Student Name: Date:

STAGE 6 CHEMISTRY 2018

HOGWARTS ACADEMY Assessment Task 2
Module 6: Acids and Bases

Date Issued: Due Date: Weighting: Allocated Student

Monday, 5/02/18 In class Practical Exam: Marks: Mark:
(Respective of each class) Week beginning Monday
20% 50
19/02/18
Scientific Report: 16/03/18

Statement of Authenticity and Academic Integrity- All my Own Work

I certify that:

 The planning, development, content and presentation of this task is all my own work in every
respect
 It has not been copied from another person’s work, books, internet or any other source
 I have used appropriate research methods and have not used works, ideas, designs, skills or
workmanship of others in the task or its development without acknowledgement.

Student Name:

Student Signature:

Date:

OOutcomes Assessed
Student:
 Develops and evaluates questions and hypotheses for scientific investigation CH11/12-1 

 Designs and evaluates investigations in order to obtain primary and secondary data and information

 CH11/12-2 

 Conducts investigations to collect valid and reliable primary and secondary data and information

 CH11/12-3 

 Analyses and evaluates primary and secondary data and information CH11/12-5 

 Describes, explains and quantitatively analyses acids and bases using contemporary models CH12-13


 Nature of the Task- Practical Assessment and Scientific
Report
Titration is a quantitative chemical analysis that is used to determine the unknown concentration of an identified
analyte. You are working for a food manufacturing company that uses titration as a technique to determine the
concentration of vinegar against basic solutions to see the reactions occurred. You are to find the concentration of
ethanoic acid needed to neutralize sodium hydroxide. This will in turn help you and your executive team
determine different concentrations used for different types of salad dressings.

Part 1: IN CLASS Practical (non-assessable)

You are required to carry out a first hand investigation in order to determine the concentration of ethanoic acid/
vinegar (CH3COOH).

Student Instruction:
1. You will be required to make a 1 in 10 dilution of the vinegar.
2. The diluted solution of vinegar is then to be titrated with sodium hydroxide (NaOH), as provided, in order
to determine concentration of vinegar.

Materials Provided:
 Phenolphthalein
 1x 50 ml Burette and burette clamp
 Retort stand
 1x 25ml Volumetric Pipette
 Distilled water
 Wash bottle
 1.2mol/L Sodium Hydroxide at 200ml
 Vinegar, 200ml
 2x Erlenmeyer flasks
 1x Funnel
 2x 250ml Beakers
 Periodic table
 Data sheet with acid/ base indicators

Part 2: Scientific Report (50 marks)

You are required to gather and present the data as a scientific report. The scientific report should include all
aspects such as (More information on the scaffold provided below):

 Title
 Hypothesis
 Aim
 Background information (350-400words)
 Materials and Method
 Risk Assessment
 Results (All results and measurements must be included)
 Discussion (500-600 words)
 Conclusion (150-200 words)

Discussion Questions:

1. You are to identify and explain THREE sources of error that arises when conducting titrations
2. You are to also identify and describe THREE ways that you can improve the validity and reliability of data
obtained from conducting titrations.
 3. Justify the use of Phenolphthalein instead of other indicators such as methyl orange or bromothymol blue.
4. Justify and evaluate your procedure and suggest improvements for future practical.

Scientific Report
Subheading Hints!
Title: Be creative! The title should incorporate the main idea of the report

Hypothesis: An educated guess- What do you think happened?

Aim: The main purpose of the practical. What are you trying to find?

Background  Background information on the chemical that you will be working

Information: with
 What is titration? What is used for?
 Comment on indicators and which indicator is best used and why? (in
relation to titrations).
 Include any relevant equations (balanced) (a sample is available in the
marking criteria
Materials and  Provide ALL necessary equipment used within the practical
Method:  Provide a step by step procedure indicating what you have done

Risk  Information should be present in an appropriate method

Assessment:  Provide any cause for concern, what actions should be taken to
prevent it and what should occur if there was an unexpected concern
 There is a sample available in the marking criteria
Results:  Construct all data tables when appropriate
 You must include relevant titles for tables/ graphs and other forms of
chart.
 All calculations must be shown (sample shown in the marking criteria)
 Answer the discussion questions provided above.
Discussion:  DO NOT state your data/ issues, discuss it. Where there any
unexpected results? What are the limitations? Where there any
problem that you encountered?

 Discuss: Identify issues and provide points for and/or against (NESA,
2018).

 This is a quantitative interpretation of the data and tells the reader

what the results mean

 Any suggestions for future experiments? What would you change and
why?
Conclusion:  State a valid conclusion and why you think you got the results you got.

 This should be a concise 1-2 sentence statement.

Marking Criteria
Title/ Aim
Outcomes Criteria Marks Student
Assessed Allocated Mark
CH11/12-1  Title Includes all relevant information required 2
 Includes an accurate and concise aim with required
information
 Includes an accurate aim 1
OR
 Title with the required information
 Irrelevant or inaccurate aim 0
OR
 Title is missing

Background Information
Outcomes Criteria Marks Student
Assessed Allocated Mark
CH11/12-2  Provides clear and accurate information on the overall 5
process involved, including but not limited to:
 Information on what titration is
 Background information on indicators and what
was used in the practical
 All necessary full, balanced equations
 Relevant formulas are provided for calculations
 Uses appropriate and relevant chemical terminology
throughout the report
 Information is accurate and aims to introduce the data
 Adheres to word limit provided and structures information
well
 Provides good information on the overall process involved 4
on criterions provided above
 Uses appropriate and relevant chemical terminology
frequently in the report
 Information is coherent and aims to introduce the data
 Adheres to word limit provided and structures information
well
 Provides sound information on the overall process involved 3
on the come of the criterions provided above
 Uses sound knowledge of chemical terminology in the
report
 Attempts to introduce the data
 Recognized word limit and structures information clearly
 Provides basic information on the overall processes 2
involved on some of the criterions above
 Uses some chemical terminology frequently in the report
 Presents information to a generalized level of
understanding
 Attempts to adhere to word limit provided and structures
information well
 Does not include any relevant information on the criterions 0
above
 Little to no chemical terminology used
  Presents an underdeveloped response
Sample Equation:
HCl(aq) + NaOH(aq)  NaCl(aq) + H2O(l)
Materials and Methods
Outcomes Criteria Marks Student
Assessed Allocated Mark
CH11/12-3  All correct materials are identified and specified such as 5
rinsing of equipment and identifying correct volumes.
 Procedure is critical, refined, numbered and succinct
 Provides correct dilution technique and procedure
 Correct set up of materials is provided as a proper scientific
diagram
 Most correct materials are identified and specified 4
 Procedure is numbered and refined
 Provides competent dilution technique
 Correct set up of materials is provided as a good scientific
diagram
 Some correct materials are identified 3
 Procedure is numbered and refined
 Provides sound dilution technique
 A sound set up of materials is provided as a scientific
diagram
 Some correct materials are identified 2
 Procedure is numbered
 Includes a basic dilution technique
 A basic set up of materials is provided as a scientific
diagram
 Information is very limited 1
 Does not state proper titration methods as stated above
 No set up of materials provided OR limited information
provided on material set up

Risk Assessment
Outcomes Criteria Marks Student
Assessed Allocated Mark
CH11/12-2  Provides an explicitly detailed risk assessment for potential 4
hazards
 Includes risks, preventative methods and control measures
for all identified hazards
 Provides a good risk assessment for MOST potential hazards 3
 Includes risks, preventative methods and control measures
for most identified hazards
 Provides a sound risk assessment for SOME potential 2
hazards
 Includes risks, preventative methods and control measures
for some identified hazards
 Recognizes risks and provides a basic risk assessment 1
 Attempts at risks, preventative methods and control
measures for identified hazards
 No risk assessment provided 0

Sample Risk Assessment:

POTENTIAL HAZARD RISK PREVENTATIVE METHODS CONTROL METHODS
Breakage of glassware Cuts and abrasions Wear PPE (gloves/ lab If broken, alert teacher
coats) immediately and clean up
 HCl Corrosive; causes burn to Wear PPE (gloves, lab coats, Alert teacher immediately
skin/ face/ eyes safety glasses) and follow protocol on acid
burns
Results
Outcomes Criteria Marks Student
Assessed Allocated Mark
CH11/12-3  Provides a logical and well organised data 2
 Provides either Tables/ graphs for relevant to data obtained
 Tables/ graphs are appropriate with:
 Relevant headings
 Relevant units
 Axis correctly labelled (graphs)
 Evidence of basic data is shown 1
 Basic organisation of some data is shown (at least ONE
table)

Calculations
Outcomes Criteria Marks Student
Assessed Allocated Mark
CH11/12-6  Demonstrates a detailed and accurate knowledge of 7-8
stoichiometry involved in the titration
 Uses correct figures/units throughout
 Work is demonstrated as a step by step process – all
working is shown
 Calculates the molarity of the diluted sample AND original
sample
 Student demonstrates two or more of the criterions above 4-6
 Student demonstrates ONE of the criterions above 1-3

Sample Calculation:
Problem: A 25ml solution of 0.5M NaOH is titrated until Problem: A 25ml solution of 0.5M NaOH is titrated until
neutralized into a 50ml sample of HCl. What is the neutralized into a 50ml sample of HCl. What is the
concentration of HCl? concentration of HCl?
Step by step working

1. Determine the OH - Cacid x Vacid = Cbase x Vbase

Every mole of NaOH will have one mole of OH- .
Therefore;
Cacid = Concentration of HCL (Identified Analyte)
OH - = 0.5M
Vacid= volume of HCl (50ml)
2. Determine number of moles of OH- Cbase= Concentration of NaOH (0.5M)
Molarity (M) = no. of moles/ volume Vbase= volume of NaOH (25ml)
No. of moles = Molarity (M) x Volume
No. of moles OH- = (0.5M) x (0.025L)
No. of moles OH- =0.0125moles Working:

3. Determine number of moles of H+ Macid x 50ml = (0.5M) x (25ml)

When a base neutralizes an acid, the number of moles of Macid = 12.5Mml / 50ml
H+ = number of moles of OH- . Therefore; Macid = 0.25M
No. of moles of H+ = 0.0125moles
Therefore, the concentration of HCl = 0.25M
4. Determine concentration of HCl
Every mole of HCl will produce one mole of H+ ,
therefore, number of moles of HCl = number of moles of
H+
Molarity (M) = no. of moles/ Volume
 M of HCl = 0.0125mol / 0.050L
M of HCl = 0.25M
Therefore, the concentration of HCl = 0.25M
Discussion
Outcomes Criteria Marks Student
Assessed Allocated Mark
CH11/12-4  Provides outstanding analysis on the data obtained from 9-10
CH11/12-5 the investigation
 Student identifies and explains THREE possible errors that a
titration analysis can encounter, such as:
 End Point error
 Misreading the volume
 Using equipment incorrectly
 Human/ Equipment error
 Errors in concentrations
 Burette reading error
 Not rinsing equipment
 Student identifies and describes THREE ways of improving
the validity and reliability of data obtained, such as:
 Repetition and then average of results
 Quality control (keeping equipment and chemical
separate – no contamination)
 Wash/ rinse all equipment well after each use
 Provides a good analysis on the data obtained from 7-8
investigation
 Student identifies TWO possible errors that a titration
analysis can encounter, such as provided in the criterion
above
 Student identifies TWO possible ways of improving the
validity and reliability of data obtained, such as provided in
the criterion above
 Provides sound analysis on the data obtained from the 5-6
investigation
 Provides TWO or ONE possible errors that a titration
analysis can encounter, such as provided in the criterion
above
 Provides TWO or ONE possible ways of improving the
validity and reliability of data obtained, such as provided in
the criterion above
 Provides basic analysis on the data obtained from the 3-4
investigation
 Provides ONE possible errors that a titration analysis can
encounter, such as provided in the criterion above
 Provides ONE possible ways of improving the validity OR
reliability of data obtained, such as provided in the criterion
above
 Limited discussion Provided 1-2
 Attempts at possible errors and recognizes some ways to
improve
 No discussion Provided 0
Conclusion
Outcomes Criteria Marks Student
Assessed Allocated Mark
CH11/12-5  Gives a valid concluding statement that links back to the 5
aim provided by the student
 Concluding statement is concise and logical
 Adheres to word limit well
 Presents an outstanding evaluation of data obtained
 Excellent structure
 Uses relevant and appropriate chemical terminology
 Concluding statement is valid; does NOT make link to the 3-4
aim provided by student
 Concluding statement is logical
 Limited word limit
 Presents a basic evaluation of data obtained
 Structure is clear
 Uses chemical terminology
 Concluding statement is irrelevant 1-2
 Poor evaluation of data
 Word limit not met
 Structure is present
 Attempts at chemical terminology
 Conclusion not present 0

Scientific Report (Holistic)

Outcomes Criteria Marks Student
Assessed Allocated Mark
CH11/12-5  Presents an excellent Scientific Report with all necessary 7-9
aspects, including:
 Title
 Aim
 Background information (350-400words)
 Materials and Method
 Risk Assessment
 Results
 Discussion (500-600 words)
 Conclusion (150-200 words)
 Outstanding structure is identified with clear titles and
subheading
 Adheres to set word limit
 Presents a logical and well organized evaluation of finding
 Presents a good scientific report with most criterions 5-6
outlined above
 Good structure with titles and subheadings
 Word limit is met with reason
 Presents a logical and organised analysis of findings
 Presents a sound scientific report with some criterions 3-4
outlined above
 Recognized structure with some titles and subheadings
 Word limit is recognized
 Presents an organised description of findings
 Presents a basic and limited scientific report with limited 0-2
criterions outlined above
  NO structure outlined, little to no headings
 Word limit not met and not organisation present
Student Reflection

I THINK I DID WELL IN AREAS SUCH AS:

I THINK I NEED WORK ON THESE AREA FOR FURTHER SUCCESS:

WHAT I WILL DO TO IMPROVE:

Teacher Feedback
 Critical Evaluation

Assessment is an inclusive approach used to gather and evaluate the progress of a student’s learning

(NSW Education Standards Authority, 2018). Assessment in the past and present, has been an essential part

of the teaching and learning environment in the school setting as it regulates a learning platform that shows

the academic progression of a student, reflecting on the outcomes (Butt, 2010). In the stage six context,

assessment is also used as a tool to not only evaluate the students’ progression, but also assess the teaching

and learning programs (NESA, 2018). Along with assessment, the design of the assessment and providing

feedback has been seen as methods used to indicate student performance and growth. In Australia,

assessment cannot be discussed without reference to the national curriculum. According to Cummings and

Maxwell, (2004), Australia views assessment as a centralized standard that is used to validate the

achievement of a student using generalized outcomes and content specific outcomes. The overall design of

an assessment task has shown to be effective when grounded from the outcomes, taken directly from the

syllabus (Cumming & Maxwell, 2004). The idea of feedback and self- assessment has also shown to

develop the student’s engagement and achievement within the classroom. Delivering constructive criticism

on their strengths and weaknesses on the area of study can help to further improve the student’s learning

(Nicol & Macfarlane-Dick, 2006).

Assessment is an imperative aspect throughout the process of education. Assessment validates

students in their level of competency, any need for special provisions and is used as a tool in creating a

general standard in the state. It is evidence that’s is used for and against a student’s learning process (Butt,

2010). Assessment in Australia is widely fully based on outcomes and standards as according to the national

curriculum (Cummings & Maxwell, 2004). The bigger question explored by Butt (2010), is “what

assessment is for?”. It is evident that assessment is a tool used to evaluate whether the student has actually

learnt what they were taught in order to progress towards the next stage. The national curriculum provides

nationalized assessment plans to investigate the performance of students and schools as a whole. This

creates a standard target for students and schools to reach so that there is a measureable record set as
evidence of growth (Butt, 2010). The introduction of high stakes assessment tasks has significantly

disordered the teaching and learning preparation in order to accommodate heavy content driven nature of

assessments (Cummings & Maxwell, 2004). The nature of the standards might differ from state to state;

however, the general principles are common, for example, “the Higher School Certificate offers… clear

expectations… and measures student performance against set standards” (Cummings & Maxwell, 2004).

Over time, the education system has evolved in professionalism and respect for teachers in their right of

judgement when it comes to the performance of the students. In today’s learning environment, the students

are also assessed and reported on, for their performance and participation within the classroom (NESA,

2018). It is highly evident that the assessment is crucial for effective planning, organisation and evaluation

of teaching and learning strategies presented in a lesson. Therefore, the planning of units and lesson must

unavoidably must be tied to the ongoing assessment and evaluation regimes (Butt, 2010).

A successfully designed assessment task allows students to demonstrate their knowledge and skill to

the level of learning that has been achieved. It is also used to support and evaluate the academic growth of a

student to the set criteria. Designing an assessment involves careful planning and consideration of outcomes,

task weighting, clear description of the task, marking criteria and due date (NESA, 2018). A good

assessment task should be fair, valid, inclusive of all students and reliable for the students to be able to

demonstrate their understanding in relation to the outcomes (NESA, 2018). A fair assessment task provides

all students with an equal and equitable opportunity to establish the scope of their learning. Teachers may

need to make certain adjustments to the assessment tasks in order to accommodate students with special

needs (NESA, 2018). For example, the assessment task designed above provides a scaffolds and sample

answers in order to help the student mould their answers according to the criteria provided. Validity reveals

whether the marks accurately reflect on the outcomes intended for testing. A well designed assessment task

should be based purely on the outcomes provided to ensure the validity and reliability to show the growth of

a students’ learning outcome (Herman, 1992). The twenty first century focuses on standards based

assessment in order to link student achievement to specific standards and outcomes to facilitate progression

and align with the national curriculum and expectations (Cummings & Maxwell, 2004). The result of a

satisfactory assessment task should be apparent to parents and teachers as supported with appropriate
evidence of achievement or failure of a student (Butt, 2010). Formative and summative tasks are examples

of assessment that are incorporated from the national curriculum. These are examples of ways that the

national standards can be implemented in the student’s educational setting. Butt (2010) argues however, that

summative assessment tasks can create disengagement between assessment and learning. He explains that

summative tasks, in the form of high stakes assessments, can deter a student’s motivation due to the stressful

nature. Butt (2010) further states that formative tasks use feedback as a mechanism for growth and

progression of a student’s achievement. An effective assessment design will provide students the

opportunity to demonstrate their skill in knowledge and reflect their learning process in relation to the set

outcomes no matter the type of task.

Feedback is essential to facilitate a student’s growth and progression in their learning environment as

it helps them with any future implementations regarding their education. From an educational context,

feedback is considered evaluative, in the sense that students are provided with the information of their

performance in a particular assessment task (Lizzio & Wilson, 2008). Feedback allows for students to

acknowledge their strengths and weaknesses in a specific area of work. An effective feedback should relate

to the learning outcomes, be constructive and provide opportunities and advise to improve in the future

(NESA, 2018). It is largely hypothesized that feedback becomes the responsibility of the teacher; however,

students should also be held responsible for their learning. It is vital that students should learn to conduct

self assessment to provide constructive criticism on their work so that they can evaluate themselves against

the given outcomes (Nicol & Macfarlane- Dicks, 2006). At the end of the task designed above, there is a

sheet for “student evaluation” where students are required to provide their strengths, weaknesses and areas

to improve in the assignment. This supports student learning when it facilitates development by promoting

self-reflection, clarifies the learning outcomes and standards that were assessed, reinforcing strengths and

identifying weaknesses (NESA, 2018). Teachers spend a considerable amount of time marking the work of

students but the grades are often questioned, hence teachers have been providing a marking criteria to

students in relation to the nature of the task (Butt, 2010). The marking criteria almost always specifies the

expectations of the outcomes assessed, so that the students are given detailed information on what the
marker is looking for (Butt, 2010). In hindsight, all forms of feedback are designed so that students are able

to reflect on their performance, both positive and negative, and how they can improve on it in the future.

Assessment is a vital tool in plotting and evaluating the growth and progression of a student’s

learning. Assessment not only keeps student on track with their progression, but also helps in any

improvements that would help them enhance their learning for further studies. Assessment is the learning

platform that students and teachers use to facilitate their learning and teaching pedagogies in order to

improve and successfully implement them in the future. Assessment is, and always will be a learning tool in

the educational field that sees to enhance and develop results for the student and their community.
References

Butt, G. (2010). Making Assessment Matter. Retreived from

https://ebookcentral.proquest.com/lib/uwsau/detail.action?docID=601664#

Cummings, J. J. & Maxwell, G. S. (2004). Assessment in Australian schools: current practice and trends.

Assessment in Education. 11(1), 89-108.

Hermon, J., L. (1992). What Research Tells us about Good Assessment. Educational Leadership, 49(8), 74-

78.

Lizzio, A., & Wilson, K. (2008). Feedback on assessment: Students’ perceptions of quality and

effectiveness. Assessment & Evaluation in Higher Education, 33(3), 263-275.

Nicol, D. J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and

seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.

NSW Education Standards Authority (2018). Advice on Assessment. Retrieved from

https://syllabus.nesa.nsw.edu.au/assets/global/files/advice_on_assessment_guide_web.pdf

NSW Education Standards Authority (2018). Effective Feedback. Retreived from

https://syllabus.nesa.nsw.edu.au/support-materials/effective-feedback/

NSW Education Standards Authority (2018). Principles of Effective Assessment. Retreived from

https://syllabus.nesa.nsw.edu.au/support-materials/principles-of-effective-assessment/