17995069-Assignment 2 Chemistry

HOGWARTS PRIVATE
Assessment Task
COLLEGE
Stage 6, Year 12 Chemistry (HSC) 2018
Module 6- Acid/Base Reactions
TASK 2 OF 3: Scientific Report DATE OF ISSUE: Week 6 Term 1
MODE OF ASSESSMENT: In class Take-home DUE DATE:
Draft Report: Week 8 Term 1
Final Report: Week 10 Term 1
MARKS: /29 WEIGHTING: 20%
OUTCOMES TO BE ASSESSED:
CH 12-13 Describes, explains and quantitatively analyses acids and bases using contemporary models
CH11/12-1 Develops and evaluates questions and hypotheses for scientific investigations
CH11/12-2 Designs and evaluates investigations in order to obtain primary and secondary data and information
CH11/12-3 Conducts investigations to collect valid and reliable primary and secondary data and information
CH11/12-4 Selects and processes appropriate qualitative and quantitative data and information using a range of
appropriate media
CH11/12-5 Analyses and evaluates primary and secondary data and information
CH11/12-7 Communicates scientific understanding using suitable language and terminology for a specific audience
or purpose
IN THIS TASK YOU WILL BE ASSESSED ON HOW WELL YOU:
- Justify and evaluate the use of variables and experimental controls to ensure that a valid procedure is
developed that allows for the reliable collection of data
- Evaluate and modify an investigation in response to new evidence
- Select and extract information from a wide range of reliable secondary sources and acknowledge them
using an accepted referencing style (Harvard)
- Select qualitative and quantitative data and information and represent them using a range of formats, digital
technologies and appropriate media
- Derive trends, patterns and relationships in data and information
- Assess error, uncertainty and limitations in data
- Assess the relevance, accuracy, validity and reliability of primary and secondary data and suggest
improvements to investigations
- Effectively presents work
STUDENTS TO COMPLETE:
Student’s Name:
Chemistry Teacher’s Name:
TASK DESCRIPTION:
You are a laboratory scientist working for Cornwells and are required to find out the concentration of acetic acid in
their white vinegar. You are required to write and submit a typed scientific report based on the titration of vinegar
(HC2H3O2) with sodium hydroxide (NaOH) which you completed in class.
In your scientific report you must provide background information about titration and the purpose of it generally,
then more specifically to titration of vinegar. You must discuss the results and evaluate the procedure of your
titration with secondary research.
You will need to include the following sections in your report:

❖ Title
❖ Abstract
❖ Introduction
❖ Materials and method (including risk assessment)
❖ Results (tables, graphs, calculations)
❖ Discussion
❖ Conclusion
❖ Reference list
Title:
Your title should begin with a verb and be concise and descriptive. It should reflect exactly what you did in your
experiment.
Introduction:
The aim of the introduction is to guide the reader from the broad area of your topic (titration) to the particular topic
(titration of vinegar with sodium hydroxide). It gives the reader the necessary background to understand why you
have performed the experiment. You should summarise the work done by other researchers in this area. In the
introduction you should only include background information which is directly related to the experiment. In other
words, you should always be able to justify why you included the information in your introduction. You should also
include your hypothesis in the introduction which you would have previously written in class prior to performing the
experiment.
Materials and method:

Use the materials and method list given to you when you performed the experiment in class, including the risk
assessment.
Results:
In this section, it displays results in tables or graphs and describes them in qualitative and quantitative data. The
results only describe what was found or observed, they are not interpreted here. In your scientific report you must
include a titration curve including correct labelling of axis, consistent scale and relevant figure cation in the correct
location. Also, include a table for the measurement of acetic acid in vinegar with the correct title and column and
row headings and calculations.
Discussion:
In this section it requires you to critically evaluate your results with secondary information and data. You are to
discuss relationships or trends and cause and effect, using your results as examples. Compare your results with
similar credible research and use this to justify/support your explanation of how and why the trend is present. You
must justify and explain the use of variables and experimental controls to ensure a valid procedure was developed.
Any experimental errors or inconsistencies with your results must be explained for example, possible sources of
error and how they might have affected the results. You need to compare the experimental procedure and evaluate
it based on secondary resources. Lastly, include how the experiment can be used everyday in real world situations.
Abstract:
This appears after the title. BUT write this after the results and discussion. The abstract gives a general
overview summarising the purpose, methods, major findings and conclusions. In this section you need to state the
purpose i.e. why was the experiment done. State the hypothesis (you would have written this before you performed
the experiment). Summarise the major methods used, highlight the key results and conclusions.
Conclusion:
In your conclusion you must restate the purpose of the experiment and summarise your results in a few sentences.
You must also, state whether your hypothesis was supported or not supported by the data and identify major errors
in the experiment and how they can be improved.
Reference list:
Use a minimum of 5 valid and reliable secondary resources and use Harvard referencing style to write a reference
list and provide in-text citations. Use the following link to help you write in Harvard format:
https://library.westernsydney.edu.au/main/sites/default/files/cite_Harvard.pdf
INSTRUCTION FOR SUBMISSION:
- You may submit one stapled draft scientific report either written or typed in Week 8 Term 1 to your class
teacher during class time to receive feedback
- You are required to submit a stapled and typed final scientific report in Week 10 Term 1 to your class
teacher during class time
FOR SUCCESS:
- Complete the draft and submit it to your teacher for feedback
- Reflect on your feedback and use it to complete the final scientific report
- Plan your time wisely, create a plan on how you are going to manage your time
HOGWARTS Stage 6, Year 12 Chemistry (HSC)
PRIVATE Report
MARKING RUBRIC AND FEEDBACK
COLLEGE
STUDENT NAME:
Title
OUTCOMES ASSESSED CRITERIA ALLOCATED MARKS STUDENT MARK
 Includes an effective title beginning with
a verb and concisely conveys what the 4
experiment is about
 Includes a somewhat effective title
CH11/12-1 3
beginning with a verb and is lengthy
 Includes a somewhat effective title
2
without a verb and is concise
 Includes a title without a verb 1
 Does not include a title 0
Abstract
 Includes an abstract 1
CH11/12-7
 Does not include an abstract 0
Introduction
 Includes relevant information about
titration in general and titration of vinegar
with sodium hydroxide
 Explicitly states why you have performed
the experiment
4
 Extensive research is evident from
CH12-13 secondary resources about the same
CH11/12-3 experiment
CH11/12-7  Hypothesis is included and written
correctly
 Includes thorough information on 3 of
3
the criteria above
 Includes sound information on 2 of the
2
criteria above
 Includes basic information on 1 of the
1
criteria above
 Does not include an introduction 0
Method and materials

 Contains all equipment
 Logically lists all steps of the procedure 3
 Provides a risk assessment
CH11/12-3
 Includes 2 of the criteria above 2
 Includes 1 of the criteria above 1
 Includes none of the criteria above 0
Results- Graph
 Includes a correct titration curve
 Correctly labelled axes, title, units and 3
consistent scale
 Includes a titration curve with 1 error
 Includes at least two of the criteria for 2
CH11/12-4
labelling (axes, title or scale)
 Includes a titration curve with more than 1
error
1
 Includes one of the criteria for labelling
(axes, title or scale)
 Does not include a graph 0
Results- Table
 Includes a table for the measurement of
acetic acid in vinegar
3
 Correctly labelled column and row
headings and title
CH11/12-4  Includes a table for the measurement of
acetic acid in vinegar with 1 error
2
 Some errors with labelling column and
row headings or title
 Includes a table with more than 1 error 1
 Does not include a graph or a table 0
Discussion
 Evaluates primary and secondary data
and information and discusses
relationships or trends and cause and
effect.
 Extensively compares primary data to
secondary data and experimental
procedure of at least 1 other similar
4
experiment with the titration of vinegar
 Provides an insightful justification and
evaluation on the use of variables and
controls
CH11/12-5
 Make explicit connections to real world
CH11/12-2
situations where titration can be useful
CH11/12-3
 Explains primary and secondary data and
CH12-13
information and discusses relationships
or trends and cause and effect.
 Effectively compares primary data to
experiment with the titration of vinegar 3
 Provides a thorough justification and
controls
 Make detailed connections to real world
 Describes primary and secondary data
effect.
 Adequately compares primary data to
2
 Provides a sound justification and
controls
 Make clear connections to real world
 Identifies primary and secondary data
effect.
 Simplistically compares primary data to
1
 Provides a basic justification and
controls
 Make limited connections to real world
 Does not include a discussion 0
Conclusion
 Restate the purpose of the experiment
 Summarise the results
 Included whether hypothesis was either
4
supported or not supported
 Summary of errors in the experiment and
CH11-12-5 how they can be improved
 Includes at least 3 of the criteria above 3
 Includes none of the criteria above 0
References
 Lists resources in correct format
 Includes in-text citation 3
 Includes more than 5 resources
 Lists resources in correct format with
some mistakes
 Includes in-text citations with some 2
mistakes
CH11/12-3
 Includes less than 5 resources
 Attempts to write a references list,
1
includes at least 1 resources
 Does not include a reference list or in-text
0
citations
TEACHER FEEDBACK
What did you do well

in?
What did you not you

do well in?
What improvements did

you make from the draft
if completed?
Where to next?
Evaluation
Effective assessment in stage 6 is an important factor in student learning as skills and knowledge
which are practised and developed can not only be used in school but also in the future (Butt,
2010). NSW Education Standards Authority (NESA) define assessment as information on student
achievement which is collected and analysed (NSW Education Standards Authority, 2018). There
are many forms of assessment tasks which should be appropriately selected to test what is
intended. Different forms of assessment tasks may include essays, written reports, projects and
presentations. It is important to recognise and consider different forms of assessment such as
diagnostic, formative and summative to correctly assess students in their different stages of
learning for analysis (Harlen & James, 1997). Also, effective feedback is vital in assessment tasks
as it contributes to student development and illustrates student’s strengths, areas of improvement
and suggestions of how these improvements can be made in the future (Hattie & Timperley,
2007). Assessment design is a major component to effectively communicate what is expected of
students in order to succeed. Following the principles of good assessment (fair, appropriate, valid,
reliable, transparent, authentic and manageable) this can be achieved (Bloxham & Boyd, 2007).
The assessment task attached is based on the stage 6 syllabus for year 12 chemistry students in
Module 6-Acid/Base Reactions. It requires students to write a scientific report on a titration
practical they have previously performed in class. This paper will highlight the importance of forms
of assessment, feedback and assessment design for stage 6 students.
Assessment is the essential connection between teaching and learning within the classroom to
provide evidence of student learning (Butt, 2010). Assessment is the measure of student’s
knowledge, understanding and skills they have been taught. In saying this, there are different
forms of assessment which measure various stages of learning against curriculum outcomes.
Diagnostic, formative and summative are three forms of assessment which are utilised in a school
setting to gage where students understanding is before the unit of work, how they are progressing
within the unit of work providing appropriate feedback and what they have learnt at the end of the
unit of work, respectively (Stobart, 2008). Diagnostic and formative forms of assessment can be
expressed as either informal or formal (Harlen & James, 1997). Informal assessments such as
observations, group discussions or questioning can be a less invasive and stressful way to test a
student’s knowledge, understanding and/or skills. However, it may be disadvantageous when
seeking individual assessment which can be analysed and used for comparisons (Harlen &
James, 1997). Consequently, this is where formal assessment is beneficial as students would
submit a written exam, essay, project or report based on curriculum outcomes (Harlen & James,
1997). Although formal assessment is beneficial, the introduction of high-stakes assessment such
as the Higher School Certificate (HSC) can disadvantage students who do not test well under
stressful conditions (Harlen & James, 1997). Therefore, this can lead to a lack of motivation and
disengagement which can cause implications for future studies and career opportunities (Harlen &
James, 1997). In the assessment attached, it is an example of a formal summative assessment as
it is created to test student’s ability to effectively write a scientific report at the conclusion of the
module.
Feedback is an important component of assessment as it is useful for student’s development of

their knowledge, understanding and/or skills. It provides students with information on how they are
progressing in relation to syllabus outcomes and suggests advice to students on how they can
improve in areas of need (Hattie & Timperley, 2007). However, feedback must be effective in order
for it to be beneficial to students. As stated by Hattie and Timperley (2007), to be effective
feedback must address the following questions; Where am I going?, How am I going? and Where
to next?. By answering these questions, it structures feedback to be useful for the student and
teacher. The student can use the information to know which areas they need to concentrate more
on (Hattie & Timperley, 2007). Likewise, teachers can use the information to gage whether their
teaching methods are being conveyed in an effective way and can assist them to develop
supportive materials for students (Hattie & Timperley, 2007). The first question refers to the
learning goals of students. Establishing these goals promotes positive attitudes to achieve goals
and motivate students to undertake challenging obstacles (Bargh, Gollwitzer, Lee-Chai, Barndolla
& Trotschel, 2001). Black and William (1998) support this statement as they found a correlation
between higher student engagement and increased success. The second question relates to how
the student is progressing with the knowledge, understanding and/or skills they are required to
demonstrate (Hattie & Timperley, 2007). The final question refers to what the students can do in
the future to improve or guide them to challenge them further in the learning process (Hattie &
Timperley, 2007). These three questions are implemented in the attached assessment task under
the marking rubric. The questions include the strengths the student has possessed in the
assessment task, which areas they can improve on and what they can do in future tasks. Students
may also submit a draft scientific report to receive feedback they can apply to their final
submission.
Finally, assessment design is essential when generating a task to distribute to students. Good
assessment principles should be considered in the deign process to ensure the assessment is
effective. The principles in which an assessment should include are being fair, appropriate, valid,
reliable, transparent, authentic and manageable (Bloxham & Boyd, 2007). Assessment tasks
should be fair so that all students have equal and equitable opportunity to complete the task and
demonstrate their knowledge, understanding and/or skills in relation to syllabus outcomes
(Bloxham & Boyd, 2007). In the assessment attached it includes the principle of fairness as it
includes a scaffold embedded within task. It illustrates the appropriate headings of the scientific
report and what should be added into each section. This clearly outlines what is expected of
students thus, provides an equal and equitable opportunity for all students. As well as this, all
students have the choice to submit a draft scientific report by the required date to receive effective
feedback to apply to the final submission. Shepard (2005) suggests that scaffolds and formative
assessment are essentially the same in that both assist in the development of learning. It is
explained that formative assessment is information which is collected and analysed to support
students to meet their individual needs (Vygotsky, 1978). Thus, the assessment attached not only
is a summative form of assessment but includes formative assessment through effective feedback
in both the draft as well as the final submission. Furthermore, an assessment can only be fair if
students have had sufficient exposure and practise with the knowledge and skills they are
expected to demonstrate in the task (Bloxham & Boyd, 2007). To put this into context, student
would have needed to learn about the aspects and write non-assessable scientific reports in the
duration of the unit plus been given feedback so the assessment is fair.
Following from this, assessments are considered good if they are appropriate and valid (Bloxham
& Boyd, 2007). The assessment should be a measure of what the student is learning and use a
valid method which is suitable for the intended learning outcomes being assessed (Bloxham &
Boyd, 2007). This is shown in the assessment task attached as the module is about acid/base
reactions in which titration is a component of however, students are only being assessed on their
ability to write a scientific report. The task is also reliable as it is marked using a rubric which is
used for all students to provide consistency in the marking (Bloxham & Boyd, 2007). Students
need to be made aware of what is required of them to be successful in the assessment task. This
is the principle of transparency where expectations are made clear through a detailed task
description and marking rubric (Bloxham & Boyd, 2007). Both of these aspects are included in the
assessment attached hence, explains clearly what the students need to include to write a
successful scientific report. This task correlates with future studies and career opportunities as it
builds on knowledge and skills students can use beyond school. This makes the assessment
authentic and motivates students as they can make real world connections (Bloxham & Boyd,
2007). The task is also manageable as there is sufficient time to complete the draft as well as the
final report (Bloxham & Boyd, 2007). The students are given four weeks in total to submit the final
task and the draft must be submitted within two weeks of the issue date.
In conclusion, assessment is important in stage 6 to test the knowledge, understanding and/or

skills students have learnt. There are different forms of assessment including diagnostic, formative
and summative which are used for different purposes. In the assessment attached it utilises both
formative and summative assessment. It does this as it uses feedback and is assessing student’s
knowledge, understanding and/or skills at the end of the unit. The assessment task also uses the
principles of good assessment to make it a fair and reliable task overall.
Bargh, J. A., Gollwitzer, P. M., Lee-Chai, A., Barndollar, K., & Trotschel, R. (2001). The automated
will: Nonconscious activation and pursuit of behavioral goals. Journal of Personality and
Social Psychology, 81(6), 1014–1027.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education,
5(1), 7–75.
Bloxham, S., & Boyd, P.F. (2007). Developing effective assessment in higher education: A
practical guide. Retrieved from
https://ebookcentral.proquest.com/lib/uwsau/reader.action?docID=332673&query=
Butt, G. (2010). Making assessment matter. Retrieved from

https://ebookcentral.proquest.com/lib/uwsau/reader.action?docID=601664&query=
Harlen, W., & James, M. (1997). Assessment and learning: Differences and relationships between
formative and summative assessment. Assessment in Education: Principles, Policy &
Practice, 4(3), 365-379. doi: 10.1080/0969594970040304
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1),
81-112.
NSW Education Standards Authority. (2018). Purpose of assessment. Retrieved 30 April, 2018,
from http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-
curriculum/assessment/assessment-in-practice/purpose-of-assessment
Shepard, L. A. (2005). Linking formative assessment to scaffolding. Educational Leadership,

63(3), 67-70
Stobart, G. (2008). Testing times: The uses and abuses of assessment. Retrieved from
https://books.google.com.au/books?hl=en&lr=&id=qy7gph-
xBisC&oi=fnd&pg=PP1&dq=testing+times:+the+uses+and+abuses+of+assessment+2008&ot
s=6Nx0Cec9j5&sig=3YHuOgYyrTfEWhCXMHELZIAx1TI#v=onepage&q=testing%20times%3
A%20the%20uses%20and%20abuses%20of%20assessment%202008&f=false
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes.
Cambridge, MA: Harvard University Press

17995069-Assignment 2 Chemistry

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HOGWARTS PRIVATE

You will need to include the following sections in your report:

Materials and method:

Method and materials

What did you do well

What did you not you

What improvements did

Feedback is an important component of assessment as it is useful for student’s development of

In conclusion, assessment is important in stage 6 to test the knowledge, understanding and/or

Butt, G. (2010). Making assessment matter. Retrieved from

Shepard, L. A. (2005). Linking formative assessment to scaffolding. Educational Leadership,

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