Stage 6 – Year 12 Chemistry

ASSESSMENT TASK NOTIFICATION

Titration – Practical Examination

Task Overview
Nature of Task: Students will be required to complete an in-class assessment task requiring
students to conduct an acid-base titration to determine the concentration of an unknown acid,
analyze and evaluate data gathered and complete relevant questions.
Task Number: 2 out of 4
Weighting: 20%
Date of Notification: Thursday 10th May 2018
Date of Examination: Monday 28th May 2018 (During Periods 3 & 4)

Module 6 – Acid/Base Reactions

Outcomes Addressed:
• 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
Task Description:
Students will be required a complete the practical examination which will consist of two sections
• Section A (17 Marks)
Section A of the examination is the be completed prior to students conducting the acid-base
titration. This section tests student understanding on principles involved in the design of an
accurate and valid titration.
• Section B (20 Marks)
Section B of examination requires students to physically carry out an acid-base titration.
Students must then apply quantitative processes to find the concentration of the acid, comment
on and evaluate their results, assessing accuracy and reliability, explain neutralization reactions
using contemporary models, and analyze secondary titration data provided.
 Stage 6 – Year 12 Chemistry
Titration – Practical Examination

Student Name: _________________

Class: ________________________

TIME ALLOWED: 100 Minutes

You have been given 125mL of an unknown concentration of hydrochloric acid (HCl). Using the
provided equipment, you must titrate the hydrochloric acid (HCl) against a standard 0.1mol/L
anhydrous sodium carbonate solution (Na2CO3) using the procedures and analysis techniques
learned previously in class to determine the concentration of the hydrochloric acid (HCl).

Prior to commencement of the assessment task, ensure all the following equipment is present.

▢ 250mL 0.1 mol/L anhydrous sodium ▢ 50mL burette

carbonate solution (Na2CO3) in beaker ▢ 25mL pipette
▢ 125 mL of hydrochloric acid (HCl) in beaker
▢ 250mL conical flask
(unknown concentration)
▢ Retort stand, clamp and boss head
▢ Distilled water in wash bottle
▢ Methyl orange indicator

Section A Section B Total Mark Percentage (%)

/ 17 / 20 /37
 Section A - Background
COMPLETE BEFORE PROCEEDING TO SECTION B
1. Define what is meant by the term ‘standard solution’. (1 Mark)
______________________________________________________________________________
______________________________________________________________________________

2. Anhydrous sodium carbonate (Na2CO3) was selected as a primary standard for this experiment.
Identify three requirements for a primary standard and explain why this was a good selection for
this experiment. (3 Marks)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Define the terms ‘equivalence point’ and ‘end point’ and explain how they affect the selection
of the indicator to use in the titration (3 Marks)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. Methyl orange was selected for use as an indicator in this experiment. In general terms explain,
with the aid of a titration curve, why methyl orange is an appropriate indicator for this reaction. (3
Marks).

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Write a balanced chemical equation for the neutralisation reaction between hydrochloric acid
(HCl) and anhydrous sodium carbonate solution (Na2CO3) (2 Marks).
______________________________________________________________________________
______________________________________________________________________________

6. Outline the procedure you will utilise to conduct this titration experiment. Mention two
strategies you will use to increase the accuracy of your results (5 Marks).
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 Section B – Titration Experiment
ONLY START AFTER COMPLETING SECTION A
1. Record results of the titration experiment in the table below (3 Mark).

Trial Volume of Titrant (mL)

1
2
3
4
2. Use these results to determine the average volume of titrant (mL) used, stating the error (2
Marks).
______________________________________________________________________________
______________________________________________________________________________

3. Comment on the reliability of the data collected. (1 Mark)

______________________________________________________________________________
______________________________________________________________________________

4. Using this averaged result, calculate the number of moles of anhydrous sodium carbonate
(Na2CO3) reacted (2 Marks).
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5. Using your calculation in question 3 and the balanced chemical equation, calculate the
concentration of the hydrochloric acid (HCl) (3 Marks).
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. Explain this neutralisation reaction using the Bronsted-Lowry theory of acids and bases. Write
the relevant half-equations as a part of your explanation (3 Marks).
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

7. A student conducts an acid-base titration using a pH meter. The table below shows the data
recorded.

Volume of Base (mL) pH Volume of Base (mL) pH

1.00 3.15 15.00 4.90

2.00 3.24 16.00 5.20

3.00 3.39 16.50 5.40

4.00 3.54 17.00 5.60

5.00 3.63 17.50 5.95

6.00 3.78 18.00 6.60

7.00 3.85 18.50 7.30

8.00 3.98 18.70 7.60

9.00 4.11 18.90 8.15

10.00 4.20 19.10 9.95

10.50 4.26 19.30 10.50

11.00 4.31 20.50 10.90

11.50 4.39 21.00 11.80

12.00 4.47 21.50 12.20

13.00 4.60 22.50 12.30

14.00 4.75 23.50 12.35

7. a) Identify an advantage of conducting a titration with a pH meter as opposed to using an
indicator? (1 Mark)
______________________________________________________________________________
______________________________________________________________________________

7. b) Use the data provided to plot a titration curve for the student’s experiment. (3 Marks)

7. c) Using the titration curve you plotted, deduce the strength of the acid and the base utilised in
this titration. (2 Marks)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

End of Paper
Marking Criteria
Section A
1. Define what is meant by the term ‘standard solution’. (1 Mark)
Criteria Marks
• Student correctly defines the term standard solution 1

2. Anhydrous sodium carbonate (Na2CO3) was selected as a primary standard for this experiment.
Identify three requirements for a primary standard and explain why this was a good selection for
this experiment. (3 Marks)
Criteria Marks
• Student correctly identifies three requirements and uses this to justify the 3
selection of anhydrous sodium carbonate (Na2CO3) as a primary standard
• Student correctly identifies two requirements and uses this to justify the 2
selection of anhydrous sodium carbonate (Na2CO3) as a primary standard
• Student correctly identifies one requirement and uses this to justify the 1
selection of anhydrous sodium carbonate (Na2CO3) as a primary standard

3. Define the terms ‘equivalence point’ and ‘end point’ and explain how they affect the selection
of the indicator to use in the titration (3 Marks)
Criteria Marks
• Student correctly defines both terms and successfully explains how they 3
affect the selection of the indicator used
• Student correctly defines both terms 2
• Student correctly defines one term and successfully explains it affects the
selection of the indicator used
• Student correctly defines one term 1
4. Methyl orange was selected for use as an indicator in this experiment. In general terms, explain
with the aid of a titration curve why methyl orange is an appropriate indicator for this reaction. (3
Marks).
Criteria Marks
• Student recognizes the reaction is taking place between a strong acid and 3
weak base, plots an appropriate titration curve showing an approximate
end-point and hence justifies the selection of methyl orange as an indicator
• Student recognizes the reaction is taking place between a strong acid and 2
weak base and hence justifies the selection of methyl orange as an
indicator
OR
• Student recognizes the reaction is taking place between a strong acid and
weak base, plots an appropriate titration curve showing an approximate
end-point but does not justify the selection of methyl orange as an
indicator
• Student recognizes the reaction is taking place between a strong acid and 1
weak base

5. Write a balanced chemical equation for the neutralisation reaction between hydrochloric acid
(HCl) and anhydrous sodium carbonate solution (Na2CO3) (2 Marks).
Criteria Marks
• Student provides a correct balanced chemical equation for the reaction 2
• Student provides the correct chemical equation for the reaction however 1
fails to balance it

6. Outline the procedure you will utilise to conduct this titration experiment. Mention two
strategies you will use to increase the accuracy of your results (5 Marks).
Criteria Marks
• Student provides a comprehensive outline of the procedure they will 5
utilise to conduct the experiment. The procedure is technically correct and
mentions two strategies they will utilise to increase the accuracy of results
• Student provides a comprehensive outline of the procedure they will 4
utilise to conduct the experiment. The procedure is technically correct and
mentions one strategy they will utilise to increase the accuracy of results
• Student provides a sound outline of the procedure they will utilise to 3
conduct the experiment. The procedure is technically correct.
• Student provides a sound outline of the procedure they will utilise to 2
conduct the experiment. The procedure contains some critical oversights.
• Student provides a basic outline of the procedure they will utilise to 1
conduct the experiment.
Section B
1. Record results of the titration experiment in the table below (3 Mark).
Criteria Marks
• Student records results of all four trials in the table. Results are within 3
1mL of the theoretical value and have range of less then 2mL
• Student records results of all four trials in the table. Results are within 2
1mL of the theoretical value OR have range of less then 2mL
• Student records results of all four trials in the table. 1

2. Use these results to determine the average volume of titrant (mL) used, stating the error (2
Marks).
Criteria Marks
• Student averages trials 2, 3 and 4 stating the error. 2
• Student averages trials 2, 3 and 4 without stating the error 1
OR
• Student averages trials 1, 2, 3 and 4 stating the error

3. Comment on the reliability of the data collected. (1 Mark)

Criteria Marks
• Student, in general terms, comments on the range of the data collected 1

4. Using this averaged result, calculate the number of moles of anhydrous sodium carbonate
(Na2CO3) reacted (2 Marks).
Criteria Marks
• Student uses molarity formula to correctly calculate the number of moles 2
of anhydrous sodium carbonate (Na2CO3) reacted
• Student attempts to use the molarity formula to calculate the number of 1
moles of anhydrous sodium carbonate (Na2CO3) reacted
Sample Answer

c (Na2CO3) 0.1 mol/L

v (Na2CO3) 0.0188 L
n (Na2CO3) 0.002 moles
5. Using your calculation in question 3 and the balanced chemical equation, calculate the
concentration of the hydrochloric acid (HCl) (3 Marks).
Criteria Marks
• Student uses the correct mole ratio and applies the molarity formula, 3
without error, to determine concentration of the hydrochloric acid (HCl)
• Student uses the correct mole ratio and incorrectly applies the molarity 2
formula to determine concentration of the hydrochloric acid (HCl)
OR
• Student uses the incorrect mole ratio and correctly applies the molarity
formula to determine concentration of the hydrochloric acid (HCl)
• Student attempts to use the molarity formula to determine the 1
concentration of the hydrochloric acid (HCl)
Sample Answer
1:2 Mole Ratio
n (HCL) 0.00375 moles
v (HCL) 0.025 L
c (HCL) 0.15 mol/L

6. Explain this neutralisation reaction using the Bronsted-Lowry theory of acids and bases. Write
the relevant half-equations as a part of your explanation (3 Marks).
Criteria Marks
• Student correctly explains the neutralisation reaction using the Bronsted- 3
Lowry theory of acids and bases with relevant half-equations
• Student correctly explains the neutralisation reaction using the Bronsted- 2
Lowry theory of acids and bases with one relevant half-equation
OR
• Student incorrectly explains the neutralisation reaction using the
Bronsted-Lowry theory of acids and bases however presents the correct
relevant half-equations
• Student correctly explains the neutralisation reaction using the Bronsted- 1
Lowry theory of acids and bases without use of relevant half-equations
7. A student conducts an acid-base titration using a pH meter. The table below shows the data
recorded.
7. a) Identify an advantage of conducting a titration with a pH meter as opposed to using an
indicator? (1 Mark)
Criteria Marks
• Student correctly identifies an advantage of conducting a titration with a 1
pH meter as opposed to using indicators

7. b) Use the data provided to plot a titration curve for the student’s experiment. (3 Marks)
Criteria Marks
• Student accurately plots titration curve, labelling axis and providing a 3
title
• Student accurately plots titration curve but is missing the labelling of axis 2
or title
• Student incorrectly plots titration curve but labels axis and provides a 1
title

7. c) Using the titration curve you plotted, deduce the strength of the acid and the base utilised in
this titration. (2 Marks)
Criteria Marks
• Using the titration curve, student correctly identifies that the reaction 2
took place between a weak acid and a strong base
• Student correctly identifies that the reaction took place between a weak 1
acid and a strong base, without reference to the titration curve plotted
Reflection
“NSW schools are taking more responsibility for their own performance, are
subject to closer public scrutiny and are finding new ways of improving student
outcomes in a world of ever-more demanding standards” (Smith, 2005, p. 42).
Evaluate the importance of assessment and approaches to feedback and assessment design that
will inform your practice in your teaching area.
Assessments play a fundamental role in the NSW educational system, having profound impact on
students, teachers and the broader community. Assessments have been shown to directly affect
student learning patterns, educational focuses and the allocation of time and resources (Surgenor,
2010). The introduction of requirements such as the ‘HSC minimum standard of literacy and
numeracy’, a series of online tests of basic reading, writing and numeracy tasks which students
must pass in order to sit HSC exams in or after 2020, illustrate the ever-more increasing demands
placed on NSW schools as mentioned by Smith (2005) ("HSC minimum standard", n.d.). As future
teachers of the new NSW Stage 6 ‘Chemistry’ course, we must be mindful of the pressures placed
on students and schools in the design of our assessments and coursework. This report will discuss
the types of assessment schools can utilize in their pedagogical practice, the importance and
limitations of each approach, assessment in the new NSW Stage 6 ‘Chemistry’ course, and the
impact that high stakes testing has on the wellbeing of students.
Summative assessment, or assessment of learning, is what is typically thought of when assessments
are discussed. This form of assessment typically takes place at the end of a unit, term or semester
and assists teachers in assessing student learning and achievement against learning outcomes or
educational standards ("Assessment For, As and of Learning", n.d.). Summative assessment tasks
can be ‘internal’, ie set by the school and used for regular grading, record keeping, designing
courses and providing feedback to parents, or ‘external’, that is set by an examination body such
as the NSW Education Standards Authority (NESA) and used for selection for employment or
higher education, monitoring of school performance and vocational qualifications (Surgenor,
2010). Such ‘high stakes’ summative testing places pressure not only on students but also on
teachers and schools as information about student performance is often used to inform decisions
such as funding and resources allocated (Surgenor, 2010). Furthermore, Hattie & Timperley (2007)
identify feedback as one of the most powerful influences on learning and achievement, affecting
processes such as effort, motivation or engagement. They argue however that traditional forms of
assessment, such as formal examination tasks, are too often used to provide a snapshot of learning
rather than providing meaningful feedback to students, answering questions such as “Where am I
going?” “How am I going?” and “Where to next?” (Hattie & Timperley, 2007).Ergo, it becomes
apparent that in addition to summative assessment, other forms of assessment are required to direct
the pedagogic approaches used by teachers and to provide actionable feedback for students.
Diagnostic assessments are a form as assessment given at the beginning of the course, or the
beginning of the unit, and are used to collect information on previous knowledge and
understanding students bring into the course/unit. They provide a snapshot of the students’ current
intellectual abilities, emotions or ideologies and allow for teachers to direct instructional choices
throughout the course to ensure the best learning experience possible ("Diagnostic Assessment",
n.d.). Entering the Stage 6 ‘Chemistry’ course, students will bring pre-instructional knowledge and
beliefs about phenomena and concepts to the classroom. In science classrooms, the personal views
of students often do not match those that are held by the scientific community and if these
misunderstandings are not challenged, they become an integral component of the student’s
worldview, subsequently interfering with future learning and causing students to experience
difficulty integrating new information into their existing schemas (Treagust, 2012). Diagnostic
assessments, such as the use of two-tier multiple-choice test items recommended by Treagust
(2012), can help teachers identify the alternative conceptions held by students. The first tier of the
multiple-choice question consists of two to four choices and the second tier contains possible
reasoning for the answers in the first tier. Figure 1 shows an example diagnostic question for the
topic of chemical bonding. Such forms of diagnostic testing allow teachers to identify and clarify
alternative conceptions held by students and serve to direct the pedagogic approaches used
subsequently to teach the topic (Treagust, 2012).

Figure 1: Two-tier Multiple-Choice Sample (Treagust, 2012)

Another form of assessment is formative assessment or assessment for learning. Formative

assessment occurs throughout the teaching and learning process to gather evidence about current
student knowledge, understand and skills to inform future lessons and direction. This type of
assessment can be formal, such a mini-quiz, or informal, such as teacher observations and
questioning ("Assessment For, As and of Learning", n.d.). The inclusion of formative assessment
into educational policies has become increasingly popular, requiring teachers to incorporate it
meaningfully into their instructional models. Per Hattie & Timperley’s (2007) criticism about the
lack of feedback in traditional forms of assessment, formative assessment can fill that role in
providing actional feedback students to support their learning (Bell & Cowie, 2001). Informal
formative assessment techniques, as applied in a science classroom, rely heavily on teacher
intuition and include things such as probing questions, observations, and whole class discussions.
Formal formative assessments, on the other hand, are planned tasks such as concept maps,
brainstorming and journal writing, and involve the teacher deliberately checking student
understanding at key points (Buck, Trauth-Nare & Kaftan, 2010). Overall, the relationship
between assessment, teaching, and learning is dynamic and effective utilization of all three forms
of assessment, that is diagnostic, formative and summative, enhances planning and guide student
learning (Buck, Trauth-Nare & Kaftan, 2010).
Assessment tasks, especially ‘high stakes’ testing such as the HSC and NAPLAN examinations,
have adverse effects on students and their families. In a recent literature review, commissioned by
the Whitlam Institute, the regime of examining high stakes testing present in the NSW educational
system the was examined against the interest of students (Polesel, Dulfer & Turnbull, 2012). A
number of concerns were found including: the reliability of the tests themselves and the subsequent
impact on the nature and quality of broader learning experiences; effects on student well-being,
including potential to impact self-esteem and cause stress, anxiety, pressure or fear; and negative
impacts on the pedagogical approaches employed by teachers such as shifting the focus from the
learning needs of the student to the evaluation and reporting process (Polesel, Dulfer & Turnbull,
2012). In senior chemistry courses, the combination of high stakes testing with a subject that is
complex and highly abstract by nature makes essential that teachers account for the associated
pressures in their course design and also provide the necessary support structures in class to help
look after student well-being (Milenković, Segedinac & Hrin, 2014). The new Stage 6 Chemistry
syllabus recognizes the immense amounts of stress experienced by senior students and
incorporates strategies to address these concerns. These strategies include limiting the number of
formal assessment tasks schools can set and mandating an increased variety in the types of
assessments developed (NESA, 2017). As future chemistry teachers, we can also promote positive
health and wellbeing on a more individual level, such as through reminding students not to neglect
their health during the lead up to exams and focus on regular nutritious meals, getting sufficient
sleep, exercising regularly and taking breaks at regular intervals to enhance concentration,
maintain energy levels and wellbeing (Managing Exam Anxiety and Stress, n.d.). Also providing
meaningful forms of feedback formative assessment should be integrated into the learning program
to provide students guidance on how they are currently going, and identify areas for improvement
in the future. As a result, when attempting high stakes such as the HSC, students can enter with
greater confidence about their knowledge, understanding, and abilities (Hattie & Timperley, 2007;
Surgenor, 2010). Overall, assessments have adverse effects on students, teachers, schools, and
communities. As future teachers, we must be aware of these effects and incorporate the appropriate
pedagogical strategies to ensure positive student health and well-being.
In conclusion, forms of assessment, that is diagnostic, formative and summative, have a dynamic
relationship with teaching and learning, shaping student learning patterns, teacher planning and
the allocation of time and resources (Buck, Trauth-Nare & Kaftan, 2010; Surgenor, 2010). This
report recommends the use of assessments to not only to provide a snapshot of student learning
but to also provide meaningful and actional feedback to students about their learning (Hattie &
Timperley, 2007). Also with the pressures that ‘high stakes’ testing places on students and their
families, it also becomes important that teacher consider and incorporate the appropriate support
strategies to promote student health and well-being (Surgenor, 2010).
References
Assessment For, As and Of Learning. Retrieved from https://syllabus.nesa.nsw.edu.au/support-
materials/assessment-for-as-and-of-learning/
Bell, B., & Cowie, B. (2001). The characteristics of formative assessment in science
education. Science Education, 85(5), 536. doi: 10.1002/sce.1022.abs
Buck, G., Trauth-Nare, A., & Kaftan, J. (2010). Making formative assessment discernable to pre-
service teachers of science. Journal Of Research In Science Teaching, 47(4), 402-421. doi:
10.1002/tea.20344
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doi: 10.1080/01926187.2015.1061407
Surgenor, P. (2010). Role of Assessment [Ebook]. University College Dublin. Retrieved from
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Treagust, D. (2012). Diagnostic assessment in science as a means to improving teaching,
learning and retention. Presentation, The Australian Conference on Science and
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University of Tasmania. Managing Exam Anxiety and Stress [Ebook]. Retrieved from
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