Year Level: 10

Subject: Science

Term 2 Unit: 2

Technique: Student Experiment (SE) Assessment Item Number: 2

Student Simon Tam PCG Class: 10C

Name:

Teacher Mrs Schmöcker

Name:

Draft Copy Week 5 Final Copy Week 7

Due: Due

Genre: Scientific Report

Purpose: To demonstrate understanding and application of scientific knowledge.

Context: Students have learnt concepts related to rates of chemical reactions.

Students are required to perform a group practical and present an individual scientific report.

Audience: Scientific community

Conditions: 3 weeks in class time and at home.

Length: 1000 words (maximum)

Task: Improve the preliminary experiment by modifying the original methodology.

Perform the experiment.
Collect and analyse the data.
Construct a scientific report.

Overall
SU: SIS:
Result:
 A B C D E
Explain how Justified explanation of informed explanation of explanation of how: description of how:

Chemical Sciences
chemical reactions how: how: − chemical reactions are − chemical reactions can
Understanding

are used to produce − chemical reactions are − chemical reactions are used to produce be used
Science

particular products used to produce used to produce particular products − rate of reactions can be
and how different particular products particular products − different factors changed
factors influence the − different factors − different factors influence the rate of
rate of reactions influence the rate of influence the rate of reactions
(ACSSU187) reactions reactions

Develop questions development of development of development of guided development of directed development of

and hypotheses and questions and justified questions and informed questions and questions and questions and
independently hypotheses that can be hypotheses that can be hypotheses hypotheses hypotheses
Questioning and

design and improve investigated scientifically investigated scientifically

Predicting

appropriate
methods of
investigation,
including field work
and laboratory
experimentation
(ACSIS198)
Explain how they • independent design and • independent design and • independent design and partial design of methods • use of provided
have considered justified improvements to informed improvements suggested improvements of investigation that methods of investigation
reliability, safety, appropriate methods of to appropriate methods of appropriate methods consider fairness, • identification of safety
investigation of investigation of investigation reliability, safety and considerations
Planning and conducting laboratory

fairness and ethical

• accurate and systematic • accurate and systematic • explanation of how ethical actions
actions in their
collection and recording collection and recording reliability, safety, fairness
methods and of reliable data of data and ethical actions are
identify where • explanation of how • explanation of how the considered in methods
digital technologies reliability, safety, fairness implications of reliability, • identification of where
can be used to and ethical actions are safety, fairness and digital technologies can
enhance the quality managed in methods ethical actions are be used to enhance the
experimentation

• identification and considered in methods quality of data

of data (ACSIS199,
integration (where
ACSIS200) appropriate) of digital
technologies to enhance
the quality of data
When analysing identification and
data, selecting justification of plausible
Science Inquiry Skills Dimension
• identification and
incorporation (where
appropriate) of digital
technologies to enhance
the quality of data
identification of plausible identification of • statements about statements about:
alternative explanations alternative explanations alternative explanations • alternative explanations

Processing and analysing data and

evidence and alternative explanations for findings and informed for findings and • identification of • data and findings
for findings and justified explanation of any explanation of any patterns in data
developing and
explanation of any sources of uncertainty sources of uncertainty • drawing of conclusions
justifying sources of uncertainty when: when:
information

conclusions, they when: • analysing data • analysing data

identify alternative • analysing data • selecting evidence to • selecting evidence to
explanations for • selecting evidence to develop and justify develop and justify
findings and explain develop and justify conclusions conclusions
any sources of conclusions
uncertainty
(ACSIS203,
ACSIS204)

Evaluate the validity Critical evaluation of the Informed evaluation of Evaluation of the validity Description of the validity Statements about claims
and reliability of validity and reliability of the validity and reliability and reliability of claims and reliability of claims in secondary sources
claims made in claims made in secondary of claims made in made in secondary made in secondary
sources with reference secondary sources with sources with reference sources
secondary sources
to: reference to: to:
with reference to
• currently held scientific • currently held scientific • currently held scientific
Evaluating

currently held views views views

scientific views, the • the quality of the • the quality of the • the quality of the
quality of the methodology methodology methodology
methodology and • the evidence cited • the evidence cited • the evidence cited
the evidence cited
(ACSIS205,
ACSIS206)

construct evidence- Concise and coherent Coherent communication Communication of Communication of Fragmented
based arguments communication of of science ideas for science ideas for specific science ideas for specific communication of
and select science ideas for specific specific purposes purposes through: purposes through: science ideas for specific
appropriate purposes through: through: • construction of • construction of purposes
Communicating

representations and • construction of justified • construction of evidence-based arguments

text types to evidence-based informed evidence-based arguments • selection of
communicate arguments arguments • selection of appropriate representations,
science ideas for • discerning selection of • informed selection of representations and text everyday language and
specific purposes appropriate appropriate types text types
(ACSIS208) representations and text representations and text
types types
Year 10 Achievement Standard:
By the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions
about the properties of elements. They explain how chemical reactions are used to produce particular products and
how different factors influence the rate of reactions. They explain the concept of energy conservation
and represent energy transfer and transformation within systems. They apply relationships between force, mass
and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles
within and between Earth’s spheres. They evaluate the evidence for scientific theories that explain the origin of the
universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution.
Students analyse how the models and theories they use have developed over time and discuss the factors that
prompted their review.

Students develop questions and hypotheses and independently design and improve appropriate methods of

investigation, including field work and laboratory experimentation. They explain how they have considered
reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used
to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions,
they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the
validity and reliability of claims made in secondary sources with reference to currently held scientific views, the
quality of the methodology and the evidence cited. They construct evidence-based arguments
and select appropriate representations and text types to communicate science ideas for specific purposes.
 Student Experiment: Marble Statues
Context:
Over time, it was noted that marble statues in the centre of a European town were gradually deteriorating and that
the problem only started after a new industrial estate was built on the outskirts of the town. It was also noted that
the problem seemed worse after periods of rain.

Figure One: Damaged statues.

After samples of the rain were tested, it was found that the rain was acidic which was a result of the pollution from
the nearby factories. Upon further testing it was discovered that the marble, composed of calcium carbonate with
the formula CaCO3, was reacting with the hydrogen sulphate or sulphuric acid rain (with formula H 2SO4).

After careful observation it was noted that:

A. More detailed statues which have a greater surface area deteriorated at a faster rate than the less detailed
statues that have a smaller surface area.
B. statues deteriorated at a faster rate when the pollution levels from the factories were high and therefore
the concentration of acid rain was higher; and
C. statues deteriorated at a faster rate during summer with higher temperatures compared to winter.

Task:
Modify (refine, extend or redirect) the preliminary experiment (observation A) in order to address a research
question and hypothesis related to observation B.

You will work as a class to perform the modified practical to gather data which will then be collated and used by the
entire class. Use the scaffold below and the Preliminary Experiment Exemplar to draft your report. Use the
Scientific Report Template in your OneNote to construct your final submission.

Research Question:

Will increasing the surface areas of the calcium carbonate (CaCO 3), increase the rate of reaction when the
hydrochloric acid (HCl) is added over a 2-minute period?

Will increasing the concentration of hydrochloric acid (HCL), increase the rate of reaction when calcium carbonate
(CaCO3) is added over a 10 second period?
Design Variables

Table 1: Variables
Independent Variable Dependent variable Controlled variables
Rate of reaction – amount gas CO2 HCL volume - 10mL
Surface area of Calcium Carbonate produced from the reactants CaCO3 surface area
CaCO3 mass
Small – Large Pieces Equipment – Scale
medium – Small Chips Beaker – volume, size
Large – Powder Time of reaction - 10 Seconds
Environment – Temperature,
humidity, e.g.,

Hypothesis and Justification

If the surface of the CaCO3 is increased, then the rate of reaction will increase if all other controlled variables are
kept the same. This would be expected because there will be a greater number of CaCO 3 particles colliding with the
HCL particles therefore increasing the rate of reaction. Inaccurate results could be caused if the controlled variables
are changed as they could affect the rate of reaction making harder to answer the research question.

Rationale
It was outlined above, that the marble statues had deteriorated from the hydrogen sulphate acid
(H2SO4) produced from the surrounding factories. Marble is known to react with acid, due to it
consisting of calcium carbonate (CaCO3). When the two reactants calcium carbonate and sulphuric
acid react, they cause a chemical reaction that produces water (H 2O), carbon dioxide (CO2) and
calcium sulphate (CaSO4) as shown in Equation 1.

Equation 1.: CaCO3(s) + HCL → H2O(l) + CO2(g) + CaSO4(aq)

The bonds of the reactant’s molecules breaking part is important for a chemical reaction to occur
as it allows the atoms between the two reactants to form new bonds to create a product. It is
essential that reactants collide as collision theory suggests that the reactants need to physically
collide with each other with enough energy for a reaction to take place. Therefore, the reactants
should be in close proximity to each other to make it easier to break existing bonds.

Anything that increases the chance of the reactants colliding with enough energy will increase the
chance and therefore rate of a chemical reaction. Increasing surface area of a reactant can
increase the amount of reactant able to come into contact with other reactants which will increase
the likelihood of the reactants colliding and reacting. As can be seen in Figure 1., decreasing the
size of the pieces of reactant increases the surface area (for the same amount of reactant) and the
amount of reactant able to collide and react.
Temperature, concentration, pressure, surface area and catalysts all increase the chance of
reactants colliding with enough energy therefore increasing the rate of reaction. Increasing surface
area of the calcium carbonate in the experiment will increase the amount of reactant able to
collide with the hydrochloric acid therefore increasing the rate of reaction. Reducing the size of the
CaCO3 pieces will increase the surface area of the reactant allowing more the HCL to react as seen
in figure 1.

Figure 1. surface area effects

The figure shows that smaller pieces of calcium have a greater area that should translate into a
greater rate of reaction. It was outlined above that detailed statues that had deteriorated (reacted)
faster than statues with poorer detail. This can be linked t to the detailed statues having a greater
surface than the poorer detailed ones.

From this finding the research question was created: Will increasing the surface areas of the
calcium carbonate (CaCO3), increase the rate of reaction when the hydrochloric acid (HCl) is added
over a 2-minute period?
Methodology:

Modifications to the original methodology: Describe the changes to the original experiment with a statement to
justify the change.

Modifications were done to the original experiment to ensure

The original experiment was modified to ensure sufficient and relevant data could be collected by;

One calcium surface area

More hcl concentrations

 Increasing the volume to reduce limiting factors.

 Using mass of 1g CaCO3 to keep a consistent mass to compare with other results and to find the result with
the most maximised rate if reaction.
 Using time of 10 seconds due to high rate of reaction.

The original experiment was refined by;

 Increased types of concentrations of HCL to determine possible trend

 Recording mass on scales to ensure all of reaction time have been recorded to therefore ensure accuracy

Method: Draw a diagram to show the experimental set up.

Management of Risks:
Table 2 Management of Risks
Hazard Identified Risk
eg. Hydrochloric Acid Irritates eyes, lungs and
skin
Calcium Carbonate Not hazardous
Electric balance Could injure feet if
knocked off table. Could
electrocute in wet areas or
if wiring is defective
Glass beaker Breakage of beaker could
cut exposed skin with
glass.
Plastic measuring Organic solvents may
cylinder affect the plastic, causing
leaks. May contain
harmful residues, if used
for experiments.
May spill
Results:
Qualitative Observations (Briefly state any observations you witnessed through your senses here).
TABLE 1: Final mass after the reaction of CaCO3 and HCl after 10 seconds
Management Strategy
Avoid inhaling the vapours
and contact with the skin by
wearing gloves and safety
goggles
Keep clean and tidy:
remove spilled chemical
immediately. Check wiring
for damage each time
before use.
Inspect and discard any
chipped or cracked beakers,
no matter how small the
damage. Sweep up broken
glass with brush and
dustpan; do not use fingers.
Do not put organic solvents
in plastic beakers
Incident Treatment /
Disposal
Wash affected area
immediately with water
 Turn off power then remove
from area and dry it
 Sweep glass into dustpan
than empty it into bin with
gloves on
Remove organic material
inside of a sink in case of
leakages. 
 Final Mass (g) Average
Concentration of
rate Uncertainty % Uncertainty
HCl (M) Averag
Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 (g/sec)
e
100.2 100.9
0.2 94.61 97.81 100.68 98.858 9.8858    
7 2
0.3 99.33 98.75 99.93 99.85 104.18 100.408 10.0408    
100.2
0.4 99.53 98.71 99.77 97.86 99.222 9.9222    
4
100.0
0.5 96.54 95.30 96.88 94.46 96.644 9.6644    
4
0.6 98.498 9.8498    
97.32 99.68 98.86 97.91 98.72
0.8 99.80 99.95 99.15 99.81 100.09 99.76 9.976    
100.2 100.7 101.9 100.3
1 99.55 100.582 10.0582    
1 9 7 9
101.4
1.5 99.642 9.9642    
2 98.14 99.7 99.3 99.65

Processed Data

Processing the Data:

Raw Data was processed to determine the rate of reaction using the equations shown in Table 3. The uncertainty
was calculated and converted to a percentage uncertainty to determine the precision of the results and therefore
the reliability of the experimental process. The rate of reaction was calculated using ∆measurement/time as
indicated in Table 4. A spreadsheet was used to graph the experimental results and allow patterns to be
determined.

Table 4: Sample Calculations for 1.0M Hydrochloric Acid

(Calculations for only ONE variation of your Independent Variable needs to be
shown in the table 4, although all calculations need to be done for Table 3)

Formula used to process data Sample calculation for 1.0M Hydrochloric Acid
Average measurement =
Average measurement =

trial 1 + trial 2 + trial 3 + trial 4 + trial 5 100.27

5
 z
Uncertainty for the mean = ± range
2

Percentage Uncertainty (%)

= absolute uncertainty X 100

measurement value 1

∆ Measurement
Rate of reaction =
Time

Graph:

Rate of reaction as concentration of Hydrochloric Acid is increased

10.1

10
R² = 0.0838864439671941
9.9
Average rate (g/sec)

9.8

9.7

9.6

9.5

9.4
0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6
Concentration of HCl (M)
Trends, Patterns and Relationships:

Limitations in evidence and process:

Discussion
Error Analysis
Limitation Description/Evidence Impact on Suggested improvement
reliability and
validity

Extensions
Experiment Suggested Extension

Conclusion
Bibliography (APA style found on page 22 of your student diary).