ALDRIDGESTATEHIGH SCHOOL(School Number: 360)

YEAR 11 - CHEMISTRY

Term 2, Semester 1, 2013

EXTENDED EXPERIMENTAL INVESTIGATION

Water Quality Analysis

Name: ______ Teachers:Mrs Stone Date: ______

Assessment Instrument Conditions

(This replaces Form R5)

Semester: 1 / Unit: 2 / Context: Water, A Unique Material
Key Concepts: S1- .1,.2,.3,.4,.5,.6,.7
S2 -.2,.3,.4,.5,.6,.7,.8,.9,.10,.11
R1 - .2, .3,
R3 - .2,.3,.4,.5
R4 - .1,.2,.3
R5 - .2,.3,.4
Item Number: 2 / Type: EEI / Duration: 5 weeks
ASSESSMENT TYPE / ⃞ / GENERAL OBJECTIVES ASSESSED
Extended Response / ⃞ / Knowledge and Conceptual Understanding /
X
Supervised Assessment / ⃞ / Investigative Processes / X
Extended Experimental Investigation /
X
/ Evaluating and Concluding / X
ASSESSMENT CONDITIONS
Supervised Exam / No / Open Book (Notes allowed) / Yes
Class Time Used / Yes / Student’s Own Time / Yes
Teacher Input / Limited / Library Resources / Yes
Attached:
Senior Science Extended Inquiry Write-up Format
Student Ownership Statement
PROFILE ENTRY
Knowledge and Conceptual Understanding / Investigative Processes / Evaluating and Concluding

YEAR 11 - CHEMISTRYName: ______Teacher: Mrs StoneDate Due: 13thJune 2013

Knowledge and conceptual understandingInvestigative processesEvaluating and concluding

The student work has the following characteristics: / A / B / C / D / E
Abstract /
  • exploration of scenarios and possible outcomes with justification of conclusions/ recommendations
/
  • explanation of scenarios and possible outcomes with discussion of conclusions/ recommendations
/
  • description of scenarios and possible outcomes with statements of conclusion/ recommendation
/
  • identification of scenarios or possible outcomes
/
  • statements about outcomes

Introduction, Question
Hypothesis /
  • formulation of justified significant questions/hypotheses which inform effective and efficient design, refinement and management of investigations
/
  • formulation of justified questions/hypotheses which inform design and management of investigations
/
  • formulation of questions and hypotheses to select and manage investigations
/
  • implementation of given investigations
/
  • guided use of given procedures

Research
Tests, links to each other, limitations. /
  • Comparison and explanation of complex concepts, processes and phenomena
/
  • comparison and explanation of concepts processes and phenomena
/
  • explanation of simple processes and phenomena
/
  • description of simple processes and phenomena
/
  • recognition of isolated simple phenomena

Table of standards, relevance /
  • reproduction and interpretation of complex and challenging concepts, theories and principles
/
  • reproduction and interpretation of complex or challenging concepts, theories and principles
/
  • reproduction of concepts, theories and principles
/
  • reproduction of simple ideas and concepts
/
  • reproduction of isolated facts

Links for formulae, shape, bonding and solubility /
  • Systematic analysis of primary and secondary data to identify relationships between patterns, trends, errors and anomalies.
/
  • Analysis of primary and secondary data to identify patterns, trends, errors and anomalies.
/
  • analysis of primary and secondary data to identify obvious patterns, trends, errors and anomalies.
/
  • identification of obvious patterns and errors.
/
  • recording of data.

Experimental Plan
Purpose for control sample, expt controls, variables, safety, trials /
  • assessment of risk, safe selection and adaptation of equipment, and appropriate application of technology to gather, record and process valid data
/
  • assessment of risk, safe selection of equipment, and appropriate application of technology to gather, record and process data
/
  • assessment of risk, safe selection of equipment, and appropriate application of technology to gather and record data
/
  • safe use of equipment and technology to gather and record data
/
  • safe directed use of equipment to gather data

Prediction
Analysis of research directly applied to Ululah Lagoon with reasons. /
  • analysis and evaluation of complex scientific interrelationships
/
  • analysis of complex scientific interrelationships
/
  • description of scientific interrelationships
/
  • identification of simple scientific interrelationships
/
  • identification of obvious scientific interrelationships

Experimentation and Results
Journal – Analysis and evaluation of control sample.
Journal – raw data.
Comparative Table for Ululah lagoon /
  • Linking and application of algorithms, concepts, principles, theories and schema to find solutions in complex and challenging situations.
/
  • Linking and application of algorithms, concepts, principles, theories and schema to find solutions in complex or challenging situations.
/
  • Application of algorithms, principles, theories and schema to find solutions in simple situations.
/
  • Application of algorithms, principles, theories and schema.
/
  • Application of simple given algorithms.

  • reproduction and interpretation of complex and challenging concepts, theories and principles
/
  • reproduction and interpretation of complex or challenging concepts, theories and principles
/
  • reproduction of concepts, theories and principles
/
  • reproduction of simple ideas and concepts
/
  • reproduction of isolated facts

Analysis
Comparative graphs.
Interpretation of graphs. /
  • Systematic analysis of primary and secondary data to identify relationships between patterns, trends, errors and anomalies.
/
  • Analysis of primary and secondary data to identify patterns, trends, errors and anomalies.
/
  • Analysis of primary and secondary data to identify obvious patterns, trends, errors and anomalies.
/
  • Identification of obvious patterns and errors.
/
  • recording of data.

Errors / accuracy
Comparison across areas, against prediction, against theory. /
  • analysis and evaluation of complex scientific interrelationships
/
  • analysis of complex scientific interrelationships
/
  • description of scientific interrelationships
/
  • identification of simple scientific interrelationships
/
  • identification of obvious scientific interrelationships

Conclusion
Analysis of results against hypothesis. /
  • analysis and evaluation of complex scientific interrelationships
/
  • analysis of complex scientific interrelationships
/
  • description of scientific interrelationships
/
  • identification of simple scientific interrelationships
/
  • identification of obvious scientific interrelationships

Alternatives, question answered/ /
  • exploration of scenarios and possible outcomes with justification of conclusions/ recommendations
/
  • explanation of scenarios and possible outcomes with discussion of conclusions/ recommendations
/
  • description of scenarios and possible outcomes with statements of conclusion/ recommendation
/
  • identification of scenarios or possible outcomes
/
  • statements about outcomes

Presentation
References: All information gained from secondary sources, or assistance received, must be appropriately acknowledged. /
  • Discriminating selection, use and presentation of scientific data and ideas to make meaning accessible to intended audiences through innovative use of range of formats.
/
  • Selection, use and presentation of scientific data and ideas to make meaning accessible to intended audiences in range of formats.
/
  • Selection, use and presentation of scientific data and ideas to make meaning accessible in range of formats.
/
  • Presentation of scientific data or ideas in range of formats.
/
  • presentation of scientific data or ideas.

AldridgeStateHigh School Year 11 Chemistry Extended Experimental Investigation Water – A Unique Material

1. TASK

WATER QUALITY ANALYSIS

Water Analysis is a process where quantitative and qualitative data can be collected to determine whether a sample/situation fits accepted standards. Is there a need for action to be taken to improve water quality in the lake at Ululah so that the water will improve to acceptable standards?

Analyse each sample supplied and from the data collected evaluate the quality of the water in the lake at Ululah.

Your plan of attack should be as follows:

1. Look at sites where samples were collected. Make a hypothesis with respect to possible materials/substances in the water and possible quantities of these materials.

2. Select suitable tests to test your hypothesis.

3. Research the test procedures and equipment required, design a testing regime and book equipment with laboratory technicians/teacher.

4. Perform tests, collect data and present data in a logical form.

5. Collect information (via research) about acceptable standards of water purity.

6. Analyse and compare your data with acceptable standards.

7. Discuss the significance of your findings.

2. IMPORTANT DATES:

1. Issue Date: April 2013

2. Excursion Date: 14th May 2013

3. Monitoring Date: 27thMay 2013(Question, hypotheses, research and experimental plan to draft standard.)

4. Monitoring Date: 3rd June 2013(Draft: Experimental plan and prediction to due date standard, analysis and conclusion to draft standard.)

5. Assignment Due: 13thJune 2013(Final report and logbook submitted (up to 2500 words))

3. LOGBOOK, STUDENT OWNERSHIP AND RISK ASSESSMENT

Logbook: You will need a logbook to record in one place your thoughts and notes about everything from experimental tests to completion of investigation. It is a no-frills, on the spot recording of the essentials of your work. It needs to be intelligible and ordered and is used to verify the authenticity of your work

Student Ownership Statement: This form is for you to complete about yourself and your group members. It is a measure of how well you have achieved the syllabus objective “to demonstrate collegiality and cooperation, especially when working in group situations”.

Risk Assessment: This form needs to be filled out in respect to relevant risks associated with performing your experiments and excursion.

You will need to submit your logbook, with the student ownership statement, risk assessment and your draft reportstapled into logbook, along with your final report. These will provide evidence that you engaged in the experimental process and that the report is your own work.

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AldridgeStateHigh School Year 11 Chemistry Extended Experimental Investigation Water – A Unique Material

Water Quality Analysis Report

HINTS to SUCCESS

Your Report (1500 – 2500words) should include:

  • Criteria Sheet
  • Student ownership declaration and Risk Assessment
  • Cover Page(Subject, assessment type, title, your name, date, teachers name)
  • Abstract A paragraph, that if read by itself, summarises the project in the least possible words (100 – 200). It should include the aim, principles/techniques employed and a very brief statement of your results and conclusions.
  • Introduction

set the scene for Ululah Lagoon (where is it, environment of water and surrounding land)

add map

Who uses the water?

  • Question

research question and aim you have posed. Eg. What are the best conditions for plant growth?

it is open-ended (the answer is not already known) it is meaningful to you

it lends itself to a testable hypothesis

the aim should be in the form of an explicit statement relating to your variables, eg: “To investigate the effect of (manipulated variable) on (dependent variable) when (controlled variables) are kept constant.

  • Hypothesis (This is where you identify your specific areas and why.)

Hypotheses are possible causes. A hypothesis is not an observation, rather, a tentative explanationfor the observation. Multiple hypotheses should be proposed whenever possible. You should think of alternative causes that could explain the observation.

The hypothesis is your predicted outcome of the investigation.

  • Background Research (You must use in-text referencing)

What should water look like? Why? (Drinking VS Aesthetic?)

Table of values showing standards in relation to variables you have tested

What is going in the Ululah water?

What are the relevant chemicals(nitrate, phosphate, ammonia, DO and then BOD, solids) involved; also include pH, temperature, conductivity?

Give formula, shape, draw, bonding, solubility (relate to capacity in water) (MUST SHOW CHEMISTRY!!!!!)

Take each chemical – impact on water, what happens if go outside healthy limits.

  • Experimental Plan (This is an overview not procedures for each test)

Discuss your procedure using dot points and reference EVERYTHING back to your logbook.

Control Sample – why do we have a control sample

What are your controls? (amount of water, precision of method, depth, time, sunlight, transport etc)

What are your independent variables?

What are your dependent variables?

What tests you will do? Why? Timing? Number of trials? Why??

Procedures found in journal (reference pages).

Safety – what procedures did you put in place? (clothing, footwear, disposal, spillage, glassware, contamination).

  • Prediction

Predict what would happen if the proposed hypothesis was true.

Predict values you expect to find and say why.

Make reference to Table of values showing standards or combine into a table.

  • Experimentation and Results

Control Sample – why, given values, your experimental values, paragraph about your accuracy and any issues that arose. (Don’t mention Freddie wouldn’t share!), calculations referenced to journal. (MUST SHOW CHEMISTRY!!!!!)

Paragraph that states what tests were performed; results are in detail in journal. Reference each test and journal page showing me where calculations can be found.

Show overall comparative table of areas, tests and standards.

  • Analysis of Data

Compare results of each test against your areas by:

Show graphs

Paragraph 1 – What does graph say?

Paragraph 2 – Reliability of results? Accuracy

Paragraph 3 – Does this agree/disagree with prediction and your theoretical research?Why?

  • Conclusion

Summarize your findings succinctly linking all tests. Show interrelationship between tests, areas and research.

Does your data support your hypothesis, predictions and research?

Were there any surprises in the data? Is there another possible explanation?

Is there a better way to test the hypothesis?

Do you need more data? Do you need to do more experimentation?

From all that you have done, answer your question

  • Biliography

“In text” citing of references in your report and a bibliography structured as per the school diary.

A useful website is “How to do a Deadly EEI” at

______

SENIOR SCIENCE EXTENDED INQUIRY WRITE-UP FORMAT (QSA)

Why are you given extended enquiries?

Science is a process of developing answers, or improving explanations, for observations or events in the natural world. It begins with a question about a natural phenomenon, continues as the process of scientific inquiry begins, and may conclude with an answer or proposed explanation.

The capacity to conduct valid, objective, and accurate research requires skills and experience in scientific reasoning, experiment design, data analysis, and the development of scientific habits of the mind. For you to develop these abilities you must actively participate in scientific investigations, and use your cognitive and manipulative skills to formulate scientific explanations.

The Seven Steps of the Investigation and the Report

The process of investigating and reporting is generally known as the ScientificMethod.

There are seven steps and four protocols. The seven steps are:

  1. the question that is posed; thinking of the initial question to ask about the observed phenomenon, and all conceivable explanations (or hypotheses) to explain the phenomenon are among the most creative moments in the process of scientific inquiry.
  2. the hypotheses or explanations which might answer the question that has been posed
  3. the experimental plan to test each hypothesis; these explanations involve a creative process based on one's own personal experiences as well as historical and current scientific knowledge
  4. the prediction of results of each experiment assuming the hypothesis to be true
  5. experimentation
  6. analysis of data
  7. conclusion ( the reasoning as to why the hypotheses are supported or not supported)

The four protocols are:

  1. Maintaining and submitting for both teacher and peer review a log book that contains any research and background information and the details of all your experiments. The signed checkpoint sheet must be stuck in the front.
  2. “In text” citing of references in your report and a bibliography structured as per the school diary.
  3. A 100 - 150 word abstract which prefaces your final report. This is a very brief summary of what your investigation was about and what you found out?
  4. Signed ownership statement which is attached. Please read this now so that you are aware of the requirements of this statement.

Student Ownership Statement Science

Name______

To be completed and handed in with your report.

My partners are ______

______

I feel that I contributed in a major way to the following aspects of the assignment:

______

I feel that I contributed less to the following aspects of the assignment:

______

The percentage contributions to this assignment are:

Me ______%

Partner name ______%

Partner name ______%

Partner name ______%

Partner name ______%

Partner name ______%

I certify that:

This submission is my own work. Any help received by other people has been acknowledged.

I understand that:

  1. Plagiarism is a serious matter and that I will be penalised if this declaration is false. Plagiarism not only includes copying directly from texts, reference materials and the internet, but also includes copying other student’s work.
  2. That I will be penalised for gaining unfair assistance such as from other students, parents and guardians.
  3. Work submitted after the due date will incur a penalty in line with this school’s assignment policy.
  4. Application for extension must be sought three days before due date except in exceptional circumstances.

Signature: ______Date: ______

EXTENDED EXPERIMENTAL INVESTIGATIONS.

Risk Assessment Form

A. IDENTIFY THE CHEMICAL HAZARDS IN THIS EXPERIMENT.

LIST THE CHEMICALS / Conc % / LIST SPECIFIC HAZARD INFORMATION
(ie Toxic, irritant, corrosive, carcinogen, flammable oxidising, explosive)
[Ask teacher for information from MSDS] / POSSIBLE EXPOSURE ROUTES
Inhalation, absorption, ingestion.
REACTANTS

B. IDENTIFY HAZARDSOTHER THAN CHEMICALS THAT MAY EXIST IN THIS EXPERIMENT.

Hazard Category / Tick.
If exists / Hazard Details.
Give brief description.
Contamination
Clothing
Spillage
Eye Damage non- chemical. (eg dusts, fumes, lasers)
Glassware
Chemical

C. INDICATE HAZARD CONTROL MEASURES TO BE IMPLEMENTED FOR THIS EXPERIMENT.

(Tick as appropriate)

NB: It is expected that laboratory rules are adhered to at all times, and as such, covered shoes, tying back of long hair, and washing of hands at the end of the practical are always implemented and are not included here as extra controls.

HAZARDS / Training / Admin Controls / Separation / Protective Clothing
As from
Tables A & B above / Require direct safety instruction from teacher. / Be taught technique prior to activity. / Have a qualified person perform activity. / Create suitable distance or barrier to hazard. / Use fume cupboard / Use natural ventilation / Use tongs / Wear lab aprons / Wear Latex Gloves / Wear Safety Glasses / Use heat gloves
N.B. If other control procedures are required, prepare and attach plans to this document

D. OVERALL RISK RATING FOR ACTIVITY (Tick)

Rating 1 (Low Risk) / Rating 2 (Medium Risk) / Rating 3 (High Risk)

Approved by the teacher ______Date ______

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