IB Chemistry (HL)

Student Guide for Laboratory Reports

& IB Internal Assessment
Academic Year 2007-200
!r" #al$oun
Quick Guide to Lab Report Sections
WRITE ON ONE SIDE OF PAPERS ONLY NO !A"#$TO$!A"#
S%EETS ALL SA&E SI'E ()$*+, - **. WIT% ONE STAPLE
/SE T%E %EADINGS AND S/!$%EADINGS S%OWN !ELOW AND
ASSE&!LE IN ORDER
I0 LA! "O1ER S%EET 2it3 a44 3andouts ori5ina446 pro7ided to 6ou0

II0 DESIGN
Researc3 Question8 define the problem.
%6pot3esis8 prediction of what should happen and 236 (theory)
1ariab4es8 identify & explain
Apparatus 9 &ateria4s8 list and/or diagram; rationalize quantities used.
&et3od + Procedure8 how experiment was conducted & data collected
"ontro4 o: 1ariab4es8 how were key ariables controlled!
Sa:et6 "onsiderations
III DATA "OLLE"TION AND PRO"ESSING
Data Tab4es8 quantitatie data and qualitatie obserations. "lear# legible#
includes units and uncertainties.
"a4cu4ations o: resu4ts 8 show and explain all equations & calculations.
Grap3s (i: app4icab4e. 8 titles# axes labeled with units# best$fit lines/cures.
Error Ana46sis and /ncertainties8 %or quantitatie result labs
I1 "ON"L/SIONS AND E1AL/ATION
"onc4usions8 was hypothesis supported! compare w/literature alues
Li;itations to t3e "onc4usions8 how reliable!
Li;itations to t3e E<peri;ent8 identify key sources of error & limitations
Su55estions :or I;pro7e;ent
%o& is IB Lab 'or( Graded) *IB Internal Assessments+
&. 'our final () score (&$*) in the () "hemistry course is based upon how you perform on two
kinds of assessments+ the end$of$course () exam (called an =e<terna4 assess;ent> because it
is made up and scored by ()) and your performance throughout the course on laboratory work
(called =interna4 assess;ents> because they are scored by your teacher). ,he end$of$course
exam will count toward *-. of your final score; the labwork /0..
/. 'our teacher will assess your lab reports using ery strict () criteria# which are used by all ()
science teachers world$wide. ,o make sure that eeryone is following the rules and applying the
criteria correctly# all schools must send samples of student lab reports to () for monitoring. I: a
teac3er is bein5 too 3ard or too so:t? t3at teac3er@s ;arks 23ic3 2ere a2arded to students
2i44 be adAusted accordin546Bup or do2n0
In late March of your senior year, IBO will randomly select students by name for
sampling. If you are selected, we must send in your lab portfolio for evaluation by an
IB moderator. So you must make sure that your lab portfolio binder is kept up to date,
with no missing reports.
1. A44 I! science 4ab reports are 5raded usin5 :i7e criteria0 T3e6 are8
Desi5n Data "o44ection 9 Processin5 "onc4usions 9 E7a4uation
&anipu4ati7e Ski44s Persona4 Ski44s
0. 2ost labs will require you to write up only two or three of the report sections. 3nly a few
labs will require a write up and assessment of all fie criteria.
4. 5ach of these criteria is further diided into two or three parts. 6hen your teacher grades
your lab report# he/she will determine whether you met each aspect co;p4ete46? partia446? or not
at a44 (c? p or n.0 ,his will then determine what numerical score (C up to D. you will receie
for the criterion (see the (7 (nternal 7ssessment 2atrix found on the last pages of this guide).
-. (n the spring of your senior year# your teacher will reiew your portfolio and the marks you
hae achieed against each of the fie criteria. For esign, !", and !#$ your top two scores
from all your labs %&' pts ma( each) *+pts ma( total, will be added together to your score
from MS %- . +, and "S %- / +,. 0his will give you your mark for the Internal 1ssessment.
0he highest possible lab score you can achieve is 23. 4our scores will be recorded on a special
IB form %the "SO562 form, which will be maintained in the front of your portfolio.
%o& is !y Laboratory 'or( Graded )
*#ontinued+
*. (n addition to this formal () (nternal 7ssessment scoring system# your lab work will also be
graded for your regular course grade using the 8rince 6illiam "ounty scale. 9o you will also
receie a second score on each lab report for this grade. 'our teacher will inform you how many
points each lab will be worth toward your regular course grade# along with tests# quizzes#
homeworks# etc.
:. ,he following pages show you in detail what is contained and expected in each section of the
lab report# and what you are required to do against each of the eight criteria. ,he bold$faced
underlined labels show you how to organize your reports. 'our teacher will discuss these with
you frequently as the course goes on.
7efer to the following pages often throughout the course as you write your
laboratory reports. 0hey will help you tremendously8

TIPS AND S/GGESTIONS FOR WRITING /P DESIGN
Researc3 Question
,his section of the report is a para5rap3 that discusses the ob;ectie or purpose of your
inestigation clearly and specifically. (t answers the question# <What problem was I given in
this lab, and how do I intend to solve it?= ,o assess 8lanning (a) in a lab# the teacher cannot
gie you detailed information and guidance. (nstead# you>ll be gien a general# open$ended
problem such as <(nestigate the factors that affect ?=. 'ou must do some thinking to
recognize the nature of the problem that has been set# the factors (ariables) that will affect
the outcome# and how they affect it (the hypothesis). 9o if a general question has been
posed# make it more specific and releant to your indiidual experiment. @iscuss how you
intend to approach the problem. Note8 I: 6ou si;p46 parap3rase and repeat t3e prob4e;
as pro7ided b6 t3e teac3er? 6ou 5et a Enot at a44E :or t3is section
%6pot3esis(es.
7 hypothesis is like a prediction. (t will often take the form of a proposed relationship
between two or more ariables that can be tested by experiment+ <(f ? is done# then ' will
occur.= (5xamples+ <,he pressure of an ideal gas will be inersely proportional to its
olume if the temperature is held constant= or <,he rate of the reaction should increase if the
temperature and/or the concentration is increased=).
'ou must also proide an e<p4anation for your hypothesis. ,his should be a brief discussion
(in paragraph form) about the theory or <why= behind your hypothesis and prediction. %or
example# why should raising the temperature of a reaction increase the rate! 6hy does the
pressure of the gas increase when the olume decreases! (Aotice that if you omit the
explanation# you can only earn a score of <partial= on this second aspect).
(nclude balanced chemical equations if necessary to explain your hypothesis.
1ariab4es
Bariables are those factors that might influence the outcome of the experiment. 'ou should
identify and list all reasonable ariables# and briefly state why each one is releant. ,hen
identify which ariable(s) is/are independent ariables (ones that you will manipulate and
change) and which are the dependent ariables (the ones that will respond to what you did).
,he remaining ariables must be controlled.
Apparatus and &ateria4s
You can do one o: t2o t3in5s? (or co;bine bot3.? dependin5 on t3e e<peri;ent8

2ake a diagram or sketch of your experimental setup# and label the items. )e as specific as
possible. (5xample+ <4C mD beaker= instead of <beaker=).
Dist the materials (chemicals# solutions) you used. ,he lab might require you to decide how
much of a substance or a solution to use. If so, you must state your reasoning or show the
calculations to justify your choice.
&et3od+Procedure
6rite the method (procedure) that you are going to use (or that you did use) in the
experiment. ,his might be in the form of a paragraph summarizing what you did.
7lternatiely# you could make a bulleted list of step$by$step directions.
8roide enough detail so that another person could repeat your work by reading your reportE
()ut you don>t hae to go into detail about standard# well$understood actions such as
measuring a temperature with a thermometer# weighing out a substance# etc.).
@on>t be repetitieE (f you are doing seeral experiments using basically the same procedure#
don>t repeat yourself. 3utline a basic procedure# then simply state what changed.
(f you do something in your procedure to minimize an anticipated error# mention this as well.
(5xample+ <"arefully rinse the buret before filling it so water inside doesn>t affect the
concentration of the solution=).
(n your method# clearly state how you will collect data. 6hat measuring deice will you use#
what data will you record# and when! 3r what qualitatie obserations will you look for
(such as a color change) and what will you do when you see this happen!
,he procedure must allow collection of sufficient releant data. ,his means that you should
consider doing more than one trial where appropriate. ,his is especially true when doing
things like titrations.
"ontro4 o: 1ariab4es
Fefer to the ariables that need to be controlled. 9tate clearly how each of these ariables
will be controlled. (%or example# if the temperature must remain constant# figure out how
you will do this and state it. 8erhaps you might use a water bath that is maintained at a
certain temperature. 3r perhaps the atmospheric pressure must remain constant. (n this case#
you might read the laboratory barometer before and after the experiment# or do the
experiments all on the same day so atmospheric pressure doesn>t ary.
Sa:et6
Dist any safety precautions that must be taken or were taken during the lab. 5xamples+
o <6ear safety goggles throughout the experiment=
o <)e cautious in using strong acids/bases. Finse off spills with water immediately.=
o <@on>t handle sodium metal with your fingers b/c it can react with moisture on skin=
o <7llow the crucible/test tube to cool after heating. Got glass looks like cold glass.=
o <7oid breathing apors of the hydrocarbon liquids.=

TIPS AND S/GGESTIONS FOR WRITING /P DATA "OLLE"TION AND
PRE"ESSING
DATA "OLLE"TION
T3e inte5rit6 o: ra2 data is i;portant :ro; a scienti:ic standpoint and :ro; an et3ica4
standpoint You ;ust :o44o2 t3ese procedures 23en recordin5 data8
o Faw data and obserations will always be recorded in a bound laboratory notebook.
o @ata will be recorded in blue or black ink# not pencil. 5rrors can be lined out.
o 'our instructor may require you to obtain his initials on your data sheets prior to
leaing the lab.
Your 4ab report ;ust contain t3e ori5ina4 3and$2ritten data s3eets t3at 6ou recorded in
t3e 4ab. (f necessary# tape the sheets to a standard$sized sheet of paper before assembling
your lab report so that all sheets in the report are the same size.
,here are two aspects to @ata "ollection. 'ou must collect and record raw data accurately.
)ut equally importantHyou must present the raw data so the reader can easily interpret it.
,his means it must be organized and legible.
,he best way to collect and present data is by using @ata ,ables. (f @ata "ollection is being
assessed in a lab actiity# your teacher will normally require you to make a data table before
you begin the lab. 'ou might use one ,able# or more than one.
Iie an identifying title to each @ata ,able.
Jualitatie obserations are ;ust as important as quantitatie measurementsE 2ake sure you
take note of and record the physical characteristics of substances or solutions inoled in the
reactions# their color changes# the eolution of a gas# whether something got hot or cold# etc.
9ome researchers like to organize these qualitatie obserations in a separate @ata ,ableH
intermingling them with quantitatie data is often confusing and hard to read.
7 measurement without units is meaninglessE 2ake sure you include them+ g# cm# mD# k8a#
etc. (f you show the units in a column heading of a @ata ,able# you do not hae to write
them again after each number in the table.
7ll measurements hae uncertainties and you must indicate them in your @ata ,ables. T3is
is best done b6 pa6in5 attention to si5ni:icant di5its? and b6 usin5 t3e =p4us$or$;inus>
(F+$. notation0 5xamples+
o 2ass of a penny on a centigram balance+ 1.&/ g (K/$ C.C& g)
o ,emperature using a typical lab thermometer+ /4.4
o
" (K/$ C./
o
")
Lust as for units# in a column of data you can show the uncertainty in the column heading and
then you don>t hae to keep re$writing it for eery measurement in the table.
,he precision (K or $) of common laboratory equipment is shown in a table near the back of
this handbook.
DATA PRO"ESSING
,his is the part of the report in which you take your raw data and transform it into results that
answer (hopefullyE) your research question. Gere you will show the calculations that gie you a
numerical result. 3r it may inole making a graph of some type to show a trend or a
relationship. (t might inole both of these. )ut ;ust as in @ata "ollection# there are two
important aspects+ processing the data correctly# and also presenting the processed data
effectiely and legibly so the reader can clearly see the results.
"a4cu4ations o: Resu4ts
'ou will often hae to show calculations. Mse plenty of room; make sure they are clear and
legible.
,o make your calculations easy to follow# precede each calculation with a phrase that states
what you are doing. (%or example+ <"alculate the molarity of the solution+=# then show the
actual calculation). 9how the units and the formulas of substances in all calculations.
8ay attention to significant digitsE @on>t lose accuracy by carelessly rounding off.
(dentical# repetitie calculations do not hae to be repeated. 9how one sample calculation
(labeling it as such) and then you don>t hae to repeat it for all the trials but only show the
results obtained.
6hen calculating an aerage alue from repeated trials# don>t aerage the raw data. (nstead#
calculate a result from each trial. ,hen aerage the end results from each trial to get your
final experimental aerage.
E<peri;enta4 Errors and /ncertainties
6hen the ob;ectie of the lab is to obtain a numerical result# you must also compare your
experimental result with the literature alue and determine the percent error. 'ou then must
analyze whether the error is due to random error alone# or whether systematic error in your
experiment was also present. ,his process is called error ana46sis.
7 self$teaching lesson for dealing with uncertainty in measurements and conducting error
analysis is contained in the back pages of this guide.
Presentation o: Resu4ts
,here are many ways to present and display results. ,ables and line graphs are used ery
often in science. )ut in some situations# other techniques might also be good. "onsider the
use of bar charts# pie graphs# or histograms.
Iraphs must be done on graph paperHeither hand$drawn or done with computer assistance.
(n all cases# the axes of graphs must be clearly labeled with the ariable and the units used.
7dditionally# each graph must hae a title that states what the graph depicts. (5xamples+
Fate of reaction s "oncentration of Feactant; 8ressure s Bolume of "arbon @ioxide).
o Dine graphs may show the degree of uncertainty in plotted points by using error bars.
o 'our teacher will gie you further instructions on graphing techniques.
TIPS AND S/GGESTIONS FOR WRITING /P "ON"L/SIONS+E1AL/ATION
"onc4usions
3ne (or more) paragraphs in which you draw conclusions from your results# and whether or
not your conclusions support your hypothesis. 'our conclusion(s) should be clearly related
to the research question and the purpose of the experiment. 'ou must also proide a brief
explanation as to how you came to this conclusion from your results. ((n other words# sum
up the eidence).
(f a numerical alue or result is the ob;ect of the lab# you must compare it with the literature
alue and if possible# calculating a percent error.
Li;itations to "onc4usions
"onsidering how large are the errors or uncertainties in your results# how confident are you
in the results! 7re they fairly conclusie# or are other interpretations/results possible!
Li;itations o: t3e E<peri;enta4 Procedure
(dentify and discuss significant errors and limitations that could hae affected the outcome of
your experiment. 6ere there important ariables that were not controlled! 6ere there flaws
in the procedure you chose which could affect the results! 7re measurements and
obserations reliable! (s precision unknown because of lack of repeated trials!
'our emphasis in this section should be on systematic errors# not the random errors that
always occur in reading instruments and taking measurements. 'ou must identify the source
of error and if possible# state how it probably affected your results.
o 7cceptable 5xample+ <)ecause the simple calorimeter we used was made from a tin
can# some heat was lost to the surroundingsHmetals conduct heat well. ,herefore#
the alue we obtained for the heat gained by the water in the calorimeter was lower
than it should hae been.=
o Mnacceptable 5xamples+ <,he test tubes weren>t clean= <Guman 5rror=
Su55estions :or I;pro7e;ent
9uggest improements or fixes for the weaknesses you identified in the preious section.
,hese suggestions should be realistic# keeping in mind the type of equipment normally found
in high school or college general chemistry labs. 9uggestions should focus on specific
pieces of equipment or techniques you used. (Bague comments such as <6e should hae
worked more carefully= or <( should hae been gien a better calorimeter= wonNt cut itE
2anipulatie skills will be be assessed for certain experiments that require you to come up with
a numerical result# or to identify an unknown. 3biously# your score in this area will be largely
determined by whether you <hit the mark=. (t is also determined by your safety considerations.
7 student who must be constantly reminded to wear goggles# for example# will not achiee high
scores in this areaE Gorseplay or fooling around in lab will also earn a lower score in this area.
Your persona4 ski44s 2i44 be subAecti7e46 assessed b6 t3e teac3er (and 6our c4ass;ates.
durin5 Group I18

Precision and /ncertainties :or "o;;on Lab EGuip;ent
6hen you record a scientific measurement# the last digit that you record is understood to hae
some uncertainty# and to be your best estimate. 6hen reading non$electronic deices such as
rulers# thermometers# and glassware# the general rule of thumb is to Oread between the linesOE
This means that you can estimate one more digit or decimal place than the device is marked. )ut
this rule does A3, 788D' to electronic equipment (such as a balance or electronic thermometer)
which gies you a direct digital readout. %or these digital deices# your teacher will proide you
the precision of the instrument.
T3e :o44o2in5 uncertainties app46 to care:u4 ;easure;ents ;ade b6 a trained obser7er8
Len5t3 (common metric rulers)+ K/$ C.C& cm (or C.& mm)
&ass (electronic balances)+ always K/$ one unit in the last digit. ,his means that a common
centigram balance is K/$ C.C& grams; a milligram balance K/$ C.CC& grams.
1o4u;etric G4ass2are
&C mD graduated cylinder+ K/$ C.C/ mD (always record to / decimal places)
/4 mD graduated cylinder+ K/$ C.& mD (always record to & demical places)
&CC mD graduated cylinder+ K/$ C.4 mD (always record to & decimal place)
4CC mD graduated cylinder+ K/$ 4 mD
4C mD buret+ K/$ C.C/ mD (always record to / decimal places)
&C mD graduated pipet+ K/$ C.C& mD (always record to / decimal places)
%ixed olume pipets (glass)+ K/$ C./ . of the capacity (5x+ /4 mD P K/$ C.C4 mD)
!eakers and F4asks8 7pproximately 4. of the capacity. ()ut of course# you would neer use
one of these to measure a precise amount of liquid# would you!)

T3er;o;eter
(alcohol or mercury)+ K/$ C./
o
"
,( ")D temperature probe+ K/$ C.&
o
"
p% &easure;ents
pG paper+ K/$ & pG unit (pG paper gies a Oquick and dirtyO estimate)
,( ")D pG probe+ K/$ C.& pG units (een though it reads out to C.C&).
pressure
,( ")D pressure probe+ K/$ / k8a (een though it may read out to decimal places)
Treat;ent o: Error and /ncertaint6 in "3e;istr6 &easure;ents
%o2 to do an Error Ana46sisBa se4:$teac3in5 5uide
&. (n science# we are always seeking to better understand the world around us. 6e do this by
designing and carrying out experiments according to the scientific method. 7nd in these
experiments# we are often concerned with measuring somethingHcoming up with a numerical
alue for some property or behaior we obsere. 5entually# if we can interpret and make sense
of all these measurements# we might propose a scientific law that allows us to predict the alues
in future cases without actually haing to conduct the experiment each time.
/. )ut it takes work and effort# often trial and error# to design good experiments. 7nd een in a
well$designed experiment# it is impossible to make absolutely perfect measurements. ,here are
t2o t6pes o: error or uncertaint6 that will always limit the precision and the accuracy of our
results. ,he two types are called rando; error and s6ste;atic error.
Rando; error comes from the measuring deice itself and depends upon its precision.
7ll measuring deices produce some uncertainty in the last measured digit. 6e cannot
eliminate random error totally. )ut we can minimize it by using good measuring deices
and more importantly# reading them carefully and skillfully to as many significant digits
as they allow.
S6ste;atic error refers to errors or limitations that can be aoided. ,hey might be due
to an improperly calibrated instrument. 3r perhaps we are not reading the instrument
correctly. %inally (and most often)# perhaps our experimental method was flawed and
can be improed by more careful experimental design.
1. %o2 to Dea4 2it3 Error and /ncertaint6B:o44o2 t3ese :our steps8
a0 6hen recording your data# also record the precision (K/$) for all measurements due to
random error# depending on the measuring deice (9ee preious page). 'ou can do this
either by writing the K/$ alue after each measurement or by including the K/$ alue in the
heading of a data table column.
b0 @o your calculations to obtain your experimental result.
c0 Msing the uncertainties in each data element# calculate the percent uncertainty in your
result that is due to random error alone. (9ee para 0 below).
d0 Aow take the literature alue of the result and calculate the percent error between your
alue and the literature alue.
e0 "ompare the results of steps (c) and (d) to decide whether random error alone can
account for how far you were off the literature alue# or whether systematic error also
affected your results.
0. "a4cu4atin5 t3e /ncertaint6 o: a Nu;erica4 Resu4t
W3en 6ou add or subtract data? t3e uncertaint6 in t3e resu4t is t3e su; o: t3e
indi7idua4 uncertainties0 "on7ert t3is su; to a percenta5e0
E<a;p4e *8 2ass of crucible K product+ *0.&C g K/$ C.C& g
2ass of empty crucible+ $ */.14 g K/$ C.C& g
2ass of product &.*4 g K/$ C.C/ g
,he indiidual uncertainties are added to gie K/$ C.C/ g for the result. "onerting to a
percentage# (C.C/ g / &.*4 g) x &CC P & .. ,his is the percent uncertainty due to random error.
Note that the random error introduced by a centigram balance is very tiny when you are
weighing uantities of about ! grams or more. "owever, the random error of the balance begins
to contribute a large uncertainty if you try to weigh a very tiny uantity.
For ;u4tip4ication and di7ision o: data? t3e percent uncertaint6 in t3e resu4t is t3e
su; o: t3e percent errors o: eac3 ;easure;ent0
E<a;p4e ,8 7 student did an experiment to measure the density of a liquid. Ge weighed an
empty graduated cylinder# placed a olume of liquid in the cylinder# and then weighed it
again.. Ger data is shown here+
2ass of empty graduated cylinder+ /4.-0 g K/$ C.C& g
2ass of grad cylinder with liquid+ /:.C/ g K/$ C.C& g
Bolume of liquid+ 1.CC mD K/$ C.C4 mD
9ince density P mass/olume# the student calculates the experimental density alue+
/.1: g / 1.CC mD P C.*Q1 g/mD
9uppose the literature alue for this density is C.:CQ g/mD. ,hen the percent error between the
student>s result and the literature alue is R(C.:CQ $ C.*Q1) / C.:CQS x &CC P &.Q: ..
"an random error alone account for this difference! ,o find out# we must calculate the percent
uncertainty that is due to random error.
,he mass of the liquid is (/:.C/ g $ /4.-0 g) P /.1: g K/$ C.C/ g
(Aotice that the mass uncertainty is now K/$ C.C/ g because we had to subtract two mass alues)
6hat . uncertainty in the mass is this! C.C/ g / /.1: g x &CC P & .
9imilarly# the . uncertainty in the olume measurement is C.C4 mD / 1.CC mD x &CC P / .
,o find the oerall uncertainty of this density alue# we simply add &. (the mass uncertainty) to
/. (the olume uncertainty)# for a total uncertainty due to random error of 1..
,his percent uncertainty is larger than the student>s oerall percent errorE ,his means that
random error alone can account for the difference between the student>s alue and the literature
alue. We can say that the student got the same value as the literature value, within the
limitations of random error. #ystematic error, if present, did not appear to affect the result.
E<a;p4e H8 7 student performs a calorimetry experiment to determine the amount of heat
transferred in an experiment. Ge takes the following measurements+
2ass of water+ &CC.CC g K/$ C.C& g (negligible uncertainty)
(nitial temperature of water+ /1.- K/$ C./
o
"
%inal temperature of water+ /*.0 K/$ C./
o
"
"hange in temp (,) 1.: K/$ C.0
o
" (&&. uncertainty)
Gis calculation would be+ J P (mass) (,) ("p of water)
J P (&CC.CC g) (1.:
o
") (0.&:0 L /g
o
") P &4:Q.Q/ L P &.- kL
%o2 s3ou4d t3e student report t3e resu4tI W3at is 3is uncertaint6I
,he balance uncertainty is negligible# and there is no uncertainty shown in the "p alue for
water. ,he biggest source of random error is the thermometer. 9ince the , alue can be plus or
minus &&.# the oerall result must also be plus or minus &&.# which is the sum of the three
uncertainties in the heat transfer equation.
9ince &.- kL x && . P C.&: kL
So t3e student s3ou4d report 3is resu4t as *0D kJ F+$ **K? or C0*) kJ0
9uppose the literature alue is &.* kL. Dooking at the student>s alue# the discrepancy can be
explained purely by random error. ,he student>s result is the same as the literature alue within
the limitations of his measuring deice# since his alue can be plus or minus &&..
)ut what if the literature alue was /.0 kL!. (n this case# random error alone cannot account for
the discrepancy. ,herefore# some systematic error must hae occurred. (t is this error that the
student should seek to identify and make some suggestions for eliminating it next time.
IB I,-.R,AL ASS.SS!.,- !A-RI/ 01R LAB R.21R-S
#RI-.RI1, AS2.#-S L.3.L

4esi5n *4+
Identifies and clearly states a focused problem or research
question. The key variables (independent, dependent, and
controlled) are selected and identified. The hypothesis
(prediction) is directly related to the research question and it
is explained (quantitatively where appropriate).
A realistic method
that allows for the
control of the
variables is
desined.
Appropriate
apparatus!materials
are selected"
(diarams may be
acceptable)
A method that allows for the
collection of sufficient relevant
data and excludes the
collection of irrelevant data is
desined.
ccc
6
ccp
7
ccn cpp
8
ppp cpn
9
cnn ppn
2
pnn
:
c p n c p n c p n
nnn
0
4ata #ollection &
2rocessin5 *4#2+
#aw data (qualitative!quantitative) is recorded appropriately,
includin units and uncertainties where necessary.
The raw data is
presented clearly
and processed
correctly to produce
results that help
interpretation"
where appropriate,
error analysis is
included.
$ata!results are presented
appropriately and effectively"
where relevant, errors and
uncertainties are taken into
account.
ccc
6
ccp
7
ccn cpp
8
ppp cpn
9
cnn ppn
2
pnn
:
c p n c p n c p n
nnn
0
#onclusions and
.;aluation
A valid conclusion (based on the correct interpretation of the
results), with an explanation, is iven" where appropriate,
results are compared with literature values.
The procedure
(equipment and
method) includin
limitations or errors
in manipulation is
evaluated.
($iscussion of the
limitations of data
analysis may be
included).
%uestions to improve the
investiation followin the
identification of weakness(es)
are stated.
ccc
6
ccp
7
ccn cpp
8
ppp cpn
9
cnn ppn
2
pnn
:
c p n c p n c p n
nnn
0
IB I,-.R,AL ASS.SS!.,- !A-RI/ 01R LAB R.21R-S
#RI-.RI1, AS2.#-S L.3.L
!anipulati;e S(ills
*Summati;e+
&ollows instructions accurately, adaptin to new
circumstances (seekin assistance when required).
'ompetent and
methodical in the
use of a rane of
techniques and
equipment.
(ays attention to safety issues. ccc 6
ccp 7
ccn cpp 8
ppp cpn 9
cnn ppn 2
pnn :
c p n c p n c p n nnn 0
2ersonal S(ills
*Group I3 1nly+
Approaches the pro)ect with self*motivation and follows it
throuh to completion.
'ollaborates and
communicates in a
roup situation and
interates the views
of others.
%hows a thorouh awareness
of their own strenths and
weaknesses and ives
thouhtful consideration to their
learnin experience.
ccc 6
ccp 7
ccn cpp 8
ppp cpn 9
cnn ppn 2
pnn :
c p n c p n c p n nnn 0