1

YourIBChemistryIA(InternallyAssessedIndividualInvestigation)TimelineSomenotestokeepinmind:

ü Significantlatepenalties(20%off/daylate)willapplytoanythingthatisnotsubmittedontimeunlessyouspeakwithoremailMs.Clewettatleastonedaybeforethedeadlineandreceivepermissionforanextension…ifyouaregoingtoneedmoretime,ownitsoonerratherthanlater.(Specialconsiderationisalwaysgivenforemergenciesorotherunforeseencircumstances,ofcourse.)

ü Studentsareexpectedtospendaminimumof10hoursoutsideofclasstocompletethisproject—thismuchtimedoesn’thappenbyitself;itrequirescarefulplanning!

ü Talkwithyourfamilyabouttheimportanceandscopeofthisproject;letthemknowhowtheycansupportyou(moralsupport,transportationrequirements,etc.).

ü StudentsareexpectedtoconsultMs.Clewettregularlyaswellasanyoutsideresourcesthatmayproveuseful;youarenotaloneintheworldwithyourproject.

ü EachtaskwillrequirereviewandapprovalfromMs.Clewett.Itisrecommended

thatyoudon’tbeginsubsequenttasksuntilyouhavereceivedapprovalforthecurrenttask;however,youarealwayswelcometosubmitworkaheadofduedates.

ü Seeattachedpagesfordescriptionsofeachtask.

Date Task PointsAugust28,2017 Proposeyourresearchquestion 40

September5,2017 Submitaprocedureandmaterialsneeded

100

September15,2017 Conductatrialrun 50

September18,2017 Submitsamplecalculationsforyourtrialrun

50

September22,2017 Submitmockdataanalysis 40

September25,2017 Submittimelineforconductingyourexperiment&write-up

20

Sept.25–Nov.3,2017

Performexperiment;obtaindataforaminimumof8trials+2repeatsofonetrial

100

November17,2017

SubmitIA(viaTurnItIn)–completeorsubstantiallycompleteddraftwith(separate)self-assessment

200

January26,2017 SubmitfinalIA(TurnItIn)with(separate)summaryofimprovements

100

2

YourIAResearchQuestion(RQ)

ü MustrelatetotheIBChemistrysyllabus.o Popular&accessibletopicsincludeTopic5–Energeticsandthermodynamics,

Topic6–Kinetics(Ratesofreaction),Topic8–Acidsandbases,Topic9–Redoxreactionsandelectrochemistry,andTopic10–Organicchemistry.

ü Shouldtaketheform,“Howdoesachangeinxaffecty?”(wherexistheIV–Independentvariable,andyistheDV–dependentvariable).

ü Shouldinvolvequantitativelymeasurablevaluesofxandyvariablesforapproximately10distinctvaluesofx.(Threetofiverepeatsorreplicatesshouldalsobeundertakenforanyoneofthevalues—totalnumberoftrialisthusabout15.)Thus,eachtrialmustbeamanageabletime.

ü Shouldbehighlyfocused(seegoodand“meh”examplesbelow).ü Shouldnothaveanobvious,yes/no,orimpossible-to-discoveranswer;rather,your

ResearchQuestionshouldbeanswerableasaresultofyourexperiment.Goodexamples:

How do different storage temperatures (-20.0, 4.0, 25.0, 40.0, 60.0 °C) of sunflower oil affect the relative concentration of hydroperoxides produced as a result of its oxidative rancidity, as determined by the absorbance of red (635 nm) light of the oxidized oil after it is reacted with potassium dichromate (IV) (K2Cr2O7), and consequently its rate (hr-1) of oxidation?

- The research question is well focused and the wider topic is understood through the discussion of the background theory. (IB Moderator comment)

TheaimofthisinvestigationwastoinvestigatehowtherateofdenaturationofeggwhiteproteinsisdependentontemperatureandtoexperimentallydeterminetheActivationEnergyofthedenaturationprocess.

- An interesting topic is identified and a relevant focused research question is clearly described. (IB Moderator comment)

InthisinvestigationIwilllookatwhethertheradiusandnumberofhalogenatomsbondedtoacentralatomsuchascarbonwillhaveasignificanteffectonthebondanglecomparedtothatpredictedbyVSEPRTheory.IftheeffectissignificantItrytoseeifthereisarelationshipbetweenhalogenatomidentityandthebondanglesaroundtetrahedralcentres.

- The student identifies an interesting topic and states a relevant focused research question that is not answered in standard IB Diploma level texts. This is a strong quality of the research. (IB Moderator comment)

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“Meh”examples:

The purposed of this investigation is to determine the order of the reaction between CaCO3

and HCl.

The system under study is: CaCO3 (s)

+ HCl (aq) à

CaCl2 (aq) + H2O (l) + CO2 (g)

The use of carbon dioxide dissolved in water would have made a better model as the resulting acid is of weak character while HCl is strong. This does impose important limitations as the dissociation of carbonic acid depends on an equilibrium which is affected by several variables. The situation is entirely different for hydrochloric acid which goes to full dissociation. Nonetheless, I opted for this acid because I tried in a pilot experience to work with dry ice as a source of carbon dioxide and it was too difficult to control amounts.

- The student establishes an interesting context regarding coral reef degradation but the research question, although focused, is a very standard calcium carbonate/hydrochloric acid rate experiment of little relevance. (IB Moderator comment)

Analyzingtheeffectofcookingtimeonchlorophylldegradationinbroccoliwithaspectrophotometer

- This is potentially a very interesting study but the research question could have been more focused. It is not clear that it is the colour change over time that is being investigated. (IB Moderator comment)

Alcoholsareusedasfuelsfordifferentapplicationsrangingfromcookingtopoweringcars.Theyhavebecomeincreasinglyimportantascomponentsofbiofuels.Evenwhenethanolistheonlyindustriallyrelevantalcoholusedinthissense,recentfindingssuggestthathigheralcoholsmayprovemoreefficientandlesscorrosive(1).Thestudyreferstobranchedalcohols,butIwillusestraightchainalcoholstosimplifytheanalysis.Thisinvestigationwouldprovideapreliminarystepforlaterstudies.Itlookstoestablishaconnectionbetweentheenergyreleasedwhentheycombustandtheirstructure.Iwillspecificallyfocusontheimpactthatthenumberofcarbonatomsinthechainofahomologousseriesofalcoholshasontheenthalpychangeofcombustion.

- The research question is partially focused but it does not indicate that a comparison between experimental and bond enthalpies will be made as outlined in the hypothesis. (IB Moderator comment)

4

Individual Investigation (IA) Name: _________________________ Proposeyourresearchquestion:DueAugust28,2017

Question: (3 points) IB Topic: (2 points) Formula of the chemical reaction being studied (or N/A): 8 Preliminary proposed values of the independent variable to be tested:

Checklist: � RQ is clear and focused, relevant to IB Chemistry � Independent variable (IV) and dependent variable (DV) are quantitative (numbers and units), directly observable/measurable, and mentioned in the RQ � RQ will allow for a personal justification or other personal link

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IAProcedure&Materials(P&M) Name: _________________________ DueSeptember5,2017

Your Approved Research Question:

ü Submitanexistingprocedurethatmayserveasamodelforyourwork—hopefullytobecustomizedafteryoutryitout—andallowyoutoconductatrialrun.Typeastatementexplainingwhereyoufounditandwhyyouthinkitisareliablestartingpoint.(Notethatlaterdirectionsto“write”somethingshouldbetypedandincludedinthisdocumentaswell.)Ifyoufindmorethanoneprocedure,excellent!Howaretheydifferent?Whatmightthatsuggestaboutareasyoucouldcustomize?

ü Includeamateriallistofequipmentneeded(OKifthisisalreadyincludedintheprocedure).

ü Alsoincludeachemicalmateriallistwithchemicalnames,concentrationsifinsolutionform,andmassesorvolumesneeded(oftenthechemicalsarestatedintheprocedure,butoftentheamountsneedtobe“sussedout”fromcarefulreading.)Notethatyouwillmostlikelyneedtoprepareyourownsolutionsfromaconcentratedstocksolution.

ü PrinttheMSDSforallchemicalstobeused.(Googlethese.)

ü Writeallnecessary/pertinentsafety/ethical/environmentalimpactstatements.

ü Wasteplan–whataretheproductsofthisreaction,andhowmaytheybedisposed?(AskMs.Clewettifyouaren’tsure.)

ü (Optional)Considerhowtechnologymightbeusedwiththisprojecttohelpcustomizeit—useofVernierprobes,modelingsoftware,etc.

ü (Optional)Considerhowyoumightliketocustomizethisprocedure—thismaycomemoreintoplayasyouconductthetrialrun,butitisgoodtostartthinkingaboutit.

ü Staplealloftheabovetogether,usingthispageasyourcoversheet,andhighlighteachitemabovetoshowthatyouhaveself-checkedthecompletionofyoursubmission.

6

IATrialRun Name: _________________________ DueSeptember15,2017

Your Approved Research Question:

DatessuggestedforconductingTrialRun:9/6Advisory,9/13Advisory,orbyappointmentafterschool/SaturdaytimesTBD

(In general, your first trials should be the maximum and minimum values, to verify that you will get interesting/distinct results for your dependent variable. Since the trial run may suggest modifications or require troubleshooting, it is generally advised that it be for a less concentrated solution, or otherwise be the least wasteful of chemicals.) Checklist: � Sign Ms. Clewett’s list showing your presence in lab outside of regular school hours; include start time(s) and stop time(s). � You must consult Ms. Clewett (her initials here: _______, date noted here: __________) when you have completed your set-up, before you begin experimenting (mix chemicals/apply heat/etc.). Be prepared to answer questions about what safety precautions you are taking, what data you will record (including qualitative data), uncertainties of your data, etc. Notes: �YoumustconsultMs.Clewett(herinitialshere:_______,datenotedhere:__________)whenyouhavecompletedyourdatacollection.Bepreparedtoanswerquestionsaboutwhatyouwilldoforyourtrialruncalculations,changestoyourprocedureyouhaveconsideredasaresultofyourtrialrun,andothercustomizationsthatwilldemonstrateindependenceandinitiativeinyourexperimentaldesign. Notes:

�Makeacopyofthedatayoucollectedforyourtrialrunandstapleittothiscoversheet.

7

IAData&SampleCalculations Name: _________________________ DueSeptember18,2017

Your Approved Research Question:

Checklist: � Prepare typed, clean presentation of your quantitative raw data (including all uncertainties) and a statement relating to your qualitative data. Use tables where appropriate. Note that all tables should be numbered sequentially.

For example, using IB Investigation 5—that we reviewed as a summer assignment— the trial run might have been for 1.0 M solution. Then this step would entail nearly all of the first page of section 5, “The raw data,” shown slightly revised below: 5. The raw data

10.00 cm3 (±0.02 cm3) of 1.00 M (±0.05 M, solution provided from stock supply) HCl (0.02 mL pipet uncertainty stated on 10 mL pipet)

10.00 g (±0.01g)of marble chips, CaCO3, of intermediate size as determined by 1.50 cm (±0.05cm) sieve (In spite of using the sieve I could observe though that not all particles had exactly the same size.)

Mass of conical flask with HCl: 160.80 g (±0.01g)

Temperatures (averages as measured for each concentration):

Initial: 24.5 °C (±0.1 °C)

Final: 24.9 °C (±0.1 °C)

Pressure: 101.2 kPa (±0.1kPa) This value remained constant throughout the investigation.

Qualitative observations: When acid made contact with pebbles, bubbles and fizzing were observed. In the last two concentrations I also detected some fumes. The color of the pebbles was not absolutely white and the 1.00 M concentration HCl stock solution was shaken vigorously prior to use to avoid potential for concentration gradients.

8

Table 1. Overall mass in terms of time for 1M HCl

Mass (±0.01g)* Time (± 1s)**

170.80 0 170.74 10 170.61 20 170.41 30 170.32 40 170.07 50 170.02 60 170.02 70 169.75 80 169.69 90 169.48 120 169.29 150 169.08 180 169.07 210 169.06 240 169.01 300 * The first value has an uncertainty of ±0.02g because the masses of container, cotton and acid were added to that of the carbonate.

** The recorded error corresponds to my measured time of reaction. The uncertainty of the instrument is negligible in comparison.

� Prepare typed, clean presentation of your quantitative processed data—anything that goes beyond directly measured values, including subtractions for net mass lost, etc. Feel free to use Excel or similar spreadsheets to perform the calculations and possibly to prepare tables and/or graphs. (Graphs/figures are numbered separately from tables.) Sample calculations should be typed using an equation editor; make the formatting as neat as possible (ask for help if you need it).

For example, again using IB Investigation 5 and taking the 1.0 M solution as our trial run, this step would entail both the processed data (next two pages) and the related calculations, if needed (example on bottom half of page 9):

9

6. Processed data

Table 2. Mass of CO2 lost in terms of time for 1.00 M HCl

Time (s, ± 1s)

Mass lost (g, ± 0.02 g) 0 0.00

10 0.06 20 0.19 30 0.39 40 0.48 50 0.73 60 0.78 70 0.92 80 1.05 90 1.11

120 1.32 150 1.51 180 1.72 210 1.73 240 1.74 300 1.79

I will proceed to find the initial rate of the reaction by finding the tangent to a point as close to the onset of the reaction as possible and always using the point corresponding to 30s.

10

Table 3. Mass of CO2 lost in terms of time for 1.00 M HCl

Concentration of HCl (M, ±0.05 M) Initial rate of reaction (g s-1 , ±0?? g s-1)*

1.00

(student report used 0.0115, which I have yet to replicate; I get the value shown below)

0.0130

*Calculations were performed using slope function in Excel for points from 0 to 30 s Sample calculations were not relevant (except for a subtraction) for the above investigation. Below is an alternative showing sample calculations for the titration of a sample initially made by dissolving 5 iron tablets into a total 250.0 mL solution, then taking 25.0 mL of that solution to titrate against a 0.100 M permanganate solution:

MnO4- + 5Fe2++ 8H+

à Mn2+ + 5Fe3+ + 4H2O

Results of Redox Titration of 25.0 mL sample Table 1 - Results of titration of

Trial Number Volume of 0.100 M MnO4- to reach

endpoint (cm3)

Rough/practice run 8.20 ± 0.10

The uncertainty of each volume calculated is ±0.10 since the uncertainties of two readings, each of ±0.05, had to be added after their subtraction.

I will then calculate the iron content there is per iron tablet.

SampleCalculations:

No. of moles of MnO4- (moles = volume x molarity): !.#$

%$$$ × 0.100 = 0.000820

No. of moles in 25.0 cm3 of Fe2+ from 5:1 mole ratio of Fe2+:MnO4-:

0.000820 x 5 = 0.00410

No. of moles of Fe2+ in 250.0 cm3 solution: 0.00410 x 10 = 0.0410

Mass of Fe2+: 0.0410 x 55.85 (molar mass of Fe) = 2.29 g

Mass of Fe2+ per tablet: 2.3 ÷ 5 = 0.458 g � Show one complete calculation for every preparatory-type step you perform, including solution preparation, etc., where applicable. As always, include uncertainties.

11

� Include calculations showing propagation of error.

Example 1 from “IB Investigation 5”:

Propagation of errors The overall uncertainty in the order will result from adding the errors in rates and in time at 10 and 20s. Error in rate = Error in mass + error in time 1.0M

%uncertainty in mass at 10 s = $.$$#$.$&

x 100= 3.33%= 3%

%uncertainty in mass at 20 s = $.$$#$.%'

x 100= 1.05%= 1%

%uncertainty in time at 10 s = %%$

x 100= 10%

%uncertainty in time at 20 s =

%#$

0

x100= 5%

The uncertainties in time are the same for the remaining trials. Overall uncertainty for 1M = 19%

Example 2 (from Redox Titration of Iron Tablet IA):

Percentage uncertainty for the volume of MnO4- needed to reach

endpoint: $.%!.#

× 100% = 1.22% = ± 1.2%

Percentage uncertainty for volumetric flask for 25.00 mL of iron solution transferred (± 0.03 mL, as marked on flask):

$.$(#)

× 100% = ± 0.12% = ± 0.1%

Absolute uncertainty for iron content:0.458 g × (1.2%+0.1%) = ± 0.006 g

Therefore the mass of Fe2+ iron in one tablet is 0.458 g ± 0.006 g.

� Include a print out of all raw data, processed data, sample calculations, and propagation of uncertainty calculations (including tables and graphs wherever applicable) for your trial run and staple it to the condensed version of this cover sheet that will be provided. Note that your final report should include more calculations for averages, standard deviations, a graph of DV v IV, and other calculations based on the possession of multiple data points as well as comparison with literature or theoretical values.

12

TentativeIAMockDataAnalysis Name: _________________________ DueSeptember22,2017

Your Approved Research Question:

Checklist: � If all goes perfectly, and you are able to obtain ~3 total repeats of one data point, this will permit you to calculate an average and standard deviation, which is an indicator of how precise/repeatable your method is. Create some mock data to go along with your trial run, and show the calculations for average and standard deviation. � Again, if all goes perfectly and you are able to obtain 8 trials {where trials yield (IV,DV) data points for distinct values of Independent Variables}, show what you will do with your resultant values. Create mock processed data (raw data not required, just start at a reasonable/convenient point), and show what you will do with your data once you collect it. You will almost certainly want a graph of the DV versus the IV, including a best fit trend line/curve and the R2 value of the best fit line/curve. � Research a literature value or calculate a theoretical basis for comparison for your outcome. (This varies on a case-by-case basis.) Provide a citation for the literature value or show a complete derivation for your theoretical value. Then, using your mock results from above, perform a percent error calculation versus the literature/theoretical value.

13

Tentative

IATimeline Name: _________________________ DueSeptember25,2017

Your Approved Research Question:

Write out a personalized timeline for your IA. Verify that it will align with the IA project due dates listed on page 1, and if you have conflicts, notify Ms. Clewett immediately and devise acceptable compromises. Put the dates in your planner and stick to them.

Checklist: �Statedate(s)/time(s)forconductingyourexperiment—besurethesedatesandtimesareokayedinadvancebyMs.Clewett�Statedate(s)/time(s)forworkingonBackgroundandReferences/Bibliography(chooseoneortheotherasasub-title)sectionsofyourwrite-up�Statedate(s)/time(s)forworkingonMethodorProceduresectionofyourwrite-up(chooseoneortheotherasasub-title);recognizetheneedforathoroughdiscussionofcontrolledvariables�Statedate(s)/time(s)formakingrawandprocesseddatatableandperformingotheranalysistaskswithactualdata(possiblyassimpleasreplacingmockdatawithactualdata)�Statedate(s)/time(s)forwritingaconclusionthatrevisitsandexplicitlyanswerstheRQ,referstoprecisionofdata,possiblelimitationsoftheequipmentandthemethodused,andconsidersotherpossibleerrors/uncertainties(specificswillvaryonacase-by-casebasis).�Statedate(s)/time(s)forwritinganevaluationthatdiscussesyourresultsinabroadercontext,revisitsyourpersonalmotivation,thoroughlydiscussessystematicandrandomerrorsandthespecificresultseacherrorwouldhaveonyouroutcome,strengths,weaknesses,improvements,etc.�Statedate(s)/time(s)foreditingyourworkforglaringmistakes,omissions,etc.�Statedate(s)/time(s)forself-assessingwiththeChemistryIAFeedbackForm—thesameformyourinstructorwilluse.(Continuetoeditasyougo.)�Statedate(s)/time(s)foreditingyourworkafterreceivingfeedbackonyourdraftfromMs.Clewettandwritingasummaryofyourdraftcopy-to-finalcopyimprovements

14

Tentative

IAExperiment Name: _________________________ DueSeptember25–November3,2017

Your Approved Research Question:

Perform your experiment; get Ms. Clewett’s initials on each page of your recorded data. The expectation for laboratory-based IA’s is that you conduct a total of 10 trials, 8 unique values of your IV and 2 repeats of one value (giving 3 total data points at one value, enough to calculate an average and standard deviation—more is better, but you are on a time crunch).

Checklist: �Aswithyourpreliminarytrial,signMs.Clewett’slistshowingyourpresenceinlaboutsideofregularschoolhours;includestarttime(s)andstoptime(s).�Takephotosofyourlabset-up,significantsteps,stages,qualitativedata,etc.�PhotocopyyouroriginaldatathatwassignedbyMs.Clewettandattachittothiscoversheet.

15

Tentative

IADraftDue Name: _________________________ DueNovember17,2017

Your Approved Research Question:

Instructions:Completetheattachedself-assessmentandprovideapapercopytoMsClewettduringclassonFriday,November17.GotoTurnItIn.com,lookupClassID15649371,anduseEnrollmentkeyIBChem17.Uploadyourreportdocumentby11:59pm;notethatatitlepageisnotrequired,andyourname/personalidentifyinginformationshouldnotappearanywhereinthereport.

ChemistryIAFeedbackFormPersonalEngagement

Missing NeedsWork

Yes

IndependentThinking/Initiative/Creativity RQJustified/PersonalLinkgiven IndependentDesign(and/oruseoftechnology) Personalinput/interestevidentthroughallsectionsofreport ClearreferencesbacktopersonallinkinfinalConclusion/Discussion

AdditionalComments- Your topic of study should spark curiosity and should not be immediately obvious.

- Outline why you chose this investigation topic, why you think it’s interesting and important. - Explain how your investigation builds on what you have learnt in class. - You should adapt your practical experiences in class to come up with a method of your own. This

does not mean that you have to invent a method from scratch, but you must demonstrate some

degree of personal input in designing the investigation. Please do not take a standard experiment

found in a textbook or online.

- Your report should demonstrate at least 10 hours’ worth of practical work.

- Your report should show a clear focus on your research question throughout.

- Focus on the research question

16

Exploration

Missing NeedsWork

Yes

RQclear/sharplyfocused RQreferstoIndependentandDependentVariables Backgroundinformationsupportsinvestigation IndependentVariablestatedincludingunits DependentVariablestatedincludingunits Methodshowsallsteps(butisconcise,not“fluffy”) Sizeofequipmentusedgiven Images/PhotosofLabsetup(Labelled) Safety/ethical/environmental(waste)statementscomplete Controlledvariablesexplained Controlsreferredtoinmethod Sufficienttrials AtleastfivechangesofindependentVariable MethodcollectsdatatoanswerRQ AdditionalComments

Specific guidance for Exploration

1. Title Be descriptive. “The effect of concentration on rate of reaction” is not a descriptive title.

2. Research question - This can be phrased as a question or a clear statement of purpose. It must be clear and

concise. - Include the independent and dependent variables, as well as the reaction or system being

studied.

3. Background information - Explain the reasoning for your choice of investigation, previous work done in this area, and

any important theories, laws, equations that may be relevant (i.e., those that might be tested/verified in your experiment).

- This section should explain to a reader with some background in chemistry the information needed in order to understand the significance of your investigation and appreciate the importance of your results.

- Explain your choice of variables, in light of what you have discussed above. - Focus on your chosen independent and dependent variables and research question. - State your sources appropriately. No Wikipedia. No Yahoo Answers.

4. Hypothesis - Not formally required, but you are encouraged to include it in order to support your

background information and later on, your conclusion. - Write a hypothesis and predict the relationship between the independent and dependent

variables and explain it scientifically. Sketch a graph of the relationship you expect to find.

17

5. Variables - Identify the independent (manipulated) variable and dependent (measured) variable. - Both the independent and dependent variables should be quantitative (numerical). - Please note that the dependent variable is the measured variable, it is not inferred. For example, in a

practical investigating the effect of temperature on the rate of a chemical reaction, rate is not the dependent variable. Possible dependent variables might be the time taken for a certain amount of gas to be produced or the time taken for an X to be obscured by a precipitate. (This can then be used the find the rate.)

- List the controlled variables. When determining controlled variables, think beyond same equipment, room temperature and pressure. Identify key variables that would affect the results or your ability to answer the research question.

- Briefly explain how you will keep the controlled variables constant. If there is a variable that should be controlled but doing so is practically impossible (e.g. room temperature), then you should at least plan to monitor it.

- Watch out for the term amount. It has a precise meaning in chemistry, which is moles of a substance. If you mean volume or mass or concentration, say so.

6. Materials - Write a detailed list of materials (include units, sizes and uncertainties, quantities and concentrations). - You are expected to prepare your own solutions; list the equipment and substances required to do so.

7. Safety - Consider (i) health hazards, (ii) disposal and (iii) minimising the amounts of chemical substances you will

be using - Refer to the MSDS or CLEAPSS Hazards for the substances you will be using. - For the hazards part, you might want to use a table like this:

Hazard (The thing that can cause harm)

Risk (Why is it dangerous)

How can it be minimized Emergency action Level of risk (Low, medium, high)

Hot apparatus Hot. Can cause burns Leave to cool before

putting away or use tongs. Place the affected area under cold running water and alert the teacher

Medium

8. Preliminary experiments - You must carry out some preliminary trials to establish a detailed plan. - The range and intervals of the independent variable should be justified using preliminary work or

scientific research (which must be fully referenced). - If you have based your method on one you found elsewhere, then you should make a comment to this

effect, reference the source, and describe the ways in which you amended it to suit the purposes of your investigation.

9. Method (May be written in prose or in steps – bullet points or numbered okay) - The method should contain enough information to allow the reader to replicate your experiment. - Avoid long lists of steps that refer back to each other; “Repeat steps 4 to 9 with the substances listed

in step 11” is very confusing. If your method is excessively long, you must condense it. - A diagram or annotated photograph should be included to show the set-up – a good-quality diagram

will often save you several sentences. - Plan to collect sufficient data. The rule of thumb is at least three trials and at least 5 data points. Above

all, you must ensure sufficient data is planned for. “Sufficient data” constitutes enough data to allow you to address the research question.

- Plan to collect data over a suitable range. - Explain how to prepare solutions of the desired concentration(s). - The independent variable should be accurately manipulated. - The dependent variable should be accurately and systematically measured. - All the controlled variables must be stated clearly and maintained at a constant value or at the very

least, monitored. - Include a control group, if applicable.

18

Analysis Missing NeedsWork Yes

Qualitativeobservationsmade Rawdatatablepresent&complete Rawdatahasuncertainties&units DecimalsconsistentforRawData Samplecalculationsshown Averageshaveuncertainty(std.dev.ifsuitable) Decimalsofaveragesconsistent Processeddatatablepresent&complete–sufficientfordrawingameaningfulconclusion

Anomalousdataclearlyidentified,orstatementispresentnotingconsistency/absenceofanomalies

Evidence/examplesofalldataprocessing Evidence/examplesofpropagationofuncertainty Decimalsmatchleastcertainmeasurement Graphsnumbered,havetitles,labeledaxesw/units Graphhasuncertaintiesforbothvariables(footnotesorerrorbarsacceptable)

Lineofbestfitpresent Lineequationreferredtoinreport Graphtrendlineexplained AdditionalComments

Specific guidance for Analysis

1. Data collection - Record the relevant controlled variables (e.g. room temperature) - Record all raw data, units and uncertainties in a neat table with a title (A table to show…) - Independent variable in the first column. - Column headings should be clear and precise, and include SI units and suitable

uncertainties. - Decimal places should be consistent with the equipment’s precision. - Any anomalies should be flagged (e.g. asterisk, highlighting, footnote, etc) and excluded

from the average. If this is the case, include a comment to this effect under the table. - Include relevant observations (colour changes, gas formation, precipitate formation, changes

in temperature, etc).

Continued next page

19

2. Data processing - Always process and show your results mathematically in some way. - Guide your reader through the calculations and graphs by commenting on each part of your

processing. Include headings for calculations, tables and graphs. - Calculations:

o Show sample calculations by stating any formulae used and the substituted values. o Report your answer to the correct number of significant figures and state the unit. o State any assumptions you make.

- Random error o Propagate uncertainties to estimate the random error and again, one sample

calculation. o Check the precision of your results matches that of their uncertainties

- Graphs o Independent variable along the x-axis and dependent variable along the y-axis. o Write a suitable title for your graph(s). o Plot a big graph and smooth line or curve of best fit and error bars. o Choose appropriate scales, and write detailed axis labels, with units and

uncertainties. o Calculate the gradient in decimal form and with units. Show how the gradient

calculation is done, even if you have used technology to find it. o Determine the R2 value for the correlation (there is no need to show the calculation

here) o Anomalies should be graphed but not taken into consideration when drawing a line

of best fit. - Percentage error - Calculate your percentage error (if possible). Cite the source of the

literature value. No Wikipedia. No Yahoo Answers. - Processed data table - Present your processed data in a neat table.

3. Data analysis

- Describe the results: comment on what the graph shows. Is there a correlation? - Comment on the direction of the correlation (positive/negative) and whether it is linear or

non-linear. - Comment on the strength of the correlation. Justify your statement by referring to the r2

value. - Comment on the variability (similarity between trials) and spread (closeness to the line of

best fit) of the data. - Comment on any anomalies and briefly speculate on what might have caused them. - Comment on the impact of random error (propagated uncertainty, error bars) - Comment on the impact of systematic error (error beyond the propagated uncertainty, y-

intercept) - Assess the relative impacts of systematic and random errors on the analysis. - This written analysis must allow a conclusion to be drawn. - Refer to your observations whenever possible. - Be critical – do not blindly accept an Excel polynomial fit and “good” r2 value. Consider

whether your graphical analysis makes sense in the context of your investigation.

20

Evaluation

Missing NeedsWork YesConclusionreferstograph Conclusionreferstosizeofuncertainties Literature/theoreticalvalueortrendreferredto(&sourcecited)

Conclusionmakescomparisonwithliterature/theroy Percenterrorcalculated(ifapplicable) Conclusionaddresses/answersResearchQuestion *SeeconclusionnoteunderPE LimitationsofExperimentalProcedurediscussed—Howmightadifferentprocedurehaveworkedbetter?Why?

Sufficientstrengths/successesidentified Sufficientweaknesses/errorsidentified Systematicerrorsidentified Randomerrorsidentified Specificeffectoferrorreferredto Improvements/Modificationsspecificandsignificant,andcorrespondtoidentifiedweaknesses

Discussionofaboveisthorough,multi-faceted Whatextensionofthisworkwouldbemostuseful?(Isitalsorealistic&relevant?)

Discussionofaboveisthorough,multi-faceted AdditionalComments

Specific guidance for Evaluation

1. Conclusion - Describe trends and patterns revealed by the data.

- Explain these trends and patterns scientifically. Cite your sources appropriately.

- Answer your research question. Describe and justify it clearly.

- Refer to your observations whenever possible.

- Compare your results to the expected outcome – calculate a percentage error if

possible, or at the very least discuss whether the graphs’ characteristics (linearity,

equation, intercepts, etc.) are well aligned with your expectations.

Continued next page

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2. Evaluation - Outline the strengths of the investigation.

- Comment on limitations and weaknesses of the investigation. Remember

carelessness should not be a source of error. Things to think about:

o Were all the controlled variables adequately controlled?

o Was the independent variable adequately manipulated?

o Was the range of the independent variable suitable?

o Was the dependent variable adequately measured?

o What are the limitations of the data?

- Consider the limitations of your methodology: is there a better reaction system or

group substances that could be used in this investigation? Is there an alternative

procedure that could be used to explore the relationship between these variables?

- Identify each limitation or weakness as systematic, random, or due to assumptions.

- Explain how the limitations and weaknesses might have affected your results (be

specific, would the calculated value be higher/lower? How would they affect the

graph?).

- Make specific suggestions for improvement that could realistically be achieved in a

school lab.

- If you can’t think of a way to eliminate errors altogether, try to at least minimize

them.

- Be specific about which equipment could be used. Avoid comments that say things

like “more sophisticated and accurate measuring devices should be used”.

- Remember to discuss suggestions for further enquiry.

You might want to include a table like the one below:

Limitation or weakness Effect on results Suggestions for improvement We relied on human reaction time to determine when the chemical reaction was complete. This is a random error because it can affect the results in both directions.

greater uncertainty associated with the time measurements and therefore greater random error. This explains the large spread of data, particularly at lower temperatures when the reaction was slower.

- use a turbidimeter to sample the reaction mixture at different times and measure the opacity. The time taken to reach a certain opacity at each temperature could then be extrapolated from a graph of opacity vs time

- repeat trials twice more to minimise random errors

etc -

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Communication

Missing NeedsWork YesOveralllabstructurefollowsscholarlyjournals/exemplarwork

Entirereportfeelscoherent,readable Clearandconcisethroughout(staysfocused&relevant) TablesandFigures(GraphsandImages)arelabeledcorrectly

Tablesandgraphsreferredtobylabelinthetext;theydonotsimplyappearwithouttextualexplanation,summarizingand/orhighlightingfeaturesofimportance

Superscript/subscriptusedwhenapplicable Units,decimalplaces,andterminologyusedcorrectlythroughoutreport

Reportfeelspolished;textsizeisconsistent,formattingshowsuseofequationeditors,etc.

BibliographyorReferencesectionpresent&well-formatted AdditionalComments

Specific guidance for Communication

1. Clarity - Go through and check whether your investigation focuses sharply on the research

question. - Use headings for tables, graphs and diagrams to aid interpretation. - Narrate your data analysis – it will help communication and help you write your

conclusion and evaluation. - Ask your friends and family members to proof read your report for clarity,

conciseness, coherence, and focus.

2. Formatting - Include section subtitles and numbered headings for diagrams, tables and graphs. - Font size 10-12, normal margins, 1.5 or double-spaced. 6-12 page length required. - Graphs, calculations and diagrams can be drawn by hand and scanned in, provided

the images are clear. - Be mindful of significant figures and units.

3. Referencing - In-text (parenthetical) citations should be embedded in the text every time you:

o Quote a source directly o Paraphrase someone else’s ideas o Use a diagram or picture that is not yours

- Full references should be stated at the end of your investigation. The in-text citation sources must be included in full in the references section.

- References do not count towards the page count.

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Tentative

IADraftDue Name: _________________________ DueJanuary26,2018Instructions:YouhavebeenawayfromyourIAforalittlewhile(whileMs.Clewettwasgrading,atleast),andyouhavesomefreshperspective.Trytolookatyourworkobjectively;wheredoyouseeroomforimprovement?ReadMs.Clewett’scommentsonyourIAdraft;perhapsyoustronglyagreewithsomeanddisagreewithothers.(Feelfreetospeakwithmeaboutany/allofthese.)ReviewtheIBrubric(providedbelowforconvenience)andconsiderwhatchangesmakethemostsensetoimproveyourIBscore.Gatherupyourwillpoweranddetermination,andmakeonelastpush.TheIAistheonegradeyou(kindof)gettocontrol,andthestudentswhomustertheireffortatthispointcanoftengainafullpointforacouplemorehoursofeffort.Addresstherevisionsthatmakestrategicsensetoyou(bigorsmall),andthensubmityourfinal,polishedIAviaTurnItInby11:59pmonJanuary26,2018.(Again,weareClassID15649371,withEnrollmentkeyIBChem17.)Pleaserecallthatyourname/anypersonalidentifyinginformationshouldnotappearanywhereinthereport.Typeabriefsummarystatingwhatchanges/improvementsyoumade,andturninapapercopytoMs.ClewettduringclassonJanuary26th.

Personal engagement

This criterion assesses the extent to which the student engages with the exploration and makes it their own. Personal engagement may be recognized in different attributes and skills. These could include addressing personal interests or showing evidence of independent thinking, creativity or initiative in the designing, implementation or presentation of the investigation.

Mark Descriptor 0 The student’s report does not reach a standard described by the descriptors below 1 The evidence of personal engagement with the exploration is limited with little independent thinking,

initiative or creativity. The justification given for choosing the research question and/or the topic under investigation does not demonstrate personal significance, interest or curiosity. There is little evidence of personal input and initiative in the designing, implementation or presentation of the investigation.

2 The evidence of personal engagement with the exploration is clear with significant independent thinking, initiative or creativity. The justification given for choosing the research question and/or the topic under investigation demonstrates personal significance, interest or curiosity. There is evidence of personal input and initiative in the designing, implementation or presentation of the investigation.

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Exploration This criterion assesses the extent to which the student establishes the scientific context for the work, states a clear and focused research question and uses concepts and techniques appropriate to the Diploma Programme level. Where appropriate, this criterion also assesses awareness of safety, environmental, and ethical considerations.

Mark Descriptor 0 The student’s report does not reach a standard described by the descriptors below

1–2 The topic of the investigation is identified and a research question of some relevance is stated but it is not focused. The background information provided for the investigation is superficial or of limited relevance and does not aid the understanding of the context of the investigation. The methodology of the investigation is only appropriate to address the research question to a very limited extent since it takes into consideration few of the significant factors that may influence the relevance, reliability and sufficiency of the collected data. The report shows evidence of limited awareness of the significant safety, ethical or environmental issues that are relevant to the methodology of the investigation.

3–4 The topic of the investigation is identified and a relevant but not fully focused research question is described. The background information provided for the investigation is mainly appropriate and relevant and aids the understanding of the context of the investigation. The methodology of the investigation is mainly appropriate to address the research question but has limitations since it takes into consideration only some of the significant factors that may influence the relevance, reliability and sufficiency of the collected data. The report shows evidence of some awareness of the significant safety, ethical or environmental issues that are relevant to the methodology of the investigation.

5–6 The topic of the investigation is identified and a relevant and fully focused research question is clearly described. The background information provided for the investigation is entirely appropriate and relevant and enhances the understanding of the context of the investigation. The methodology of the investigation is highly appropriate to address the research question because it takes into consideration all, or nearly all, of the significant factors that may influence the relevance, reliability and sufficiency of the collected data. The report shows evidence of full awareness of the significant safety, ethical or environmental issues that are relevant to the methodology of the investigation.

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Analysis This criterion assesses the extent to which the student’s report provides evidence that the student has selected, recorded, processed and interpreted the data in ways that are relevant to the research question and can support a conclusion.

Mark Descriptor 0 The student’s report does not reach a standard described by the descriptors below

1–2 The report includes insufficient relevant raw data to support a valid conclusion to the research question. Some basic data processing is carried out but is either too inaccurate or too insufficient to lead to a valid conclusion. The report shows evidence of little consideration of the impact of measurement uncertainty on the analysis. The processed data is incorrectly or insufficiently interpreted so that the conclusion is invalid or very incomplete.

3–4 The report includes relevant but incomplete quantitative and qualitative raw data that could support a simple or partially valid conclusion to the research question. Appropriate and sufficient data processing is carried out that could lead to a broadly valid conclusion but there are significant inaccuracies and inconsistencies in the processing. The report shows evidence of some consideration of the impact of measurement uncertainty on the analysis. The processed data is interpreted so that a broadly valid but incomplete or limited conclusion to the research question can be deduced.

5–6 The report includes sufficient relevant quantitative and qualitative raw data that could support a detailed and valid conclusion to the research question. Appropriate and sufficient data processing is carried out with the accuracy required to enable a conclusion to the research question to be drawn that is fully consistent with the experimental data. The report shows evidence of full and appropriate consideration of the impact of measurement uncertainty on the analysis. The processed data is correctly interpreted so that a completely valid and detailed conclusion to the research question can be deduced.

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Evaluation

This criterion assesses the extent to which the student’s report provides evidence of evaluation of the investigation and the results with regard to the research question and the accepted scientific context.

Mark Descriptor 0 The student’s report does not reach a standard described by the descriptors below

1–2 A conclusion is outlined which is not relevant to the research question or is not supported by the data presented. The conclusion makes superficial comparison to the accepted scientific context. Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are outlined but are restricted to an account of the practical or procedural issues faced. The student has outlined very few realistic and relevant suggestions for the improvement and extension of the investigation.

3–4 A conclusion is described which is relevant to the research question and supported by the data presented. A conclusion is described which makes some relevant comparison to the accepted scientific context. Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are described and provide evidence of some awareness of the methodological issues* involved in establishing the conclusion. The student has described some realistic and relevant suggestions for the improvement and extension of the investigation.

5–6 A detailed conclusion is described and justified which is entirely relevant to the research question and fully supported by the data presented. A conclusion is correctly described and justified through relevant comparison to the accepted scientific context. Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are discussed and provide evidence of a clear understanding of the methodological issues* involved in establishing the conclusion. The student has discussed realistic and relevant suggestions for the improvement and extension of the investigation.

Communication

This criterion assesses whether the investigation is presented and reported in a way that supports effective communication of the focus, process and outcomes.

Mark Descriptor 0 The student’s report does not reach a standard described by the descriptors below

1–2 The presentation of the investigation is unclear, making it difficult to understand the focus, process and outcomes. The report is not well structured and is unclear: the necessary information on focus, process and outcomes is missing or is presented in an incoherent or disorganized way. The understanding of the focus, process and outcomes of the investigation is obscured by the presence of inappropriate or irrelevant information. There are many errors in the use of subject specific terminology and conventions*.

3–4 The presentation of the investigation is clear. Any errors do not hamper understanding of the focus, process and outcomes. The report is well structured and clear: the necessary information on focus, process and outcomes is present and presented in a coherent way. The report is relevant and concise thereby facilitating a ready understanding of the focus, process and outcomes of the investigation. The use of subject specific terminology and conventions is appropriate and correct. Any errors do not hamper understanding.

*For example, incorrect/missing labelling of graphs, tables, images; use of units, decimal places. For issues of referencing and citations refer to the “Academic honesty” section of the IB chemistry guide.