2What does cohesive mean 3What does dissolve mean 4 Would water be more or less cohesive if it had dissolved a solute Follows written procedures a Correctly follows written instructions to carry out the experimental techniques or procedures ID: 630868
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Slide1
Water practical
Starter
1.What does dipolar mean ?
2.What does cohesive mean ?
3.What does dissolve mean ?
4. Would water be more or less cohesive if it had dissolved a solute ?
Follows
written procedures a) Correctly follows written instructions to carry out the experimental techniques or procedures
.
5b
. Cites
sources of information demonstrating that research has taken place, supporting planning and conclusions.
Slide2
Practical endorsement
1. Name on inside and outside cover of lab book
2. Glue in sheets into back of the lab book
3. Lab books never leave the lab
CORE
practicals
- you may be asked about these in the exams
Most
practicals
will focus on some (not all) of the skills you need for the teacher assessment.
If you demonstrate the skill in either the practical work or in the write-up your teacher will sign and date that skill in the lab book.
The lab book must be kept as evidence for external moderation.Slide3
Water practical
Starter
1.What does dipolar mean ?
2.What does cohesive mean ?
3.What does dissolve mean ?
4. Would water be more or less cohesive if it had dissolved a solute ?
Follows
written procedures a) Correctly follows written instructions to carry out the experimental techniques or procedures
.
5b
. Cites
sources of information demonstrating that research has taken place, supporting planning and conclusions.
Slide4
Write up due in one weeks time
Aim/Title and date
Introduction
.
Brief discussion of the chemical nature of water and its importance to organisms.
Make sure you cite any sources you use
Prediction/Hypothesis
Method
Step by step procedure to describe what you will do during the experiment
Diagram of key pieces of apparatus and how they will be used in the experiment
You can use the method given to you
Results
Record your results in an appropriate table and present them in a clear and logical way, including units and descriptions in the column headings
Represent the raw data in an appropriate graphical form
Conclusion
Draw conclusions. A conclusion must be specific to what you are looking at (don
’
t extrapolate or make general CAUSAL inferences)
Describe your results. What did you find/ what do graphs show, are there any correlations (be specific)
Does your data agree with any predictions?
Explain/suggest reasons for anomalous data
Explain your results using what you have observed and relating this to what you know of the chemical nature of water remember to correctly cite any sources you use.
What have others in the class found/ previous literature suggest/Does it agree/ disagree with your data (how repeatable is your data, is there any scientific explanation that supports your findings)
Evaluation
How confident are you in making your conclusion?
A conclusion can only be valid if it
a. answers the original question (Was the method sufficient to answer your initial aim)
b. is based on repeatable data (Did you take enough measurements? Did you take them frequently enough? Did others find the same ? (in class and in the literature)
c. is based on reliable data (Were there any obvious or identifiable sources of error in your experimental method, were all the variables controlled ? )
How could you improve the accuracy and reliability of your experiment
Uncertainty value/error –depends on precision of equipment used.
Is there anything you could have done to make your experiment more precise or accurate (more sensitive equipment) ?
How could you extend your investigation.Slide5
Our method can be used in write up (print out on small scale for students to include in their lab books).Slide6
Full write-up
Citing sources. In the text you must indicate that the information came from elsewhere this should link to you references.
e.g. 71 % of students rated “doing a science experiment” one of their most enjoyable school experiences
[1] OR (
Cerini
et al.
,
2003).
Reference list
[1]
Cerini
, B., Murray, I. and Reiss, M. J. (2003).
Student Review of the Science Curriculum: Major Findings
. London: Planet Science.
[2]
Royal Society of Chemistry (2006).
Surely that’s banned? A Report for the Royal Society of Chemistry on the Understanding of Schools & Education Authorities of Chemicals and Procedures Thought to be Banned from Use in Schools
. London: Royal Society of Chemistry. Available at: http://
www.rsc.org
/images/report%20final%20for%20pri nt_tcm18-41416.pdf (accessed on March 17, 2008). Slide7
In text
List
references alphabetically by author
If you cite two or more references by the same author list these references in chronological order (oldest first)Titles of periodicals should be quoted in full and followed by volume numbers (part number in brackets) and page numbers. Do not include issue number if pagination runs sequentially throughout the issues for a given volume
Italics, bold, underlining and quotation marks are NOT used in this style (EXCEPTION:
italicise
scientific names
eg
,
Homo sapiens or
Poecilia
reticulata
)
Journal Articles
Archetti
M 2000. The origin of autumn
colours
by coevolution. Journal of Theoretical Biology 205: 625–630.
Sedgeley
JA, O'Donnell CFJ 2004. Roost use by long-tailed bats in South Canterbury: examining predictions of roost-site selection in a highly fragmented landscape. New Zealand Journal of Ecology 28: 1-18
.
Books
Do not
italicise
titles
Use a capital letter at the start of the book title and any proper nouns, for example, New Zealand in the first example below
Give edition, if relevant,
ie
if it's not the first edition. See the second example below
Include total number of pages at the end
King CM ed. 1990. The handbook of New Zealand mammals. Auckland, Oxford University Press. 600 p.
McCallagh
P,
Nelder
JA 1989. Generalized linear models. 2nd edition. London, Chapman & Hall. 532 p
.
Chapter in a book
Copeland LO, McDonald MB 2001. Seed storage and deterioration. In Principles of seed science and technology. 4th edition. Boston, Kluwer Academic Publishers, Pp. 192–230.
O'Donnell CFJ 2005. New Zealand long-tailed bat. In: The handbook of New Zealand mammals. 2nd edition. Melbourne, Oxford University Press. Pp. 98-109
.
Websites: Provide date of retrieval/viewing/accession
Lastname
Author initials year. Title of document.
www.specificURL.co.nz (accessed day month year).
Land and Water Forum 2010. Report of the Land and Water Forum: a fresh start for fresh water.
http://www.landandwater.org.nz/
(accessed 27 September 2012).Slide8
Conclusion
Draw conclusions. A conclusion must be specific to what you are looking at (don
’
t extrapolate or make general CAUSAL inferences)
Describe your results. What did you find/ what do graphs show, are there any correlations (be specific)
Does your data agree with any predictions?
Explain/suggest reasons for anomalous data
Explain your results using what you have observed and relating this to what you know of the chemical nature of water remember to correctly cite any sources you use.
What have others in the class found/ previous literature suggest/Does it agree/ disagree with your data (how repeatable is your data, is there any scientific explanation that supports your findings)
Evaluation
How confident are you in making your conclusion?
A conclusion can only be valid if it
a. answers the original question (Was the method sufficient to answer your initial aim)
b. is based on repeatable data (Did you take enough measurements? Did you take them frequently enough? Did others find the same ? (in class and in the literature)
c. is based on reliable data (Were there any obvious or identifiable sources of error in your experimental method, were all the variables controlled ? )
How could you improve the accuracy and reliability of your experiment
Uncertainty value/error –depends on precision of equipment used.
Is there anything you could have done to make your experiment more precise or accurate (more sensitive equipment) ?
How could you extend your investigation.