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WOLMER'S BOYS' SCHOOL

DEPARTMENT OF CHEMISTRY

CSEC
LABS
2020-2022
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Table of Contents

GENERAL LAB GUIDELINES 3

CSEC SBA SKILLS ASSESSED 5

GENERAL LAB REPORT FORMAT 6

PLANNING AND DESIGNING LAB FORMAT 7

Practical 1: INTERCONVERSION OF THE STATES OF MATTER 9

Practical 2: COOLING CURVE 11

Practical 3: PARTICULATE THEORY OF MATTER 13

Practical 7: ACIDS, BASES AND SALTS 14

Practical 8: VOLUMETRIC ANALYSIS 15

Practical 9: REDOX TITRATION 16

Practical 10: ELECTROLYSIS 17

Practical 11: ENERGY CHANGES 19

Practical 12: RATES OF REACTION 20

Practical 13: QUALITATIVE ANALYSIS 22

PLANNING AND DESIGNING PROBLEMS 24

IMPLEMENTATION OF INVESTIGATIVE PROJECT (ANALYSIS AND

INTERPRETATION) 26
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GENERAL LAB GUIDELINES

LAB SAFETY
✔ Act responsibly in the science classroom / lab. No playing in the lab.
✔ Follow all written and verbal instructions carefully. Ask your teacher if you do not
understand.
✔ Do not enter the lab without permission from your teacher or lab technician.
✔ Do not touch equipment or chemicals in the lab until your teacher gives instructions.
✔ Do not eat, drink or chew gum in the science classroom / lab.
✔ Keep your work area clean and tidy.
✔ Keep aisles clear. Push your chair under the desk when not in use.
✔ Dispose of all waste properly and according to your teacher’s instructions.
✔ Students are never permitted in the science storage rooms or preparation areas unless
given specific permission by their instructor.

CLOTHING
✔ Wear your safety glasses when instructed to do so by your teacher.
✔ Dress properly during a laboratory activity. Shoes must completely cover the foot. No
sandals allowed.

ACCIDENTS AND INJURIES

✔ Report any accident (spill, breakage, etc.) or injury (cut, burn, etc.) to the teacher
immediately, no matter how trivial it may appear.
✔ If you or your lab partner is hurt, immediately alert the instructor.
✔ If a chemical should splash in your eye(s) or on your skin, immediately flush with
running water from the eyewash station or safety shower for at least 20 minutes.
Notify the instructor immediately.

HANDLING CHEMICALS
✔ All chemicals in the laboratory are to be considered dangerous. Do not touch, taste, or
smell any chemicals unless specifically instructed to do so. The proper technique for
smelling chemical fumes will be demonstrated to you.
✔ Check the label on chemical bottles twice before removing any of the contents. Take
only as much chemical as you need.
✔ Never return unused chemicals to their original containers.
✔ Beware of what may appear to be drops of water on laboratory benches. They may be
a corrosive liquid (acid or base).
✔ When transferring chemicals from one container to another, hold the containers away
from your body.
✔ Never remove chemicals or other materials from the laboratory.
✔ Take great care when transporting materials and other substances from one part of the
laboratory to another. Hold them securely and walk carefully.
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HANDLING GLASSWARE AND EQUIPMENT

✔ Care must be taken to ensure that glassware is thoroughly clean before use.
✔ Never handle broken glass with your bare hands. Inform the teacher when glass
breaks. You may be instructed to use a brush and dustpan to clean up broken glass.
Place broken or waste glassware in the designated glass disposal container.
✔ Examine glassware before each use. Never use chipped or cracked glassware. Never
use dirty glassware.
✔ Report damaged electrical equipment immediately.
✔ If you do not understand how to use a piece of equipment, ask the instructor for help.

HEATING SUBSTANCES

✔ Exercise extreme caution when using a Bunsen burner.

o Do not put any substance into the flame unless specifically instructed to do so.
o Never reach over an exposed flame.
o Light gas burners only as instructed by the teacher.
✔ Never leave a lit burner unattended. Never leave anything that is being heated or is
visibly reacting unattended. Always turn the burner or hot plate off when not in use.
✔ Do not point the open end of a test tube or boiling tube being heated at yourself or
anyone else. Never look directly into a container that is being heated.
✔ Heated metals and glass remain very hot for a long time. They should be set aside to
cool and picked up with caution.
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CSEC SBA SKILLS ASSESSED

Use of Knowledge (UK)

The ability to:
Analysis and Interpretation - identify and recognise the component parts of a whole and
interpret the relationships between those parts; identify causal factors and show how they
interact with each other; infer, predict and draw conclusions; make necessary and accurate
calculations and recognise the limitations and assumptions inherent in the collection and
interpretation of data;

Experimental Skills (XS)

The ability to:
Observation/Recording/ Reporting - use the senses and extensions of them to perceive
objects and events accurately; present a written report, drawing or other graphical
representation, which is clear, concise, accurate and pertinent to the investigation; report and
recheck unexpected results;
Manipulation/ Measurement - set up, use carefully and competently simple laboratory
apparatus and measuring instruments; appropriately prepare materials for
observation/investigation; master separation techniques; use materials economically;
Planning and Designing - develop hypotheses and devise means of carrying out
investigations to test them; plan experimental procedures and operations in appropriate
sequence; identify variables, state expected results, identify precautions and possible sources
of error. It is expected that some of the planning and designing activities will be carried out to
help students develop this skill. However, the reports of these activities are no longer plans
and cannot be assessed as Planning and Design. They can be marked for other skills, for
example, ORR.
CSEC Chemistry Syllabus, May-June 2015
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GENERAL LAB REPORT FORMAT

Practical No
Date
Title
Aim This is the objective to be achieved in the experiment.
Materials and Apparatus List all materials and apparatus to be used in the method. Use
apparatus generally found in a school laboratory.
Diagram of set up (Optional)
Method Steps to be followed in the appropriate sequence and in PAST TENSE, REPORTED
SPEECH
How apparatus and materials will be used

Observations This is where you record all perceptible changes that occur during the
experiment – e.g. colour changes, formation of precipitate, evolution of a gas, effervescence,
smell/aroma, sound, texture of a solid etc.
Results This is where any data collected during the experiment is represented in a suitable
format, usually a table. Tables must be enclosed, have titles, and appropriate headings and
units.
Discussion This is where analysis of data, calculations, interpretations, predictions,
inferences etc. are done
Conclusion A summary of the experiment is done to answer whether or not the aim was
achieved.
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PLANNING AND DESIGNING LAB FORMAT

Practical No
Date
Problem Statement / Observation (ALWAYS WRITE THE PROBLEM STATEMENT
AS GIVEN BY YOUR TEACHER)
Theory (optional)
Hypothesis This must be based on observations or prior knowledge and clearly stated in a
form that is testable.
Aim This must be linked to the hypothesis.
Apparatus and Materials List all materials and apparatus to be used in the method. Use
apparatus generally found in a school laboratory. (It is helpful to write the method first
then take the list of apparatus and materials from it).
Diagram of apparatus set up (OPTIONAL)
Method - Steps to be followed in the appropriate sequence and in PRESENT REPORTED
SPEECH
- how apparatus and materials will be used
-Treatment of variables (all variables should be involved somewhere in the method)
-Type of data to be collected and how the data will be treated
Variables
Manipulated/ Independent variable is the parameter that is altered by the person carrying out
the method.
Responding/ Dependent variable is the parameter that changes in response to the manipulated
variable.
Control is the parameter which remains constant (same throughout) for the duration of the
method.
Data to be Collected Show how data will be recorded, usually a table with the appropriate
headings and units if applicable. No predicted results data is necessary in the table.

Expected Results Predict the results that are expected based on the observations that would
be made if the method is carried out. This is based on the hypothesis being tested.
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Interpretation of Results / Treatment of Results (Applies to methods that require

calculations)
Give a statement of how the expected results will support or disprove the hypothesis. If it is a
method that requires calculations, also list the calculations that are to be carried out using the
results obtained.
Limitations/Sources of Error/Assumptions/Precautions These comprise factors that could
affect the results.
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Practical 1: INTERCONVERSION OF THE STATES OF MATTER

AIM: To investigate the different changes of state.
APPARATUS/MATERIALS:
ACTIVITY 1
INSTRUCTIONS:
(i) Set up the apparatus as in the diagram below. Draw a large diagram, and complete
the labeling, including a title. (7
marks)

(ii) Heat the water in the beaker until it boils, and note all observations for the
substances in the apparatus.
(iii) Turn off the Bunsen burner. Remove the watch glass from the beaker and observe
its underside. Place the watch glass on the workbench and allow it to cool.

QUESTIONS
1. What do you see appearing in the water as it warms up, and what change of state is
indicated by your observation?
(2 marks)
2. What do you see on the underside of the watch glass? What change of state has taken
place?
(2 marks)
3. What happens to the candle wax in the watch glass when the water boils? Name the
change of state.
(2 marks)
4. What happens to the substance in the watch glass after cooling? Name the change of
state.
(2 marks)
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ACTIVITY II
INSTRUCTIONS:
1. Place the given sample of iodine in the test tube. Place the test tube in the holder and
heat the test tube as shown in the diagram. Draw labeled diagram(s) of your
observations. (5 marks)

Tongs

Test tube
Iodine crystals

Heat

2. Describe briefly what happens when the test tube is heated. (2 marks)
3. Name the change of state which fits your description in 2 and explain what happens in
terms of particles and their movement. (4 mark)

QUESTIONS ON ACTIVITIES I AND II

1. List the changes which are (i) endothermic
(ii) exothermic (3 marks)
2. Complete the diagram, using reversible arrows and labels to show interconversions
between the states of matter.
GAS

SOLID LIQUID (3 marks)

3. What type of change (physical or chemical), are changes of state? Give a reason for
your answer, accounting for the appearance of substances in different states. (3
marks)

TOTAL = 35 MARKS
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Practical 2: COOLING CURVE

AIM: To determine the melting point of stearic acid

MATERIALS & APPARATUS:

METHOD:

1. Place 2 g of stearic acid in the boiling tube.

2. Set up the apparatus as in the diagram given below.
3. Heat the water bath until the stearic acid melts completely.
4. Lift the boiling tube out of the water bath.
5. Take temperature readings every 30 seconds. Until the stearic acid has
completely solidified.
6. Plot a cooling curve to obtain the melting point. Temperature (y-axes) against
time (x-axes)

THE APPARATUS FOR DETERMINING THE MELTING POINT OF STEARIC ACID

RESULTS: A table should be used to collect the data in the experiment

DISCUSSION:
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● Explain the change of state using the kinetic theory

● How can you explain the difference in the melting point of pure stearic acid (660C)
and your experimental results?
● List some characteristic of pure substances

CONCLUSION
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Practical 3: PARTICULATE THEORY OF MATTER

Aim: To investigate the rate of diffusion in gases.

Apparatus/Materials: Cotton wool, forceps, conc. Hydrochloric Acid (HCl), conc. Ammonia
(NH3), glass tube

Method:

1. Clamp a glass tube horizontally

2. Immerse a piece of cotton wool in conc. HCl
3. Immerse another piece of cotton wool into the conc. NH3
4. Use a forceps to apply each cotton wool to either end of the tube.
5. Make observations where necessary.

Observation: Draw a diagram of these results.

Discussion

1. What factors affect the rate of diffusion

2. Write a balanced equation for the reaction
3. Where in the tube was the product formed
4. Which gas moved FASTER?
5. Explain your answer to 4. (Make reference to RMM)

Conclusion
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Practical 7: ACIDS, BASES AND SALTS

Aim: To prepare solid lead iodide

Apparatus/Materials: Lead Nitrate, Potassium Iodide, beaker, filter paper, funnel

Method:
1. Add 20cm3 of Lead Nitrate to a 100cm3 beaker, then add 2cm3 of potassium iodide.
2. Stir the mixture then filter.
3. Wash with distilled water.
4. Leave the residue to dry on the filter paper.
5. Record all observations.

Observations:

Discussion:
1. What type of salt is Lead Iodide (based on solubility)?
It is an insoluble salt
2. Write a balanced equation for the reaction.
Pb2+ + 2I- → PbI2
4. Write an ionic equation from the reaction

5. Why couldn’t Lead (II) Oxide be used instead of lead nitrate?

6. What type of reaction is this?

7. Why was it necessary to wash the residue with distilled water?

7. Based on the appearance of the solid, what can be determined about the water of
crystallization?

Conclusion:
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Practical 8: VOLUMETRIC ANALYSIS

Aim: To determine the concentration of sodium hydroxide by titration
Apparatus/Material: Pipette, burette, clamp stand, Sulphuric acid, Sodium hydroxide, white
tile, funnel, beakers, distilled water, wash bottles, white paper
Method:
1. Place 0.1M H2SO4 into a burette ensuring that the tip/jet is also filled. Record the
initial volume.
2. Fill the pipette to the graduated mark with NaOH solution and transfer to a 250cm3
conical flask.
3. Add two (2) drops screened methyl orange.
4. Titrate the acid solution against the alkali solution until one (1) drop causes a colour
change.
5. Record the volume of H2SO4 in the burette and use this to determine the volume
added.
6. Repeat the titration until two readings are within at least 0.1cm3 of each other.
7. Record results in table form.
Observations:

Results:

Rough 1 2
3
Final Burette Reading/cm
Initial Burette Reading/cm3
Volume of H2SO4 added/cm3

Calculations:
1. Calculate the average volume of H2SO4?
2. What is the concentration of H2SO4 provided?
3. What is the volume of the pipette used in the experiment?
4. Write a balanced equation for the reaction between H2SO4 and NaOH.
5. Determine the mole ratio from the equation.
6. Determine the number of moles of H2SO4 used.
7. Determine the number of moles in pipetted volume of NaOH.
8. Determine the molar concentration of the NaOH solution.

Conclusion:
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Practical 9: REDOX TITRATION

Aim: To determine the concentration of Fe(II) solution.
Apparatus/Materials: Burette, pipette, beakers, conical flask, ferrous ammonium sulphate,
0.02moldm-3 KMnO4, clamp and stand, white tile, funnel.
Diagram:

Method:
1. Place KMnO4 solution into the burette. Fill the jet of the burette. Record the initial
volume.
2. Fill a 25 cm3 pipette to the mark with ferrous ammonium sulphate. Place this into the
conical flask.
3. Titrate the Ferrous Ammonium sulphate against the KMnO4 until one drop causes a
colour change.
4. Record the volume on the burette and determine the volume of KMnO4 added.
5. Repeat the titration for precision.
Results:

Rough 1 2
3
Initial Burette reading/cm
Final Burette reading/cm3
Volume added/cm3
Discussion:
1. Calculate the average volume of KMnO4 used?
2. What is the concentration of KMnO4?
3. Calculate the amount of KMnO4 reacted in moles.
4. Write an ionic equation for the reaction.
5. From the equation and moles of KMnO4, determine the molar concentration of the
Fe(II) solution.
Conclusion:
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Practical 10: ELECTROLYSIS

Aim: To investigate electrolysis of copper (II) sulphate solution using inert and active
electrodes
Materials and apparatus: DC power supply, connecting wires, graphite electrodes, copper
electrodes, copper (II) sulphate solution, beakers
Diagrams of set up:
Error impurity

p and q- electrodes
Method:
1. Set up the activities as shown in the diagram above.
Activity 1:
2. Pass an electric current through a solution of copper (II) sulphate using graphite
electrodes (P & Q).
3. Observe the anode and cathode, taking note of what occurs at each electrode.
Activity 2:
4. Pass an electric current through a solution of copper (II) sulphate using copper
electrodes (P & Q).
5. Observe the anode and cathode, taking note of the products formed at each
electrode.
Observations: (diagrams & written)
The submerged piece of the electrode attached to the cathode turned red brown
Tiny bubbles started to form at the surface of the anode
The CuSO4 turned clearer and black substances could be seen.

Cop
The submerged piece of cathode turned red brown and the anode lost colour
Discussion:
1. What were the products formed at each electrode in activities 1 & 2?
2. How did the reactions in the two solutions differ?
3. Write half equations to illustrate the reactions at the electrodes (anode & cathode) in
activities 1 & 2.
4. Classify the electrodes as active or inert.
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5. Which reaction had a noticeable change in the blue colour of the solution? Using the
reactions at the electrodes, explain why this occurred.
6. Why did the other solution remain blue?

Conclusion:

(redox titra) – ionic equation

5Fe(2+)(aq) + MnO4(aq) + 8H(4)(aq) -→ 5Fe(3+)(aq) + Mn(2+)(aq) + 8H2O(l)

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Practical 11: ENERGY CHANGES

Aim: To determine the molar heat change of neutralization.

Apparatus/Materials: 2M HCl (aq), 2M NaOH (aq), beaker, measuring cylinder, Styrofoam

cup, thermometer, cover

Method:
1. Add 25cm3 of HCl (aq) to a beaker and take the temperature of the acid
2. Add 25cm3 of NaOH (aq) to the Styrofoam cup and take the temperature of the base.
3. Add the acid to the base in the Styrofoam cup and cover with a lid through which a
thermometer is inserted for easy use.
4. Stir the mixture and record the highest temperature.

Diagram:

Results:

Temperature/˚C Volume/cm3
Hydrochloric Acid
Sodium Hydroxide solution
Mixture

Discussion:
1. Write a balanced equation for the reaction.
2. Write a balanced ionic equation for the reaction.
3. What is the average temperature of the solutions before the experiment?
4. What was the temperature change for the reaction in ˚C?
5. What was the number of moles of hydrogen ions used in experiment?
6. What was the number of moles for hydroxide ions used in the experiment?
7. Use the formula ∆H= mc∆T to determine the enthalpy for the
reaction. (NB. Specific heat capacity, c=4.2Jg-1˚C-1, density of solution is
assumed to be the same as the density of water=1gcm-3)
8. Use your answer to 5 & 6 to calculate the molar heat change of neutralization in KJmol-1
9. The theoretical molar heat change of neutralization is -57KJmol-1. Suggest reasons why
your value differs from this.

Conclusion:
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Practical 12: RATES OF REACTION

Aim: To determine the effect of concentration on the rate of reaction
Apparatus/Materials: Sodium Thiosulphate, water, HCl, beaker, measuring cylinders,
stopwatches, conical flask
Method:
1. Pour 50cm3 of Sodium thiosulphate into a conical flask
2. Add 0cm3 of distilled water
3. Place the conical flask onto the printed paper ensuring that the base of the flask is dried.
4. Add 10cm3 of bench HCl to the conical flask (DO NOT SWIRL). After adding the acid
start the stopwatch immediately.
5. Observe the time for the print to disappear through the mixture (NOT OUTSIDE THE
FLASK)
6. Record the time taken for the print to disappear.
7. Repeat steps 1-6 for different volumes of thiosulphate and water ensuring that the volume
of the two mixtures is 50cm3.
Observation:
Results:
TABLE SHOWING…

Volume of Sodium Volume of Volume of Time taken for printed

Thiosulphate (cm3) H2O (cm3) HCl (cm3) material to disappear /s

50 0 10

40 10

30 10

20 10

10 10

Discussion:
1. Write a balanced equation between sodium thiosulphate (Na2S2O3) and hydrochloric acid.
2. Write a balanced ionic equation for the reaction
3. Plot a graph of 1/V against time
4. What is meant by the term “rate of reaction?”
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5. Write an expression for the rate of reaction for the experiment and using the graph above
determine the rate of reaction.
6. What is the purpose of adding water?
7. What is the effect of increasing the sodium thiosulphate solution?
8. What is the controlled variable and what is the purpose?
9. How could the effect of the acid concentration on the rate of reaction be determined
experimentally?

Conclusion:
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Practical 13: QUALITATIVE ANALYSIS

Aim: To determine the ions present in an unknown solution.

Materials and Apparatus: test tubes, test tube rack, solution Y, sodium carbonate, ammonia,
sodium hydroxide, barium nitrate, nitric acid, silver nitrate, hydrochloric acid, limewater

Instructions:

Carry out the following experiments with a solution, Y, which contains two anions and one
cation from the following list:

NH4+, Mg2+, Al3+ , Ca2+ , Fe2+ , Fe3+ , Cu2+ , Zn2+ , Ba2+ , Pb2+ , CO32- , NO3- , NO2-, SO32- ,
SO42- , Cl- , Br- , I- .

In all tests, the reagents should be added gradually until no further change is observed, with
shaking after each addition.

Record your observations and deductions you make from them in a table similar to the one
below. Your answers should include

(i) Details of colour changes and precipitates formed;

(ii) The names of gases evolved and details of the test used to identify each one
You should indicate clearly at what stage in a test a change occurs, writing any deductions
you make alongside the observations on which they are based.

Chemical equations must be written where appropriate and additional tests may be carried out
to identify the ions.

Procedure Observations Inference

(a)Note the colour and
appearance of the solution

(b)Place 2 cm depth of Y in
a test tube and add dilute
sodium hydroxide.
(c)Place 2 cm depth of Y in
a test tube and add dilute
aqueous ammonia.
(d) Place 1 cm3 depth of Y
in a test tube and add
aqueous barium nitrate.
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Add an equal depth of dilute

nitric acid.
(e) Place 1 cm3 depth of Y
in a test tube and add
aqueous silver nitrate
followed by dilute aqueous
ammonia.
(f) Place 2 cm depth of Y in
a test tube and add dilute
hydrochloric acid. Bubble
any gas formed through
limewater.

Cation present in solution Y: ….............................................................

Anions present in solution Y: ………………………………………….

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PLANNING AND DESIGNING PROBLEMS

1. TOPIC: MIXTURES AND THEIR SEPARATION (LAB 5)
PROBLEM: Given a green solution, an extract of grass, plan and design an
experiment to determine if grass contains a single green substance or several coloured
substances.

2. TOPIC: MIXTURES AND THEIR SEPARATION

PROBLEM: Susan has purchased four different brands of black markers however
she is concerned that the black inks may not be the same. Plan and design an
experiment to determine if the black inks contain the same types of dyes.
3. TOPIC: MIXTURES
PROBLEM: Your lab partner wanted to make a solution of sodium nitrate but wasn’t
sure if it would dissolve better in hot or room temperature water. Plan and design an
experiment to determine the solubility of sodium nitrate over a range of temperatures.
(Do not plan for a temperature below 300C or above 1000C)
4. TOPIC: MIXTURES (LAB 4 PRACTICE PD)
PROBLEM: Peter and Marc are two friends who enjoy banana chips as snacks
during lunch time at school. Peter prefers St Mary’s banana chips because he thinks it
is less salty and healthier than Chippie’s. Marc disagrees. Plan and design an
experiment to decide which brand is the healthier option.
5. TOPIC: IMPACT OF METALS ON LIVING SYSTEMS (LAB 6)
PROBLEM: Two students, finding an old rusty iron coin, were arguing about the
conditions that caused the coin to rust. One student argued that it was caused by air
while the other argued that it was rain. Plan and design an experiment to settle their
argument about the conditions necessary for rusting
6. TOPIC: BONDING AND STRUCTURE
PROBLEM: Stephen discovers 2 bottles with unknown substances in the lab, one
containing a white powdery substance labelled X and the other containing a blue
transparent solid labelled Y. A preliminary test shows that both X and Y are highly
soluble in water. Plan and design an experiment to determine the type of chemical
structure existing in the solids.
7. TOPIC: ACIDS, BASES & SALTS (Acidity in fruits) (LAB 7 PROPOSAL)
PROBLEM: Jess and her mother went to the market to buy some fruits to make a
punch for a party. Jess' mother wanted to take the green skinned version of the fruits
however Jess thought the juice would be too sour and preferred the other coloured
skin versions of the fruits. Plan and design an experiment to show that green-skinned
fruits are more sour than other coloured-skin fruits.
8. TOPIC: MOLE CONCEPT
PROBLEM: John has been taking Brand A iron tablets purchased at a pharmacy,
labelled 200mg of iron per capsule. He feels it’s not effective and the manufacturer is
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misinforming the public. He wants to change to another brand, Brand B, but is not
sure if it will be any better. Plan and design an experiment to help him decide.

9. TOPIC: ELECTROLYSIS
PROBLEM: Plan and design an experiment to see if the volume of oxygen produced
by the electrolysis of sulphuric acid varies with the size of the current.

10. TOPIC: Organic Chemistry (LAB 13)

PROBLEM: Two companies, Grace and Lider, introduced new cooking oil blends to
consumers, claiming that their product has a higher percentage of vegetable oil which
makes it healthier than their competitor's version. Plan and design an experiment to
test their claim.
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IMPLEMENTATION OF INVESTIGATIVE PROJECT (ANALYSIS AND

INTERPRETATION)
FORMAT:
METHOD 1
Linked to Proposal, Change of tense

RESULTS 4
- Correct formulae and equations: 2
Accurate (2)
Acceptable (1)
- Accuracy of data: 2
Accurate (2)
Acceptable (1)

DISCUSSION 5
- Explanation 2
Development of points:
Thorough (2)
Partial (1)
- Interpretation 2
Fully supported by data (2)
Partially supported by data (1)
- Trends 1
Stated

LIMITATIONS 3
-Sources of error identified 1
-Precautions stated 1
-Limitation stated 1

REFLECTIONS 5
- Relevance between the experiment and real life 1
(Self, Society or Environment)
- Impact of knowledge gain from experiment on self 1
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- Justification for any adjustment made during experiment 1

- Communication of information 2
(Use of appropriate scientific language, grammar and clarity of expression all of the time (2);
some of the time (1)

CONCLUSION 2
- Stated 1
- Related to the aim 1
TOTAL (20)