Introductory Handout Package – Grade 12 IB

Handout 1 – Safety Handout 2 – SafetyHandout 3 – Polyatomic ions and Polyvalent Ions Handout 4 – Grade 11 NomenclatureHandout 5 – Recognizing Patterns 1 and 2Handout 6 – Combining Patterns 1 and 2Handout 7 – Types of ReactionsHandout 8 – Net Ionic EquationsHandout 9 – Internal Assessment Marking GridHandout 10 – IB Sciences Internal Assessment Marking FormHandout 11 – Internal Assessment Lab Guidelines

Handout 1 –Safety

Handout 2 – Safety

Handout 3 – Polyatomic Ions

Name Ion

Ammonium (NH4)+

Acetate (CH3COO)-

Bromate (BrO3)-

Chlorate (ClO3)-

Cyanide (CN)-

Cyanate (OCN)-

Thiocynate (SCN)-

Hydroxide (OH)-

Nitrate (NO3)-

Permanganate (MnO4)-

Hydrogen Sulfide (HS)-

Iodate (IO3)-

Carbonate (CO3)2-

Oxalate (C2O4)2-

Chromate (CrO4)2-

Dichromate (Cr2O7)2-

Peroxide (O2)2-

Silicate (SiO3)2-

Sulfate (SO4)2-

Thiosulfate (S2O3)2-

Arsenate (AsO4)3-

Phosphate (PO4)3-

Transition Metals, Charges, Stock names and Classical names

Element Cations Name of Cation (Stock System)

Name of Cation (Classical)

Antimony Sb3+ Antimony (III) AntimonousSb5+ Antimony (V) Antimonic

Arsenic As3+ Arsenic (III) ArsenousAs5+ Arsenic (V) Arsenic

Cobalt Co2+ Cobalt (II) CobaltousCo3+ Cobalt (III) Cobaltic

Copper Cu+ Copper (I) CuprousCu2+ Copper (II) Cupric

Gold Au+ Gold (I) AurousAu3+ Gold (III) Auric

Iron Fe2+ Iron (II) FerrousFe3+ Iron (III) Ferric

Lead Pb2+ Lead (II) PlumbousPb4+ Lead (IV) Plumbic

Manganese Mn2+ Manganese (II) ManganousMn4+ Manganese (IV) Manganic

Mercury Hg+ Mercury (I) MercurousHg2+ Mercury (II) Mercuric

Nickel Ni2+ Nickel (II) NickelousNi3+ Nickel (III) Nickelic

Tin Sn2+ Tin (II) StannousSn4+ Tin (IV) Stannic

Titanium Ti3+ Titanium (III) TitaniumousTi4+ Titanium (IV) Titaniumic

Prefixes for Molecular Compounds

Prefix Number it represents

Prefix Number it represents

mono 1 hexa 6di 2 hepta 7tri 3 octa 8

tetra 4 nona 9penta 5 deca 10

Handout 4 – Grade 11 Nomenclature

Hydrated Salts

Some solids are crystals that regularly associate with water- SiO2 placed in shoes to absorb water to protect the leather

- when these compounds are associated with H2O we call them hydrated - when water is removed we call them anhydrous

- to name hydrate compounds we use a prefix (same Greek prefixes from molecular

compound naming) followed by hydrate to indicate the number of H2O molecules associated to each formula unit.

- i.e. MgSO4∙7H2O is the chemical formula for magnesium sulfate heptahydrate- could also be called hydrated magnesium sulfate but the above name is better because indicates number of water molecules.

- CuSO4∙5H2O could be copper (II) sulfate pentahydrate or cupric sulfate pentahydrate

Acids

There are two kinds of acids that you will learn to name Binary acids and Ternary Acids

Binary Acids

- the term binary indicates that a compound has only two types of atoms- all acids must contain H. Therefore, there is only one other atom that can vary

for each binary acid- Binary acids commonly contain elements from the halogen group, but other

examples include sulfur and selenium.- HCl(aq) is a very common binary acid you have used. Remember all acids are

aqueous because they dissolve in water- HCl(aq) is called aqueous hydrogen chloride by the more modern IUPAC

system, or more commonly, hydrochloric acid by the classical system.- Two naming systems for acids

IUPAC (modern) very simple just put aqueous in front of regular chemical name.

Classical system follows this general formula hydro ________ic acidThe blank is filled in with the associated anion name after

removing the “ide”

- an unusual acid is HCN(aq), which is named using binary acid rules

Chemical IUPAC Nomenclature Classical NomenclatureFormula

HCl(aq) __________________________________________________HF(aq) __________________________________________________H2S(aq) __________________________________________________H2Se(aq) __________________________________________________HCN(aq) __________________________________________________

Ternary Acids

- Ternary means 3, therefore this is an acid containing three types of atoms- After the H the rest of the atoms in the ternary acid are polyatomic ions that

contain oxygen, or also called oxyanions. Therefore, ternary acids can also be called oxyacids.

- HNO2(aq) is called - aqueous hydrogen nitrite by the IUPAC system -nitrous acid by the Classical system

Conversion from IUPAC to Classical for ternary acids

1) Replace the words “aqueous hydrogen” with the word “acid” at the end

2) Change the ending: - “ate” to “ic” or “ite” to “ous”

IUPAC Classicalaqueous hydrogen hypo______ite hypo_______ous acidaqueous hydrogen ______ite _______ous acidaqueous hydrogen ______ate _______ic acidaqueous hydrogen per ______ate per _______ic acid

Chemical IUPAC Nomenclature Classical Nomenclature Formula

HNO2(aq) _________________________________________________HBrO2(aq) _________________________________________________H3PO4(aq) _________________________________________________H2CO3(aq) _________________________________________________H2SO4(aq) _________________________________________________HClO4(aq) _________________________________________________

- remember only do classical system rules for binary and ternary acids when you know it is an acid. For example “(aq)” symbols are a good indication the compound is an acid if it also contains an H at the beginning. There are some exceptions such as acetic acid CH3COOH, the last H being the acidic proton.

- example HBrO2(g) would be called hydrogen bromite gas

Handout 5 - Recognizing Patterns #1

Oxyanions (polyatomic ions containing oxygen) have a pattern in their names to indicate amount of oxygens. Look at the list of oxyanions that have chlorine in them and see if you notice the pattern.

- the base ion is the one with “ate” and no prefix- when the suffix “ite” is used, subtract 1 oxygen atom from the base ion- when the prefix “hypo” and the suffix “ite” is used, subtract 2 oxygen atoms- when the prefix “per” and the suffix “ate” is used, add 1 oxygen atom to the base ion

Use your polyatomic ions list to find the formulas for the following “base” ions: carbonate, nitrate, phosphate, sulfate, iodate, bromate.

Use the 6 base polyatomic ions above and fill in the boxes below with the 3 other polyatomic ions that can be known from the base ion.

Name Formula Name Formula Name Formula

Name Formula Name Formula Name Formula

ClO- hypochloriteClO2

- chloriteClO3

- chlorateClO4

- perchlorate

Ion charge is (-1), but oxygens are increasing by 1

Recognizing Patterns #2

Acid Anions

- an acid anion is created when one or more H+ ions covalently bond with an oxyanion (i.e. HCO3

-, HPO42-)

- when acid anions combine with cations, acid salts are created (i.e. CaHPO4)

- using the base polyatomic ions from Recognizing Patterns #1 (carbonate, phosphate, sulfate) and the pattern below you can create the acid anions

Base Ion Acid Anion

+H+

carbonate hydrogen carbonate CO3

2- -2 + 1 = -1 HCO3-

+2H+

phosphate dihydrogen phosphate PO4

3- -3 + 2 = -1 ______

______sulfate hydrogen sulfate SO4

2- ________ ______

______phosphate hydrogen phosphate PO4

3- ________ ______

Handout 6 - Combining Patterns 1 and 2

phosphate PO4

3-

(Pattern 1)

+2H+

Phosphite (Pattern 2) dihydrogen phosphite PO3

3- ________ ________

Sulfate SO4

2-

(Pattern 1)

+H+

Sulfite (Pattern 2) ___________________ SO3

2- ________ ________

Practicse Questions

1. Oxyanion Pattern: Fill in the table below using the patterns for oxyanions

Chemical Formula Chemical NameCalcium hypochlorite

Zn(BrO4)2

Barium phosphateAurous nitrite

Mg(IO)2

Lithium persulfateIron (III) percarbonate

SnSO3 or

2. Oxyanion Pattern: Fill in the table below using the patterns for oxyanions

Chemical Formula Chemical NameSr(HCO3)2

Sodium hydrogen sulfateCu(H2PO3)2 or

Aluminum dihydrogen phosphateRb2HPO4

Gold (I) hydrogen sulfite

Handout 7 - Types of Reactions

1) Synthesis Reactions (A + B AB)

I) Simple Binary Ionic Compounds i.e. solid aluminum reacts with chlorine gas

Al(s) + Cl2(g) AlCl3(s)

___________________________________________

___________________________________________

II) Slightly More complicated Synthesis Reactions

- non-metal oxides such as CO2, SO3, N2O5 react with H2O to form acids

i.e. CO2(g) + H2O(l) H2CO3(aq)

___________________________________________

___________________________________________

- metal oxides such as Li2O, CaO react with H2O to form bases

i.e. CaO(s) + H2O(l) Ca(OH)2(aq)

___________________________________________

___________________________________________

Salts containing oxyanions i.e. Li2CO3(s)

Basei.e.LiOH(aq), Ca(OH)2(aq)

Acid i.e.H2CO3(aq) , H2SO4(aq)

Metal oxides(basic oxides)i.e. Li2O(s) , CaO(s)

Non-metal oxides (acidic oxides)i.e. CO2(g) , SO3(g)

H2O

- non-metal oxides and metal oxides can react to form salts containing oxyanions

i.e. CaO(s) + CO2(g) CaCO3(s)

___________________________________________

___________________________________________

2) Decomposition Reactions (AB A + B)

-reverse of the above reactions-often heat is needed; this is called “thermal decomposition”

I) Simple Binary Ionic Compounds i.e. aluminum chloride is heated

II) Slightly More complicated Reactions

- acids will decompose into non-metal oxide and water

i.e. H2CO3(aq) CO2(g) + H2O(l)

___________________________________________

___________________________________________

- bases will decompose into metal oxides and water

i.e. Ca(OH)2(aq) CaO(s) + H2O(l)

___________________________________________

___________________________________________

- salts containing oxyanions decompose into non-metal oxides and metal oxides

i.e. CaCO3(s) CaO(s) + CO2(g)

___________________________________________

___________________________________________

3) Single Displacement Reactions (AX + B A + BX)

Create your own activity series mini-lab

Hypothesis: Predict the order of reactivity of the 5 metals in the lab from most to least reactive. (Hint: use their position on the periodic table)

Most _____ _____ _____ _____ _____ Least

When complete show your teacher the order and obtain the materials for the lab.

Observation Chart:

Metals

SolutionsIron Magnesium Copper Zinc Calcium

Iron nitrate

Magnesium nitrate

Copper nitrate

Zinc nitrate

Calcium nitrate

Indicate a reaction with a checkmark and no reaction with an X.

Conclusion: Using your observation chart order the metals from most to least reactive

Most _____ _____ _____ _____ _____ Least

From your observations write the products of the following reactions that would react and if there is no reaction indicate no reaction.

Ca(s) + Mg(NO3)2(aq)

Cu(s) + Zn(NO3)2(aq)

Mg(s) + Cu(NO3)2(aq)

Activity Series: is an arrangement of metals in order of their relative reactivities. Knowing the order allows you to predict if a single displacement reaction will take place or not. Any metal higher on the list can displace any metal lower on the list.

Metal Displaces hydrogen from acids

Displaces hydrogen from cold water

Lithium Most ReactivePotassium

BariumCalciumSodium

MagnesiumAluminum

ZincChromium

IronCobaltNickel

TinLead

HydrogenCopperMercury

SilverPlatinum

Gold Least Reactive

Using the activity series which of the following reactions will occur?

a) Au(s) + CuSO4(aq)

Co(s) + HgClO2(aq)

Na(s) + Sn(IO3)2(aq)

b) How could the metal activity series be used to predict reactions with acids? Give 2 examples of reactions between acids and metals that would occur. What gas is produced?

_________________________________________________

_________________________________________________

c) How is the metal activity series used to predict reactions with water? Give 2 examples of reactions with metal and water. What gas is produced?

_________________________________________________

_________________________________________________

d) There is also a Halogen Activity Series. Give an example of 2 reactions that could be predicted by the Halogen Activity Series below.

Halogen Series: Most _____ _____ _____ _____ Least _________________________________________________

_________________________________________________

4) Double Displacement (AX + BY AY + BX)

- always occur between two soluble ionic compounds- there are three possible outcomes a) precipitate forms

b) gas is produced c) water is produced

a) Precipitate Forms

- know how to use the solubility chart below to identify if a solid is produced

Rule ExceptionNitrates (NO3

-) are soluble NoneHalides (Cl-, Br-, I-) are soluble Ag+, Hg2

2+, Pb2+

Sulfates (SO42-) are soluble Ca2+, Ba2+, Pb2+, Hg2

2+, Ag+

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Sulfides (S2-) are insoluble NH4+ and ions of groups 1 and 2 elements

Carbonates (CO32-) are insoluble NH4

+ and ions of group 1 elementsPhosphates (PO4

3-) are insoluble NH4+ and ions of group 1 elements

Hydroxides (OH-) are insoluble Ba2+, Sr2+, Ca2+ and ions of group 1 elements

Use the solubility chart above to identify if the following reactions will produce a precipitate or not. If they do write the products and indicate the precipitate by using a subscript (s).

K2CO3(aq) + CaCl2(aq)

Pb(NO3)2(aq) + KI(aq) b) Gas is Produced

- there are four cases in which a gas is formed. The first 3 cases are a double displacement reaction followed by a decomposition.

i) acids + carbonates ii) acids + sulfites iii) bases + ammonium

- the double displacement reactions produce products such as carbonic acid, sulfurous acid and ammonium hydroxide, which then decompose into gas and water. Try completing the following reactions.

i) CaCO3(s) + HCl(aq)

ii) Na2SO3(aq) + HCl(aq)

iii) NH4Cl(aq) + NaOH(aq)

Come up with your own examples of the three kinds of reactions above

i)_____________________________________________________________

ii)_____________________________________________________________

iii)____________________________________________________________

- the 4th case of a reaction that produces a gas involves acids and sulfides. This case only requires the double displacement, the gas is produced immediately, H2S(g).

iv) Na2S(aq) + HCl(aq)

iv)____________________________________________________________

c) Water is Produced

- these double displacement reactions are more specifically named neutralization reactions. They occur when acids are combined with bases and the products are water and salt. Most times the salt can be labeled aqueous, but make sure by checking the solubility table. Look at the following reactions and write the products and their states.

H3PO4(aq) + NaOH(aq) H2CO3(aq) + CaOH(aq)

Handout 8 – Net Ionic Equations

Writing net ionic equations

1. Write balanced equation first

2. To do your total ionic equationa) Break up all ionic compounds EXCEPT precipitatesb) DO NOT break up molecular compounds EXCEPT acids

3. To get net ionic equation cross out all spectator ions. Because they do not really take part in the reaction.

Example 1Write the balanced net ionic equation for the reaction of aqueous sodium carbonate with aqueous calcium nitrate.

Balanced Chemical Equation

Na2CO3(aq) + Ca(NO3)2(aq) 2NaNO3(aq) + CaCO3(s)

Total Ionic Equation (break into ions)

2Na+(aq) + CO3

2-(aq) +Ca2+

(aq) + 2NO3-(aq) 2Na+

(aq) +2NO3-(aq) + CaCO3(s)

- total charges should be the same on both sides of equation

Cross out spectator ions

2Na+(aq) + CO3

2-(aq) +Ca2+

(aq) + 2NO3-(aq) 2Na+

(aq) + 2NO3-(aq) + CaCO3(s)

Net Ionic Equations

CO32-

(aq) + Ca2+(aq) CaCO3(s)

Balanced Chemical Equation

2NaI(aq) + Br2(aq) 2NaBr(aq) + I2(g)

Total Ionic Equation (break into ions)

2Na+(aq) + 2I-

(aq) + Br2(aq) 2Na+(aq) + 2Br-

(aq) + I2(g)

- total charges should be the same on both sides of equation

Cross out spectator ions

2Na+(aq) + 2I-

(aq) + Br2(aq) 2Na+(aq) + 2Br-

(aq) + I2(g)

Net Ionic Equations

2I-(aq) + Br2(aq) 2Br-

(aq) + I2(g)

Handout 9 – Internal Assessment Marking GridMAXIMUM TOTAL = 24/24

Personal Engagement: 0, 1, 2This 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 evidencing independent thinking, creativity or initiative in the designing, implementation or presentation of the investigation.

Exploration: 0, 1-2, 3-4, 5-6This 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 Diploma level. Where appropriate, this criterion also assesses awareness of safety, environmental, and ethical considerations.

Analysis: 0, 1-2, 3-4, 5-6This criterion assesses the extent to which the student’s report provides evidence that thestudent has selected, recorded, processed and interpreted the data in ways that are relevant to the research question and can support a conclusion.

Evaluation: 0, 1-2, 3-4, 5-6This 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.

Communication: 0, 1-2, 3-4This criterion assesses whether the investigation is presented and reported in a way thatsupports effective communication of the focus, process and outcomes.

Handout 10 – IB Sciences Internal Assessment Marking Form

FOR FIRST EXAMS MAY 2016Student Name:

Candidate Number: Date Completed:

Session: * This indicator should only be applied when appropriate to the investigation.

PERSONAL ENGAGEMENTThe extent to which the student engages with topic exploration and personalization. Personal engagement recognized in different attributes and skills (ex. addressing personal interests or showing evidence of independent thinking, creativity or initiative in the designing,implementation or presentation of the investigation)

0 1 2The student’s report does not reach a standard described by the descriptors (right)

The evidence of personal engagement with the exploration is limited with little independent thinking, initiative or creativity.

The justification for research question and/or the investigation topic choice 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.

The evidence of personal engagement with the exploration is clear with significant independent thinking, initiative or creativity.

The justification for research question and/or the investigation topic choice demonstrates personal significance, interest or curiosity.

There is evidence of personal input and initiative in the designing, implementation or presentation of the investigation.

EXPLORATIONEstablishes 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, assesses awareness of safety, environmental, and ethical considerations.

0 1 - 2 3 - 4 5 - 6The student’s report does not reach a standard described by the descriptors (right)

Investigation topic is identified; Research question of some relevance is stated but not focused

Background information is superficial or of limited relevance and does not aid the understanding of context of the investigation.

Investigation methodology is appropriate: addresses research question to a very limited extent; few of the significant factors that may influence the relevance, reliability and sufficiency of the collected data considered.

Limited awareness of the significant safety, ethical or environmental issues relevant to the investigation methodology*

Investigation topic is identified; Research question is relevant but not fully focused

Background information is mainly appropriate, relevant and aids the understanding of the context of the investigation.

Investigation methodology is mainly appropriate: addresses the research question with limitations; some of the significant factors that may influence the relevance, reliability and sufficiency of the collected data considered.

Some awareness of the significant safety, ethical or environmental issues relevant to the investigation methodology*

Investigation topic is identified; Research question is relevant, fully focused and clear

Background information is entirely appropriate, relevant and enhances the understanding of the context of the investigation.

Investigation methodology is highly appropriate: addresses research question; All or nearly all significant factors that may influence the relevance, reliability and sufficiency of the collected data considered.

Full awareness of the significant safety, ethical or environmental issues relevant to the investigation methodology*

ANALYSISSelecting, recording, processing and interpretation of data: 1) relevant to research question 2) supports the conclusion.

SCORE

SCORE

SCORE

SCORE

0 1 - 2 3 - 4 5 - 6

The student’s report does not reach a standard described by the descriptors (right)

Insufficient relevant raw data to support a valid research question conclusion

Some basic data processing is carried out; too inaccurate/ insufficient to validate conclusion

Little evidence for impact of measurement uncertainty on the analysis considered

Processed data incorrectly or insufficiently interpreted resulting in conclusion being invalid or very incomplete.

Relevant but incomplete quantitative and qualitative raw data to support a simple or partial valid research question conclusion

Appropriate and sufficient data processing is carried out; could broadly validate conclusion with significant inaccuracies and inconsistencies

Some evidence for impact of measurement uncertainty on the analysis considered

Processed data interpreted so that a broadly valid but incomplete or limited conclusion to the re-search question can be deduced.

Sufficient relevant quantitative and qualitative raw data supports a detailed and valid research question conclusion

Appropriate and sufficient data processing is carried out with the accuracy required to validate conclusion, fully consistent with the experimental data

Full and appropriate consideration of the impact of measurement uncertainty on the analysis.

Processed data correctly interpreted so that a completely valid and detailed conclusion to the research question can be deduced.

EVALUATION Investigation and results discussion linked with research question and the accepted scientific context.

0 1 - 2 3 - 4 5 - 6The student’s report does not reach a standard described by the descriptors (right)

Conclusion is outlined; not relevant to the research question nor supported by data

Conclusion makes superficial comparison to accepted scientific context.

Strengths & weaknesses outlined; restricted to an account of the practical or procedural issues faced.(Ex. limitations of the data and sources of error)

Outline of very few realistic & relevant suggestions to improve and extend the investigation.

Conclusion is described; relevant to the research question and supported by the data

Conclusion is described; makes some relevant comparison to accepted scientific context

Strengths & weaknesses described; some awareness of methodological issues* involved in establishing the conclusion. (Ex. limitations of the data and sources of error)

Description of some realistic & relevant suggestions to improve and extend the investigation.

Conclusion is described and justified; relevant to research question and supported by data

Conclusion is correctly described and justified; relevant comparison to accepted scientific context

Strengths & weaknesses discussed; clear understanding of methodological issues* involved in establishing the conclusion.

(Ex. limitations of the data and sources of error)

Discussion of realistic & relevant suggestions to improve and extend the investigation.

COMMUNICATION Investigation supports effective communication of the focus, process and outcomes.

0 1 - 2 3 - 4The student’s report does not reach a standard described by the descriptors (right)

Presentation of investigation unclear; difficult to understand the focus, process and outcomes

Poor, unclear report structure: necessary information on focus, process and out-comes is missing/incoherent or disorganized presentation

Understanding of investigation focus, process and outcomes obscured by the presence of inappropriate/ irrelevant information

Presentation of the investigation is clear. Errors do not hamper understanding of focus, process and outcomes

Clear report structure: necessary information on focus, process and outcomes is present and presented coherently

Report is relevant and concise; facilitates a ready understanding of the investigation focus, process and outcomes

SCORE

SCORE

SCORE

SCORE

SCORE

Many errors in use of subject specific terminology & conventions* which hamper understanding

Subject specific terminology & conventions is appropriate and correct. Errors do not hamper understanding

Handout 11 – Internal Assessment Lab Guidelines

PLEASE NOTE: - Not all of the following lab components will be submitted and assessed for each and

every chemistry lab. Pay attention to the teacher’s instructions to know which lab components to complete and submit for each particular lab.

- All components will be assessed for the final Grade 12 Internal Assessment.

TITLE PAGE:- For each lab please attach a title page on a blank sheet of paper- Lab title

-a short, statement summarizing what the lab is about-“Design Lab” or “Reactivity Lab” is not a good enough title-A more appropriate title would be: “Effect of increasing hydrochloric acid temperature on the rate of magnesium reactivity”-Below the lab title, indicate (in brackets) which IA components are being assessed (e.g. Personal Engagement and Exploration)

- Student’s name, lab partners’ names (if applicable), teacher’s name, date of lab, due date

- Each subsequent page of the lab report should have a “header” with your first and last name, lab title (this can be a condensed version of the official title) and page number

ACADEMIC HONESTY:- ALL components of ALL labs submitted must be your personal work.- This includes data/observation tables, calculations, graphs, material lists,

procedures, etc.- In cases where class data is collected and shared for data analysis, this must be

noted (e.g. as a footnote in the data chart)

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.

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.

your design is not just a replication of someone else’s experiment personal engagement is demonstrated in the background information

paragraph(s) of the Exploration section may also be demonstrated throughout the entire lab report, including the

Evaluation section

TOTAL

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 DP level. Where appropriate, this criterion also assesses awareness of safety, environmental, and ethical considerations.

The TOPIC of the investigation is identified and relevant and a fully focused RESEARCH QUESTION is clearly described.

the focus of the investigation is clearly identified and described; key terms are explained/defined (e.g. don’t just use the term “reactivity”; explain what it means in relation to your specific investigation)

the independent and dependent variables (only one of each!) are clearly stated here, including units and how variables will be measured

both the independent and dependent variables are measurable/quantifiable

The BACKGROUND INFORMATION provided for the investigation is entirely appropriate and relevant and enhances the understanding of the context of the investigation.

use of chemistry concepts to explain what is happening in the investigation use of chemistry concepts to explain the relevance of how you have chosen to

measure your independent and/or dependent variables appropriate use of balanced chemical equations, states of matter, chemical

formulae provide references using APA format includes a paragraph that explains your justification for choosing this topic and

its personal significance to you (this will be used in assessing the “personal engagement” criterion)

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.

all CONTROLLED VARIABLES are clearly identified these are variables that must be held constant (or at least closely

monitored) during the experiment so that only the variable being studied (the independent variable) actually affects the dependent variable

in table form, identify each controlled variable, why it must be controlled and how it was controlled:Table 1: Specific title heading to be included hereCONTROLLED VARIABLES

WHY it must be controlled

HOW it was controlled

1.2.3.

MATERIALS

a detailed and thorough list of equipment used in your investigation make sure when writing up your equipment list that you include: i. The sizes of glassware such as beakers, flasks, etc. (e.g. 500 mL beaker)

ii. The concentration of chemicals (e.g. hydrochloric acid, 2.0 mol/L). iii. The amounts of chemicals (e.g. magnesium, 0.50 g; e.g. 300 mL of HCl). iv. The range of a thermometer (e.g. –20°C to 120°C) v. The specific brand name of any electronic devices or computer

programs you may use.vi. All measurement apparatus must include uncertainties (e.g. electronic

balance, ±0.001g) PROCEDURE

a detailed, thorough, explicit description of all the steps taken in your investigation (use numbered list format)

is detailed enough to allow the reader to replicate your experiment exactly

written in numbered, list form, and in the past impersonal tense. e.g.: 1) 0.5 g of magnesium was added to 200 cm3 of 2 mol/L hydrochloric acid.

allows for collection of sufficient, relevant data – i.e. procedure includes at least 5 independent variable “values” (5 temps, 5 pHs, 5 concentrations, etc.) and also includes a minimum of 5 repeats (trials) for each value of the independent variable

includes steps detailing how/when variables were controlled does not need to include non-essential steps that could be assumed

based on lab etiquette. e.g. DO NOT write “measure 20 mL of liquid by reading below the meniscus” or “collect and put on safety equipment” or “clean up bench and return apparatus to the trolley”

may include labelled photographs or diagrams (neatly drawn) to facilitate the understandability of experimental design/set-up (include as part of the procedure or as an appendix)

The report shows evidence of full awareness of the significant SAFETY, ethical, or environmental issues that are relevant to the methodology of the investigation.

any major safety concerns and precautions beyond normal chem lab etiquette are detailed within the procedure or in a separate section/table

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 way that are relevant to the research question and can support a conclusion.

The report includes sufficient relevant QUANTITATIVE AND QUALITATIVE RAW DATA that could support a detailed and valid conclusion to the research question.

“raw” data includes data collected during the investigation only; do not include “processed” data here

both quantitative data and qualitative observations (if appropriate to the investigation) are included

use neat, clear, concise, well-designed tables tables are numbered and appropriately titled using a descriptive title or

descriptive caption below table (inappropriate titles would include “Raw Data Table” or “Quantitative Data Chart” as these are not descriptive enough)

columns/rows are properly headed and units are given in the heading (not in each cell)

uncertainties are mandatory and can be given within column headings for equipment precision and as footnotes beneath data tables for other types of uncertainties

UNCERTAINTIES exist for every measuring device Usually, this is given by the manufacturer of the equipment If this information is not available, a good guideline is:

i) if it is digital, use the smallest measure (e.g. the mass on the scale says 1.55 g, then your uncertainty is 0.01 g)

ii) if it is analog, such as a thermometer or graduated cylinder, use half of the smallest measure

iii) if you are using a pre-made solution, the uncertainty may be unknown…please make note of this in a footnote

quantitative data is recorded to the proper number of significant digits (e.g. if the uncertainty of the burette is 0.05 mL, you must record your volume as 31.20, not 31.2

if the “zero” function has been used on the electronic balance, this has been noted as a footnote below the data chart

data tables should print out completely on one page (i.e. do not “split” a data table by putting part of a table on one page and finishing it on another…make sure it prints out properly); if you absolutely have to split a table due to quantity of data, make sure that you re-do the title and all column headings

all trials are included in ONE table…do not make 5 separate tables for each trial or for each value of your independent variable

Appropriate and sufficient DATA PROCESSING is carried out with sufficient accuracy so as to enable a conclusion to the research question to be drawn that is fully consistent with the experimental data.

SAMPLE CALCULATIONSa) Neatly include one example of each type of manipulation that was done

to the raw data.b) You must calculate uncertainty for your processed data…show your

error propagation calculations. Uncertainty of final results can be shown as absolute and/or percent uncertainty.

c) When there is more than one way of processing the data, choose the method that will give the lowest uncertainty after the error propagation.

d) If multiple trials are being used to determine an average result (such as a mole ratio or percent composition), use the raw data to find an average BEFORE calculating the result (for example: do not calculate the mole ratio for each trial and then average the mole ratios; rather, you should calculate the average masses from the collected data and then determine the mole ratio)

The report shows evidence of full and appropriate consideration of the impact of measurement uncertainty on the analysis.

PROCESSED DATA TABLEa) Include one or more tables to show your processed data.b) Each table should be appropriately numbered and titled with a

descriptive title and may also include a caption below describing the relevance of the table.

c) Include units and uncertainty in column headings.

The processed data is correctly interpreted so that a completely valid and detailed conclusion to the research question can be deduced.

GRAPH OF PROCESSED DATAa) You may use Excel or graph by hand (USE A RULER and millimetre-

square graph paper).b) Use an appropriate and descriptive graph title.c) Properly label axes and include units.d) Choose appropriate scales for your axes.e) Include best fit lines or curves…error bars are not necessary in IB

chemistry.f) Where appropriate, calculate slope and/or intercepts. Show your work.g) Note: Weak experimental design can sometimes limit you to pie graphs

and/or bar graphs; avoid this by good experimental design in which you have a quantitative independent variable (with well-chosen incremental values) as well as a quantitative dependent variable.

PERCENTAGE EXPERIMENTAL ERROR (PERCENT DIFFERENCE)a) This calculation shows the comparison between your experimental

value and a textbook/literature/theoretical value.b) You will discuss the size and significance of this value in the Evaluation

section.

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.

A detailed CONCLUSION is described and justified which is entirely relevant to the research question and fully supported by the data presented.

use paragraph format results of the investigation are clearly stated and discussed, specifically referring

to the research question conclusion is supported with actual numerical data/results from the lab (include

total absolute or percent uncertainty)

A conclusion is correctly described and justified through relevant comparison to the accepted scientific context.

if appropriate, results are compared to literature/textbook/accepted value through percentage experimental error (calculation is shown in Analysis section of report)

source of accepted value must be referenced scientific explanation of trends/results is provided

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.

comparison of percentage experimental error and total estimated random error (i.e. uncertainty derived from propagation of errors) is included (i.e. if percentage experimental error is 8% and percent uncertainty is 2%, then random errors alone cannot account for the discrepancy and systematic errors must be involved)

both random and systematic errors are differentiated between and discussed RANDOM ERROR

caused by unknown and unpredictable changes in the experiment or can arise from the limit of precision of measuring devices

can lead to readings being above or below the "true’ value can be reduced through the use of more precise measuring

equipment effect can be minimized through repeating measurements

SYSTEMATIC ERROR arise from a problem with the experimental set-up that results

in measured values always deviating from the “true” value in the same direction (i.e. either higher or lower)

examples include miscalibration of a measuring device or poor insulation of a calorimeter

can be eliminated through modifications/improvements to the experimental design

at least three appropriate sources of error (weaknesses) are identified for each source of error/weakness:

a) state and describe the source of errorb) explain its effect on the collection of data or your results (i.e. did it lead

to a particular measurement/result being higher or lower than it should have been)

c) comment on how significantly it affected the data/resultd) provide a specific, realistic and relevant improvement to the

experimental design which would eliminate or lessen the effect of this source of error

even if three sources of error are given, if one or more obvious and significant source of error is missing from your evaluation, full marks may not be given

some inappropriate evaluations include:- some substance spilled while transferring/pouring (you should have re-done it then!)

- the glassware was not clean (you should have cleaned it before using it!)- you read the thermometer/scale/etc. wrong (you should have read it correctly!)

Communication This criterion assesses whether the investigation is presented and reported in a

way that supports effective communication of the focus, process, and outcomes.

The presentation of the investigation is clear. Any errors do not hamper understanding of the focus, process and outcomes.

care has been taken to ensure report prints out properly (e.g. sections/charts completed on a page rather than running onto the next page)

The report is well structured and clear: the necessary information on focus and outcomes is present and presented in a coherent way.

organization and format is clear and appropriate all necessary components are included proper use of appendices if/when appropriate

appendices are attached to the back of the lab report and are titled e.g. Appendix A: Diagram showing experimental design for collection of gases over water

Each appendix must be referred to within the body of the lab report

The report is relevant and concise, thereby facilitating a ready understanding of the focus, process and outcomes of the investigation.

the report is not too long nor too short only relevant information is included

The use of subject-specific terminology and conventions is appropriate and correct. Any errors do not hamper understanding.

minimal spelling and grammatical errorscorrect use of terms, units, variables, subscripts, superscripts, equations, formula