ALDRIDGESTATEHIGH SCHOOL(School Number: 360)

YEAR 12 - CHEMISTRY

Term 1, Semester 1, 2016

EXTENDED EXPERIMENTAL INVESTIGATION

Swimming Pool Equilibrium

Name: ______ Teachers: Mrs Stone Date: ______

Assessment Instrument Conditions

(This replaces Form R5)

Semester: 1 / Unit: 2 / Context: Swimming Pools: A matter of balance
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: 6 / 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

SENIOR CHEMISTRY

EXTENDED EXPERIMENTAL INVESTIGATION (EEI)

SWIMMING POOL EQUILIBRIUM - an individual research assignment

BACKGROUND:

Equilibrium is a fundamental phenomenon of life, effecting systems ranging from the whole earth to the chemistry of life in a single cell. Even swimming pools are examples of delicate balance between opposing changes. To upset the balance in the equilibria leads to many complications. A swimming pool is a set on equilibria between acids and bases, dissolving and precipitating, carefully designed to keep the pool clear of dangerous organisms and looking sparkling and inviting.

TASK:

You will need to follow the seven (7) steps known as SCIENTIFIC METHOD to investigate and report on an aspect of swimming pool equilibrium. (see SENIOR SCHOOL EXTENDED INQUIRY WRITE-UP FORMAT attached sheet).

You must adhere to the three (3) protocols including a log book, in text referencing and bibliography and an abstract.

The first step is to generate a question that lends itself to the investigation of swimming pool equilibrium as well as provide you with enough scope to put in lots of chemistry. The basic “GENERAL” question should take the format (but not look exactly like) of

HOW DOES (your choice) AFFECT THE EQUILIBRIA IN SWIMMING POOLS ?

This should then be followed up by an hypothesis, experimental plan and results prediction.

At the end of these steps it would be wise to have each checked for its potential degree of

success BEFORE you actually do the experiments.

Be aware that serious chemistry MUST be included (and if necessary referenced) each step of the way and SAFETY is the highest priority

The EXPERIMENTATION and ANALYSIS phase of the assignment must relate to your hypothesis, and data collection must be meaningful and accurate.

The CONCLUSION must reflect the data and analysis.

For more details check the SENIOR EXTENDED ENQUIRY WRITE-UP FORMAT.

A possible STARTING POINT would be to make a list of all possible conditions that could affect a pool equilibrium.

Eg.Concentration of chlorine

Sunlight (UV)

Temperature

Addition of stabiliser

Amount of calcium salts

Amount of urea

Concentration of hypochlorite

Using bore water

Choose an area of interest and develop a question around this area.

Then continue along with the 7 steps of scientific method.

REMEMBER

1.You MUST have a separate logbook to submit with your enquiry that contains ALL details of your

experiments. It WILL be used to VERIFY that your work is exclusively YOUR OWN.

2.Safety concerns must be addressed before they cause harm. Safety with the chemicals is critical.

3.In-Text referencing AND a bibliography are required so keep details as you go.

4.Write an ABSTRACT after you have completed the assignment. It will be a 75 – 100 words long and be attached to you title page and will be a summary of your report.

SENIOR CHEMISTRY

EXTENDED EXPERIMENTAL INVESTIGATION (EEI)

SWIMMING POOL EQUILIBRIUM

SUGGESTED TIMELINE

10/02EEI given out

19/02 Question formatted with hypothesis

19/02Experimental plan developed

19/02Predicted results generated.

Check with Mrs Stone to assess the potential degree of success that you would have with the investigation.

Order equipment with Scientific Assistants

22/02Start experimentation or earlier

29/02Analysis of data

7/03Write up the report

11/03Submission of rough draft

14/03Updating draft

17&18/03Submit final report

Equipment Request Form

Student/s name/s:______

Title of Experiment: ______

Aim of Experiment:______

______

______

List ALL materials and equipment to be used:
Item / Item / Item
EQUIPMENT requested from Science Department:
(Be specific. Eg Beaker: 250ml etc.) / Equipment supplied
(completed by teacher or lab. assistant) / Equipment returned
(completed by teacher or lab. assistant)
Item / Details (eg. Size, number, length etc)
CHEMICALS requested from the Science Department:
(Be specific. Eg HCl: 1M, 50 mL etc.) / Chemicals supplied
(completed by teacher or lab. assistant) / Chemicals returned
(completed by teacher or lab. assistant)
Item / Details (eg. Amount, Molarity etc)

Briefly outline how equipment and chemicals are to be used:

______

Date and Period equipment required:______

You will need to allow at least 24hrs notice for equipment/chemicals to be prepared.

Approved by the teacher ______Date ______

NOTE:1The equipment will be left for you on the bench either at the front or back of the laboratory.

2. At the end of the experiment, equipment/chemicals are to be returned to your teacher, along with this form, for checking.

3. EACH GROUP MEMBER MUST INCLUDE A COPY OF THIS FORM (FRONT & BACK) WITH THEIR REPORT.

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. / Supervision
Level
(A,B,C)
Refer guide / RISK Rating
(1-7)
Refer guide
REACTANTS

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

Hazard Category / Tick.
If exists / Hazard Details.
Give brief description. / Supervision
Level
(A,B,C)
Refer guide / RISK Rating
(1-7)
Refer guide
Pathogenic microorganisms (known or unknown)
Cuts. (eg scalpels, knives, glass tube),
Eye Damage non- chemical. (eg dusts, fumes, lasers)
Slips / trips.(eg possible wet floor, leads etc)
Falling objects (eg: tall apparatus, archery)
Ignition source (eg LPG bunsens, candles, matches).
Moving parts (eg blender, centrifuge)
Heat, (eg: ovens, hot plates, water).
Pressure or vacuum.
Noise
Electricity. (any ac electrical equipment).
Chemical
No Hazards Identified

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 as appropriate) – Refer guide

Rating 1 / Rating 2 / Rating 3 / Rating 4 / Rating 5 / Rating 6 / Rating 7

E. OVERALLSUPERVISION LEVEL REQUIRED FOR ACTIVITY (Tick as appropriate) – Refer guide

NB: If the appropriately experienced supervisor is not available the experiment must not proceed.

Level A / Level B / Level C

Approved by the teacher ______Date ______

Risk Assessment Guide

Supervision Rating

Supervision Level / Supervision Requirements
Level A – High Risk
Activities which DO involve ANY of the following:
  • high temperatures or very low temperatures, (eg liquid nitrogen)
  • high pressures or low vacuums,
  • hazardous substances, ( toxic chemicals)
  • highly corrosive substances
  • highly volatile and/or highly flammable chemicals
  • high voltage electricity (static and/or current)
  • radiation emitters
  • hazardous biological materials and
  • high speed mechanical and/or moving devices and objects.
/
  • A registered teacher with competence in the activity
OR
  • An adult with competence in the activity
Competence:
Knowledge of chemical and equipment safety and has safety training relevant to the activity.
AND
Demonstrated ability to use and apply safety standards with respect to the equipment, techniques and chemicals specific to this activity.
Level B – Medium Risk
Activities which DO involve ANY of the following:
  • heat
  • pressure or vacuums
  • acids or other corrosive materials of low concentration
  • volatile and/or flammable chemicals
  • mains voltage power sources
  • biological materials
  • low speed mechanical and/or moving devices or objects
/
  • A registered teacher with specific experience in the activity.
OR
  • An adult with specific experience in the activity.
Specific Experience:
Previous involvement with the hazard causing items/techniques.
AND
Knowledge of the hazards and safety responses to the hazards.
Level C – Low Risk
Activities which DO NOT involve ANY item listed in Level A and/or Level B: /
  • A registered teacher with knowledge of the activity and the potential hazards.
OR
  • An adult with knowledge of the activity and the potential hazards.

Risk Rating

Consider the hazard with respect to the estimated likelihood of an occurrence and the consequences to ANY person/s in the area should something go wrong.

CONSEQUENCES OF OCCURANCE
LIKELIHOOD OF OCCURANCE / Extreme.
Death, permanent disability or illness. / Major. Serious Bodily Injury / Moderate Casualty Treatment / Minor
First Aid Treat Only / Insignificant
No injury likely
Very High. Almost certain / 1 / 1 / 1 / 2 / 4
High Likely / 1 / 1 / 2 / 3 / 4
Moderate. Possible. / 1 / 2 / 3 / 3 / 5
Low. Unlikely. / 1 / 2 / 3 / 5 / 6
Rare. Very unlikely / 2 / 2 / 5 / 6 / 7
Risk Rating / Risk term / Action
1 / Very high / DO NOT PROCEED. Find appropriate substitute practical.
2 or 3 / High / Significant controls MUST be implemented.
Controls may include all or some of: prior learning of technique to ensure competence. Receive instruction on risk and safety procedures and/or phrases from MSDS on chemical hazards. Use appropriate design elements in the activity to reduce risk eg. fumecupboard, barriers, personal protection equipment
4 or 5 / Med / Controls should be implemented.
Controls may include receiving technique instruction and/or using personal protection equipment.
6 or 7 / Low / Only personal protection equipment may be necessary.

Aldridge StateHigh SchoolExtended Experimental Investigation

YEAR 12 - CHEMISTRYName: ______Teacher: Miss KellyDate Due: 26th March 2015

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 & Research
Recognize and explain chemical concepts and theories relating to swimming pool equilibrium. /
  • 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

Manipulate and apply chemical concepts and theories relating to swimming pool equilibrium. /
  • 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

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

Experimental Plan
Experimental 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

Experimentation and Results
Journal – raw data.
Collection and appropriate tabulation of qualitative and quantitative data. /
  • 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 variables, 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.