Hypothesis: Acid + Metal Oxide → Salt + Water

Labelled diagram of equipment 6 mark method

• Bunsen Burner • Gently warm dilute acid with Bunsen Burner
• Heat proof mat • Add insoluble base to acid slowly until neutralisation
• Acid: HCl Base: CuO reaction is complete (excess base will form solid and
• Beaker sink to the bottom of the beaker)
• Filter Paper • Filter excess solid base with filter paper to get salt
6
• Funnel solution
• Gently heat solution to make it more concentrated
• Allow it to cool, salt crystals should form

Variables: Risk assessment

IV: Conc. and volumes of
Burns/Irritation from acid→ wear gloves and goggles
base + acid Open flame from Bunsen burner can catch fire → use heat proof mat

DV: Crystals formed/Salt Results

produced
Pure solid salt crystals formed
CV: Acid + Base used CuO + 2HCl → CuCl2 + H2O
Hypothesis: Electrolysis can separate ions in aqueous solutions

Labelled diagram of equipment 6 mark method

• Dissolve solution/solid in water to make aqueous solution,
• Electrodes Reaction should be complete and so ions will have formed
• Beaker • H+ ions will be attracted to the cathode(-ve) to be reduced
• Power Supply To form H2 ,unless the metal ion is less reactive (eg: copper)
• Solution of ions Which will be formed instead
• Water 6
• At the anode(+ve) OH- ions will be oxidized to form O2 ,
• Litmus Paper Unless halide ions are present which will be formed instead
• Splint • Collect gas in test tubes in the aqueous solution
• Use litmus paper, lighted or glowing splints to test for the
Gas produced

Variables: Risk assessment

IV: Ions dissolved in water
Electricity used, handle carefully do not touch open wires
DV: Elements formed
Results
CV: Voltage + Current
Compounds in aqueous solution separated, gases formed
Hypothesis: Measuring the energy change in exothermic and endothermic reactions

Labelled diagram of equipment 6 mark method

• Thermometer • Insulate polystyrene cup by surrounding it with cotton wool
• Large beaker In a large beaker on a heat proof mat with a lid
• Polystyrene cup • Measure conc., mass, surface area, etc. of reactants before
• Cotton wool Placing them in cup, make sure all reactants are same temp.
• Lid By putting them in water bath at 25C
6
• Reactants (HCl, NaOH) • Mix 25cm3 of 0.25mol/dm3 HCl with NaOH
• Heat proof mat • Take temp. of mixture every 30 sec., record them
• Repeat using 0.5 and 1mol/dm3 of HCl

Variables: Risk assessment

IV: Conc. of acid
Acids may cause irritation to skin or burns →use gloves + goggles
DV: Temp. change/Energy
Results
CV: Equipment, Volume of
reactants Recorded temp. change shows energy released or absorbed
→if reaction was endothermic or exothermic
Hypothesis: Changing Temp, conc./pressure, surface area, catalysts can all increase the rate of reaction

Labelled diagram of equipment 6 mark method

• Mass 1. Colour change

• Beaker • Draw an X beneath the beaker
• Time how long it takes for colour change or precipitate to
• Marker for drawing black X Hide the X
• Gas syringe 2. Change in mass
• Timer • Place beaker on mass balance 6
• Reactants • Time how long it takes for the reaction to occur and a gas
To be released, making mass decrease, at regular intervals
• Plot on graph to find rate of reaction
3. Volume of gas
• Measure time as gas is released into a gas syringe at regular
Intervals
• Graph can be made
Variables: Risk assessment
IV: Temp., Pressure/Conc., Surface area, catalysts Colour change is subjective
Collect gas so it does not release into room, ventilate room
DV: Time for reaction If reaction is too vigorous it may blow plunger from gas syringe

Results
CV: Volume and mass of reactants
Rate of reaction = Amount of reactant used or product formed / Time
Hypothesis: Paper chromatography can be used to separate substances in a mixture

Labelled diagram of equipment 6 mark method

• Put solvent (ethanol or water) in beaker
• Beaker
• Put a sample of mixture on the paper at the baseline
• Chromatography Paper
drawn with a pencil
• Sample
• Stand the paper in the solvent so it is in line with the
• Solvent
baseline
• Pencil 6
• Wait for the solvent to move up the paper to separate
• Watch glass
the substances in the mixture
• Calculate Rf value: Rf = Distance travelled by substance/
distance travelled by solvent

Variables: Risk assessment

IV: Solvent, type of paper
Be careful not to spill solvent
DV: Rf value
Results
CV: Sample mixture Chromatogram will be formed showing different substances
which can be compared to a pure sample of mixture
Hypothesis: Water can be tested and purified using distillation

Labelled diagram of equipment 6 mark method

• Test pH of water using pH meter, to avoid contamination
• Flask
from indicators, if not neutral neutralize it via titration
• Test tube
• Test for sodium chloride: sodium ions will colour flame
• Fractioning column
yellow in a flame test, while chloride ions will form a
• Condensor
white precipitate from silver nitrate solution
• Bunsen Burner 6
• Distil water by pouring it into a flask, heat from below
• pH meter
• Water will evaporate through fractions to condenser
• Titration equipment
where it will condense back into pure water
• Nitric acid + silver nitrate solution
• Retest if it is neutral (pH of 7)

Variables: Risk assessment

IV: Impurities in water (sodium chloride, etc.)
Bunsen burner needs protection (flame proof mat, etc.)
DV: Pure water produced
Results
CV: Method
Pure water is formed
Hypothesis: Light microscopes can be used to view cells

Labelled diagram of equipment 6 mark method

• Use stain (iodine) to make cell wall and nucleus visible
• Flatten specimen
• Place coverslip
• Start on smallest lens, focus and move up a lens
• Ruler can be used to measure size
6
Magnification = ___image size____
actual object size

Variables: Risk assessment

IV: Cells viewed, Magnification
Be careful not to break slide
DV: Data collected on size of cells
Results
CV: Microscope magnifications
View and data of size of cells
Hypothesis: Rate of osmosis changes in different concentration of solution

Labelled diagram of equipment 6 mark method

• Cut up potatoes into same mass, shape, etc.

• Weigh potatoes before
• Put them into solutions of water and sugar at 0M, 0.5M
and 1M of sugar
• Dry and weigh potatoes again
6
• Measure mass change

Variables: Risk assessment

IV: Conc. Of solution

DV: Water absorbed

Results
CV: Potato mass, surface area, time in High conc. Of sugar = water moves out of potato, potato gets smaller
solution, volume of solution Low con. Of sugar = water moves into potato, potato get bigger
No change= same conc. In and out of potato
Hypothesis: Sugars, starches and proteins can be found in foods

Labelled diagram of equipment 6 mark method

Starch:
• Iodine solution • Add iodine solution to 5 cm3 of sample
• Benedict’s solution • Gently shake and if present colour will change from brown-
• Biuret’s solution orange to blue-black
• Ethanol Sugar:
• Flask • Add benedict’s solution to test 6 tube with food sample
• Place in water bath at 75C
• Sample of food
• Colour will change form blue to green, yellow or red
Protein:
• Add 2cm3 of biuret’s solution to sample in test tube
• Gently shake and colour will change from blue to purple
Lipid:
• Add ethanol to food sample and shake thoroughly
Variables: • If present it will turn milky/cloudy
Risk assessment
IV: Food sample, testing solution
Turn benedict’s solution away from you when testing
DV: Colour change
Results
CV: Volume of food sample
Colour change (above)
Hypothesis: Rate of amylase activity changes when pH changes

Labelled diagram of equipment 6 mark method

• Put a drop of iodine in each tile

• Put beaker of amylase and buffer solution (with pH 5)
in water bath at 35C
• Put starch solution into amylase + buffer solution
• Start timer 6
• Every 30 sec put a drop of solution into iodine in tile
• Record how long it takes for iodine to return to
browny-orange
• Repeat with different pH buffer solution

Variables: Risk assessment

IV: pH change

DV: Iodine colour

Results
CV: Volume of amylase Different pH will increase or reduce time for iodine to return to
and buffer solution brown-orange, i.e. for amylase to break down starch
Hypothesis: Increased light intensity increases rate of photosynthesis

Labelled diagram of equipment 6 mark method

• Place lamp a set distance from pondweed

• Let gas produced from photosynthesis collect in gas
syringe
• Measure oxygen produced after set time
6
• Repeat at a different distance
• Repeat experiment with different pondweed to reduce
anomalies

Variables: Risk assessment

IV: Distance of lamp from pondweed

DV: bubbles produced

Results
CV: Pondweed, water used, temp., time The closer the lamp, the quicker the bubbles are produced
(so higher rate of photosynthesis)
Hypothesis: Variables such as caffeine can affect reaction time
Labelled diagram of equipment
• Meterstick
• Friends
• Caffeine, music, etc. for IV
Variables:
IV: Person takes caffeine, music, medicines,
gender, age, amount of practice
DV: How far meterstick was dropped
CV: Same person, hand, dropping height
6 mark method
• Drop meterstick without warning
• Friend should be ready to catch it at a set distance
under stick
• Record the height of stick at the top of the thumb
• Repeat several times to calculate
6 mean
• Repeat ten minutes later after caffeine was intaken
• Measure difference in reaction times
Risk assessment
Computer test can be used instead as it is more precise,
reduces human error and the partner’s anticipation
Results
Caffeine increases reaction times
Hypothesis: Population can be measured and estimated for a larger area using samples

Labelled diagram of equipment 6 mark method

• Place quadrat on the ground and divide it into a grid

• Randomly count all organisms per square of grid
• Count all organisms within quadrat
• Find mean of organisms per quadrat in first sample
area 6
• Repeat in different sample area, compare results

Variables: Risk assessment

IV: sample area

DV: Number of organisms Watch out for dangerous organisms (i.e. stinging nettle, etc.)
per quadrat Results
CV: quadrat size, etc. Results of sampling can be used to estimate population in area
Hypothesis: All materials have specific heat capacity that can be measured

Labelled diagram of equipment 6 mark method

• Measure mass of block, then insulate it, measure initial
temp.
• Turn on power to 10V and start timer
• Measure energy and temp. every 5 min
• Repeat and find mean
6
• Use equation:
energy transferred DE (J)
specific heat capacity c (J/kg °C) =
mass m (kg) ´ temperature change Dq (°C)

• Repeat with different materials to compare

Variables: Risk assessment

IV: Material used
Material is hot and should not be touched
DV: Energy required to heat the block
Results
CV: Heater, insulation, meters, initial temp.
Specific heat capacity is found
Hypothesis: The longer the wire the higher the resistance

Labelled diagram of equipment 6 mark method

• Attach crocodile clips to wire at 0cm and 10cm and

turn on power
• Measure pd and current
• Repeat for different lengths
• Find resistance using R= V/I
6
• Plot a graph of length of wire against resistance

Variables: Risk assessment

IV: Length of wire
Wire may get hot, burn, do not touch
Use low voltage
DV: Resistance
Results The longer the wire the more resistance
CV: Voltage, current, wire
Thicker wire = less resistance
Higher temp. = more resistance
Hypothesis: Different ohmic resistors will change resistance

Labelled diagram of equipment 6 mark method

• Set up circuit as shown

• Vary the variable resistor
• Record readings of ammeter and voltmeter at different
currents and voltages 6
• Repeat with switched wires to get negative results
• Plot on graph
• Repeat with different component (Lamp, Diode, etc.)

Variables: Risk assessment

IV: Current, voltage, resistor
Do not touch wires, may burn
DV: Resistance
Results
CV: Meters, wires,
Resistor Lamp Diode
Hypothesis: Resistance adds in series and is decreases in parallel

Labelled diagram of equipment 6 mark method

• In series, with one ohmic resistor use 3V of pd and

measure current and resistance
• Repeat with another resistor added, repeat
• Repeat with parallel
• Compare differences in resistance
6 when more resistors
are added in series and parallel

Series circuit Parallel circuit

Variables: Risk assessment

IV: Number of resistors
Do not touch wires as they are hot
DV: Resistance
Results Results for series circuits
CV: Power the total resistance is the same as both resistors added up. Each time you
add a resistor, you get more resistance and less current
Results for parallel circuits
The total resistance is less than the smallest resistor. Each time you add more resistors, the current
increases and the total resistance decreases. (the are more ‘routes’ overall for the current)
Hypothesis: Calculating density

Labelled diagram of equipment 6 mark method

• To find volume of irregular shaped objects, use a filled

eureka can and measure the displaced water
• Measure mass on a scale
• Repeat measurements and find mean
• Find density: density= mass/volume
6

Variables: Risk assessment

IV:

DV:
Results
CV:
Density
Hypothesis: Increase in force = more acceleration

Labelled diagram of equipment 6 mark method

• Set up experiment as shown on left

• Mark starting line of trolley
• Record acceleration measured by light gate as trolley
passes through it
• Repeat twice more to get6an average
• Add masses to hook to increase force but keep mass
the same on trolley
• Or, increase mass on trolley but keep mass on hook
• Then record acceleration measured by light gate

Variables: Risk assessment

IV: Masses on holder
Use light weights to avoid danger of dropping them and injury
DV: Acceleration
Results
CV: Mass on trolley, card used, starting point of trolley,
More force = more acceleration
distance travelled by trolley F = ma
More mass = less acceleration
Hypothesis: Increased mass leads to extension until limit of proportionality is exceeded

Labelled diagram of equipment 6 mark method

• Apply masses to end of spring attached to a stand next

to a ruler
• Measure the difference between the original length
and the final length to find the extension
• Use formula: F = ke 6

Variables: Risk assessment

IV: Force

DV: Extension
Results
CV: Same spring or same spring constant
Hooke’s Law: Extension is directly proportional to force applied
until limit of proportionality is exceeded
Hypothesis: Increased frequency decreases wavelength

Labelled diagram of equipment 6 mark method

• Use oscillations paddle to generate ripples at a set

frequency
• Lamp above will create a shadow of wave crests on
screen below
• Measure distance between 6 crests to find wavelength
• Use formula: wave speed = frequency x wavelength

Variables: Risk assessment

IV: Frequency of oscillations

DV: Wavelength
Results
CV: Water, volume and area of tank, height of lamp
Speed = frequency x wavelength
Doubled frequency halves wavelength
Hypothesis: Increased frequency halves wavelenght

Labelled diagram of equipment 6 mark method

• Set up experiment as shown on left

• Turn on generator and adjust frequency until clear
waves on string are shown
• Measure the length of waves by measuring all the half
6
waves shown at once, finding the mean, then
doubling it to find the full wavelength
• The speed can be found using:
• wave speed = wavelength x frequency

Variables: Risk assessment

IV: Frequency

DV: Wave length

Results
CV: String length, masses
Wave speed = wavelength x frequency
Hypothesis: Black matt surfaces emit more IR radiation than shiny surfaces

Labelled diagram of equipment 6 mark method

• Set up the experiment as shown to the left
• Use infrared detectors at a set distance from both
surfaces to measure the IR radiation being emitted
• Measure temp. change over time as well
• Repeat multiple times to find mean
6

Variables: Risk assessment

IV: Colour and texture of can
Boiling water is hot, do not touch directly
DV: IR radiation emitted and temperature change
Results
CV: Starting temp. of water, volume of water
Matt black surfaces absorb and emit more radiation
than shiny smooth surfaces