaker each trial,
and not touching the salt bridge.

Page 4 of 7 Stage 2 Chemistry annotated student work

Ref: A185248 (revised January 2013)
SACE Board of South Australia 2013
Conclusion:
Our results seemed to follow a pattern which supported our hypothesis (the greater Analysis and
Evaluation
the concentration of electrolyte, the greater the voltage produced) until we reached Clearly and logically
a concentration of 0.25 M. At this concentration, the voltage read was much greater analyses data and their
connections with
than the voltages we recorded at 0.50 M. concepts to formulate a
conclusion consistent
We were forced to conclude that our experiment was heavily influenced by systematic with data.
errors, since we had a high level of precision for the trials of each molar concentration,
but a low level of accuracy, seen by the fact that our average voltage produced did not
seem to follow a pattern. As such, we cannot make a final conclusion whether the
experiment supporter or denied our hypothesis.

Additional comments on evidence

The teacher uses observation supported by questions or discussion with the student during the practical part
of the assessment to assess the students ability to:
manipulate apparatus and technological tools carefully and highly effectively to implement well-organised
safe and ethical investigation procedures. (Investigation)
demonstrate initiative in applying constructive and focused individual and collaborative work skills.
(Application)
on-balance, obtain, record, and display findings of investigations using appropriate conventions and
formats accurately and highly effectively. (Investigation)
use a variety of formats to communicate knowledge and understanding of chemistry coherently and
effectively. (Knowledge and Understanding)
Although the use of equations is not evident in this response, on balance appropriate and effective use of
chemical terms, conventions, formulae, and equations is displayed. (Application)
Evidence from this investigation contributes to an overall assessment for the Investigations Folio of a
students:
use of a variety of formats to communicate knowledge and understanding of chemistry coherently and
highly effectively (Knowledge and Understanding)
analysis of data and concepts and their connections, to formulate conclusions and make relevant
predictions. (Analysis and Evaluation)
use of appropriate chemical terms, conventions, formulae, and equations. (Application)

Page 5 of 7 Stage 2 Chemistry annotated student work

Ref: A185248 (revised January 2013)
SACE Board of South Australia 2013
 Performance Standards for Stage 2 Chemistry
Investigation
A Designs logical, coherent, and
detailed chemistry investigations.
Critically and logically selects and
consistently and appropriately
acknowledges information about
chemistry and issues in chemistry
from a range of sources.
Manipulates apparatus and
technological tools carefully and
highly effectively to implement well-
organised safe and ethical
investigation procedures.
Obtains, records, and displays
findings of investigations using
appropriate conventions and formats
accurately and highly effectively.
B Designs well-considered and clear
chemistry investigations.
Logically selects and appropriately
acknowledges information about
chemistry and issues in chemistry
from different sources.
Manipulates apparatus and
technological tools carefully and
mostly effectively to implement
organised safe and ethical
investigation procedures.
Obtains, records, and displays
findings of investigations using
appropriate conventions and formats
mostly accurately and effectively.
C Designs considered and generally
clear chemistry investigations.
Selects with some focus, and mostly
appropriately acknowledges,
information about chemistry and
issues in chemistry from different
sources.
Manipulates apparatus and
technological tools generally carefully
and effectively to implement safe and
ethical investigation procedures.
Obtains, records, and displays
findings of investigations using
generally appropriate conventions
and formats with some errors but
generally accurately and effectively.
Page 6 of 7
Analysis and Evaluation
Critically and systematically
analyses data and their
connections with concepts to
formulate logical and perceptive
conclusions and make relevant
predictions.
Critically and logically evaluates
procedures and suggests a range
of appropriate improvements.
Clearly and logically analyses data
and their connections with
concepts to formulate consistent
conclusions and make mostly
relevant predictions.
Logically evaluates procedures
and suggests some appropriate
improvements.
Analyses data and their
connections with concepts to
formulate generally appropriate
conclusions and make simple
predictions with some relevance.
Evaluates some procedures in
chemistry and suggests some
improvements that are generally
appropriate.
Application
Applies chemistry concepts and
evidence from investigations to
suggest solutions to complex
problems in new and familiar
contexts.
Uses appropriate chemical
terms, conventions, formulae,
and equations highly effectively.
Demonstrates initiative in
applying constructive and
focused individual and
collaborative work skills.
Applies chemistry concepts and
evidence from investigations to
suggest solutions to problems in
new and familiar contexts.
Uses appropriate chemical
terms, conventions, formulae,
and equations effectively.
Applies mostly constructive and
focused individual and
collaborative work skills.
Applies chemistry concepts and
evidence from investigations to
suggest some solutions to basic
problems in new or familiar
contexts.
Uses generally appropriate
chemical terms, conventions,
formulae, and equations with
some general effectiveness.
Applies generally constructive
individual and collaborative work
skills.
Stage 2 Chemistry annotated student work
Ref: A185248 (revised January 2013)
SACE Board of South Australia 2013
Knowledge and
Understanding
Consistently demonstrates a
deep and broad knowledge
and understanding of a range
of chemistry concepts.
Uses knowledge of chemistry
perceptively and logically to
understand and explain social
or environmental issues.
Uses a variety of formats to
communicate knowledge and
understanding of chemistry
coherently and highly
effectively.
Demonstrates some depth
and breadth of knowledge
and understanding of a range
of chemistry concepts.
Uses knowledge of chemistry
logically to understand and
explain social or
environmental issues.
Uses a variety of formats to
communicate knowledge and
understanding of chemistry
coherently and effectively.
Demonstrates knowledge and
understanding of a general
range of chemistry concepts.
Uses knowledge of chemistry
with some logic to understand
and explain one or more
social or environmental
issues.
Uses different formats to
communicate knowledge and
understanding of chemistry
with some general
effectiveness.
 Investigation Analysis and Evaluation Application Knowledge and
Understanding

D Prepares the outline of one or more
chemistry investigations.
Selects and may partly acknowledge
one or more sources of information
about chemistry or an issue in
chemistry.
Uses apparatus and technological
tools with inconsistent care and
effectiveness and attempts to
implement safe and ethical
investigation procedures.
Obtains, records, and displays
findings of investigations using
conventions and formats
inconsistently, with occasional
accuracy and effectiveness.
Describes basic connections
between some data and concepts
and attempts to formulate a
conclusion and make a simple
prediction that may be relevant.
For some procedures, identifies
improvements that may be made.
Applies some evidence to
describe some basic problems
and identify one or more simple
solutions, in familiar contexts.
Attempts to use some chemical
terms, conventions, formulae,
and equations that may be
appropriate.
Attempts individual work
inconsistently, and contributes
superficially to aspects of
collaborative work.
Demonstrates some basic
knowledge and partial
understanding of chemistry
concepts.
Identifies and explains some
chemistry information that is
relevant to one or more social
or environmental issues.
Communicates basic
information to others using
one or more formats.

E Identifies a simple procedure for a
chemistry investigation.
Identifies a source of information
about chemistry or an issue in
chemistry.
Attempts to use apparatus and
technological tools with limited
effectiveness or attention to safe or
ethical investigation procedures.
Attempts to record and display some
descriptive information about an
investigation, with limited accuracy or
effectiveness.
Attempts to connect data with
concepts, formulate a conclusion
and make a prediction.
Acknowledges the need for
improvements in one or more
procedures.
Identifies a basic problem and
attempts to identify a solution in
a familiar context.
Identifies some chemical terms
or formulae.
Shows emerging skills in
individual and collaborative
work.
Demonstrates some limited
recognition and awareness of
chemistry concepts.
Shows an emerging
understanding that some
chemistry information is
relevant to social or
environmental issues.
Attempts to communicate
information about chemistry.

Page 7 of 7 Stage 2 Chemistry annotated student work

Ref: A185248 (revised January 2013)
SACE Board of South Australia 2013