Methyl Orange - Department of Chemistry and Pharmaceutical
Methyl Orange - Department of Chemistry and Pharmaceutical
Methyl Orange - Department of Chemistry and Pharmaceutical
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INDIVIDUAL STUDENT WORK BOOK<br />
<strong>Methyl</strong> <strong>Orange</strong><br />
– online synthesis –<br />
<strong>Chemistry</strong> Network<br />
<strong>Department</strong> <strong>of</strong> Research <strong>and</strong> Theory in Education<br />
VU University Amsterdam The Netherl<strong>and</strong>s, 2012
<strong>Methyl</strong> orange<br />
Name:<br />
Mark:<br />
Content<br />
Explanation <strong>of</strong> the used icons:<br />
Observation<br />
Inquiry Question<br />
Theory formation<br />
Experiment<br />
Execution<br />
Conclusion<br />
1. Introduction................................................................................................................................. 3<br />
2. Experiment: methyl orange......................................................................................................... 5<br />
3. Guide experiment: one molecule <strong>of</strong> methyl orange.................................................................... 7<br />
4. Judging the inquiry <strong>of</strong> Haenen, Van Harmelen & Oortwijn....................................................... 9<br />
5. Inquiry....................................................................................................................................... 17<br />
6. First report <strong>and</strong> final article, teacher's feedback ....................................................................... 20<br />
7. Study guide ............................................................................................................................... 22<br />
8. List <strong>of</strong> concepts......................................................................................................................... 23<br />
9. Some words explained.............................................................................................................. 24<br />
Article Haenen, Van Harmelen & Oortwijn (2012) Synthesis <strong>of</strong> methyl orange in a micro reactor<br />
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1. Introduction<br />
Nowadays chemistry forms an integral part <strong>of</strong> daily life. Whether it is clothes, food, body<br />
care, cars, computers or drugs, everything people produce involves chemistry. Without<br />
inventions <strong>and</strong> chemical research the world would be very different. Chemists conduct<br />
research to acquire directly applicable knowledge, but sometimes also to underst<strong>and</strong><br />
things better. Most <strong>of</strong> the time they build on research done by other chemists. Building on<br />
knowledge <strong>of</strong> others can be advantageous because you do not need to examine things<br />
yourself. On the other h<strong>and</strong> previous research causes problems <strong>of</strong> its own. When results<br />
are not reliable, invalid conclusions may be drawn. Other research can be distorted by<br />
invalid information <strong>and</strong> this may have serious consequences. That’s why accurate <strong>and</strong><br />
reliable research is important.<br />
One <strong>of</strong> the aims <strong>of</strong> this inquiry project is to underst<strong>and</strong> how to measure ‘fair’ <strong>and</strong><br />
accurate in your inquiry. This accuracy is necessary to get reliable results in your<br />
inquiry. The only way to draw valid conclusions is to get reliable results.<br />
Only when ‘fair’ <strong>and</strong> accurate measurements are taken, research results will be reliable<br />
<strong>and</strong> valid conclusions can be drawn. Research should also be designed in such a way that<br />
other researchers can repeat it. This does not mean, however, that knowledge based on<br />
research results in itself is justified. Further investigations or other research can yield<br />
results that are slightly different or even undermine acquired knowledge. Researchers<br />
communicate about their research methods <strong>and</strong> their conclusions in pr<strong>of</strong>essional<br />
magazines, journals <strong>and</strong> on the Internet. Another way <strong>of</strong> informing the public <strong>and</strong><br />
politicians is by means <strong>of</strong> papers <strong>and</strong> television.<br />
The student researchers Haenen, Van Harmelen & Oortwijn (2012 ) investigated the<br />
influence <strong>of</strong> various flow rates on the formation <strong>of</strong> methyl orange in a micro reactor. How<br />
‘fair’ <strong>and</strong> accurate is their inquiry? Do you think their inquiry results are trustworthy? Are<br />
their conclusions valid? These are questions that you will answer by critically analysing<br />
the article written by the three student researchers. Following this we expect you to<br />
perform a better inquiry. You will write a first report on your inquiry <strong>and</strong> mail this to your<br />
chemistry teacher. Your teacher will give you feed back on the quality <strong>of</strong> your report.<br />
Weigh your teacher’s suggestions <strong>and</strong> use them to improve your report in changing it into<br />
an article. Send your final article to your teacher for marking.<br />
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Below you find a time schedule for the inquiry project, ‘<strong>Methyl</strong> <strong>Orange</strong>’. All parts can be<br />
done outside the chemistry lessons. Your first task is to become familiar with the inquiry.<br />
Therefore you do a real <strong>and</strong> a guide experiment with methyl orange. After this you analyse<br />
<strong>and</strong> evaluate an inquiry done by Haenen, Van Harmelen & Oortwijn (2012). Then you can<br />
start with your own inquiry, write a first report <strong>and</strong> a final article.<br />
Schedule for the procedure <strong>of</strong> the ‘<strong>Methyl</strong> <strong>Orange</strong>’ inquiry project (10-20 hours):<br />
Procedure Part <strong>of</strong> the project<br />
Start with the task 1. Underst<strong>and</strong> aim <strong>and</strong> nature <strong>of</strong> the inquiry project<br />
Conduct inquiry 3. Own inquiry<br />
Write report 4. Report<br />
2. Inquiry <strong>of</strong> Haenen, Van Harmelen & Oortwijn (2012)<br />
• Predict, observe, explain<br />
• Conduct guide experiment<br />
Send first report 5. Report to: teacher<br />
• Judge accuracy, reliability <strong>and</strong> validity<br />
Feedback 6. Teacher will give feedback<br />
Process comments 7. Processing the received comments, improve report<br />
Send final article 8. Article to: teacher<br />
Receive mark Teacher gives you a mark<br />
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2. Experiment: methyl orange<br />
There are two Erlenmeyer flasks at h<strong>and</strong>. One contains household vinegar <strong>and</strong> the other<br />
contains a soap solution. Add to each <strong>of</strong> the beakers a few drops <strong>of</strong> a methyl orange<br />
solution.<br />
2.1. Prediction<br />
What do you expect to happen in each <strong>of</strong> the Erlenmeyer flasks?<br />
I expect that<br />
Why?<br />
2.2. Write down your observations, conclusion <strong>and</strong> explanation.<br />
Observations<br />
Conclusion<br />
Explanation<br />
(i) Do you still agree with your expectations as written under “prediction” [2.1.]?<br />
Yes / No, because<br />
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(ii) What causes the change in colour?<br />
2.3. Browse the Internet for information on the synthesis <strong>of</strong> methyl orange <strong>and</strong> on the<br />
use <strong>of</strong> methyl arrange as an indicator.<br />
Write down your findings<br />
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3. Guide experiment: one molecule <strong>of</strong> methyl orange<br />
In this modelling experiment you build one molecule <strong>of</strong> methyl orange.<br />
3.1. Modelling experiment: building one molecule <strong>of</strong> methyl orange<br />
(i) Use a model kit to build a model <strong>of</strong> one molecule <strong>of</strong> methyl orange.<br />
The synthesis <strong>of</strong> methyl orange occurs in two steps:<br />
Step 1: a nitrosonium-ion reacts with the amino group <strong>of</strong> the sulfanilic acid, attaching a<br />
second N-atom at the sulfanilic acid to produce a diazonium salt, the diazotation process.<br />
nitrosonium ion sulfanic acid diazonium salt water<br />
Step 2: the diazonium salt is coupled with N,N-dimethylaniline, in which the coupling<br />
takes place in the opposite position from the – N(CH3)2 group.<br />
(ii) What is the diazotation process?<br />
<strong>Methyl</strong> orange<br />
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3.2. Molecular formulas, molecular masses <strong>and</strong> calculation<br />
(i) What are the molecular formulas <strong>and</strong> masses <strong>of</strong> sulfanilic acid <strong>and</strong> methyl orange.<br />
(ii) Haenen, Van Harmelen & Oortwijn (2012) used 16.7 mmol <strong>of</strong> sulfanilic acid.<br />
Calculate the maximum amount <strong>of</strong> methyl orange that theoretically can be produced.<br />
(iii) What is your conclusion about this amount compared to the amount <strong>of</strong> methyl orange<br />
that was found by Haenen et al. (2012)?<br />
(iv) Explain your findings.<br />
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4. Judging the inquiry <strong>of</strong> Haenen, Van Harmelen & Oortwijn (2012)<br />
‘Synthesis <strong>of</strong> methyl orange in a micro reactor’<br />
Before analyzing the inquiry <strong>of</strong> Haenen et al. on ‘fairness’, accuracy, reliability <strong>and</strong> validity<br />
you first answer some questions concerning accurate <strong>and</strong> reliable measurements.<br />
4.1. Orientation on accurate <strong>and</strong> reliable measurements<br />
Suppose that you would like to study the continuous flow <strong>of</strong> produced methyl orange in a<br />
micro reactor. To detect the yield <strong>of</strong> methyl orange a spectrometer is used.<br />
(i) Explain how this device works.<br />
Assume that the recorded continuous flow <strong>of</strong> methyl orange is 0.50 mmol/L.<br />
(ii) What would you do to find out if this measurement is reliable? Explain.<br />
(iii) When is a series <strong>of</strong> measurements reliable? Explain.<br />
4.2. Haenen, Van Harmelen & Oortwijn’s inquiry: accuracy, reliability, validity<br />
The inquiry question <strong>of</strong> Haenen et al. (2009) was: ‘what are the ideal circumstances to<br />
produce methyl orange?’<br />
In paragraph 4.1 you have thought about reliability <strong>of</strong> measurements. In order to be capable<br />
<strong>of</strong> measuring accurately, experiments need to be designed in a ‘fair’ way. You need<br />
accurate measurements to come to reliable results. Only when results are reliable one can<br />
draw the most valid conclusions. So the question is how to design your experiments as ‘fair’<br />
as possible to measure most accurately.<br />
To achieve accurate measurements researchers have to follow certain procedures. You will<br />
practice this procedure using the article <strong>of</strong> Haenen et al. (2012):<br />
How ‘fair’ is the design <strong>of</strong> the inquiry <strong>of</strong> Haenen et al.?<br />
How accurate are the measurements <strong>of</strong> Haenen et al.?<br />
How reliable are the measurements or results <strong>of</strong> Haenen et al.?<br />
How valid is the conclusion drawn by Haenen et al.?<br />
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By practicing these steps you will be able to critically judge other research <strong>and</strong> be capable<br />
<strong>of</strong> doing an accurate inquiry yourself.<br />
A. How ‘fair’ is the design <strong>of</strong> the inquiry <strong>of</strong> Haenen et al. (2012)?<br />
To judge a research design, you need to identify all <strong>of</strong> the variables that play a role in the<br />
experiment. To take accurate measurements researchers want to know which variable they<br />
will measure. Variables are quantities (e.g. temperature), which can be measured as a<br />
number. Usually variables also have a unit (e.g. degree Celsius). Researchers should also<br />
carefully take into account other factors (e.g. when measuring the height <strong>of</strong> a person the<br />
floor on which the person st<strong>and</strong>s should be straight), which can interfere with the variable to<br />
be measured. When taking variables into account:<br />
1 List all <strong>of</strong> the variables;<br />
2 Choose one <strong>of</strong> the variables<br />
3 Change this variable;<br />
4 Measure the effect <strong>of</strong> this change; <strong>and</strong> at the same time<br />
5 Keep all other variables <strong>and</strong> factors constant.<br />
Researchers distinguish three types <strong>of</strong> variables:<br />
Independent variable: This is the variable to be changed<br />
Dependent variable: This is the variable to be measured<br />
Control variables: These are the variables to be kept constant<br />
By using distinct variables it is easier for researchers (<strong>and</strong> other interested people) to<br />
underst<strong>and</strong> the research <strong>and</strong> follow its progress. ‘Fair’ h<strong>and</strong>ling <strong>of</strong> variables is a difficult<br />
aspect <strong>of</strong> research design. For researchers it is difficult both to recognize ‘all’ <strong>of</strong> the<br />
variables <strong>and</strong> to exclude those variables <strong>and</strong> factors that they do not want to measure or to<br />
change. In other words: to keep all interfering variables <strong>and</strong> factors constant.<br />
Now it’s up to you to recognize the different variables in the experimental procedure <strong>of</strong> the<br />
inquiry <strong>of</strong> Haenen et al. (2012) <strong>and</strong> to find out whether they h<strong>and</strong>led the variables carefully.<br />
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B. Recognizing variables in the inquiry <strong>of</strong> Haenen et al. (2012)<br />
Use the part on ‘Experimental procedure’ in the article <strong>of</strong> Haenen et al. (2012).<br />
List all variables <strong>and</strong> factors that influence the measurements in the experiment as done by<br />
Haenen et al. (2012).<br />
(i) Variables:<br />
(ii) Factors:<br />
(iii) What is the independent variable in the experiment done by Haenen et al.?<br />
(iv) What is the dependent variable in the experiment done by Haenen et al.?<br />
(v) What are the control variables in the experiment done by Haenen et al.?<br />
(vi) Did Haenen et al. (2012) forget any control variables?<br />
If yes, which one(s)?<br />
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C. How accurately did Haenen et al. (2012) measure?<br />
When the variables – related to the question under research – are known, the next step is to<br />
think about the design <strong>and</strong> set-up <strong>of</strong> the experiments. It is important to decide carefully, in<br />
advance how to conduct the actual experiment, both the set-up <strong>and</strong> the measurements.<br />
Haenen et al. had to make decisions about:<br />
i. The concentration <strong>and</strong> the inlet flow rate <strong>of</strong> solution A<br />
ii. The concentration <strong>and</strong> the inlet flow rate <strong>of</strong> solution B<br />
iii. The concentration <strong>and</strong> the inlet flow rate <strong>of</strong> solution C<br />
iv. The temperature<br />
With a well-developed research you will be less likely to encounter unpleasant surprises<br />
while the experiment is being conducted.<br />
To find out whether Haenen et al. (2012) did collect accurate measurements, you judge the<br />
decisions made by them in their experimental procedure, see article <strong>of</strong> Haenen et al. (2012).<br />
Discuss <strong>and</strong> answer the following questions:<br />
C. 1. Decisions regarding the experimental set-up<br />
(i) Did Haenen et al. choose a suitable temperature? Explain.<br />
(ii) Did Haenen et al. choose suitable rate flows? Explain.<br />
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C.2. Decisions regarding the measurements<br />
Did they read <strong>of</strong>f the graph to a correct significant figure? Explain.<br />
C.3. Decisions regarding the number <strong>of</strong> measurements<br />
Haenen et al. conducted part <strong>of</strong> the experiments twice..<br />
Was this enough times, according to you? Explain.<br />
D. How reliable are the measurements or results <strong>of</strong> the inquiry <strong>of</strong> Haenen et al.?<br />
Before collecting measurements researchers think about how to collect their observations<br />
<strong>and</strong> data, how to present <strong>and</strong> analyze their results. Collected measurements are presented<br />
in tables <strong>and</strong> graphs. Furthermore, researchers always need to check whether their results<br />
are reliable. When measurements show too much deviation, they need to be repeated.<br />
Repetition <strong>of</strong> measurements enhances the reliability.<br />
You are now to judge whether Haenen et al. (2012) presented their measurements in a<br />
correct manner <strong>and</strong> whether their measurements are reliable.<br />
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D.1. Presentation <strong>of</strong> measurements<br />
Haenen et al. presented the flow speed <strong>and</strong> concentration in Table 1 as:<br />
Table 1<br />
Flow speed (µL/min) Concentration (M)<br />
200, 400, 400 0,00031<br />
800, 800, 400 0,00040<br />
200, 400, 200 0,00064<br />
200, 200, 400 0,00070<br />
400, 200, 400 0,00076<br />
400, 400, 400 0,00083<br />
400, 200, 400 0,00111<br />
200, 200, 200 0,00124<br />
120, 75, 110 0,00154<br />
400, 400, 200 0,00165<br />
200, 200, 100 0,00397<br />
100, 100, 50 0,00746<br />
(i) Did they present the measurements in a correct manner? Explain.<br />
Haenen et al. (2012) used a graph (see Figure 1) to “get the best <strong>of</strong> reality”.<br />
Figure 1<br />
(ii) Did they use the correct variables on the x-axis <strong>and</strong> y-axis? Explain.<br />
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(iii) Is the graph a good representation <strong>of</strong> the measurements as shown in Table 1? Explain.<br />
D.2. Reliability <strong>of</strong> measurements<br />
Haenen et al. (2012) did the part <strong>of</strong> the experiment twice. Suppose that regarding one flow<br />
rate the measurements are allowed to deviate within 0.5% <strong>of</strong> the average result.<br />
(i) Which <strong>of</strong> the results <strong>of</strong> Haenen et al. (2012) are accurate enough to be reliable?<br />
(ii) What possible causes <strong>of</strong> inaccuracy in their measurements occurred:<br />
(1) Temperature Yes / No Explain.<br />
(2) Rate flow <strong>of</strong> solution A Yes / No Explain.<br />
(3) Rate flow <strong>of</strong> solution B Yes / No Explain.<br />
(4) Rate flow <strong>of</strong> solution C Yes / No Explain.<br />
(5) Other causes. Yes / No Explain.<br />
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E. How valid is the conclusion <strong>of</strong> Haenen et al. (2012)?<br />
A conclusion can be considered as valid when experiments are accurately designed <strong>and</strong><br />
carefully executed. Of course, experiments should be designed in such a way that<br />
answering the research question is possible. Haenen et al.’s (2012) inquiry question was:<br />
‘What are the ideal circumstances to produce methyl orange?’.<br />
To answer this question they selected a temperature <strong>of</strong> 70 o C <strong>and</strong> various flow rates. The<br />
results were presented in Figure 1 <strong>and</strong> Table 1. Out <strong>of</strong> these results Haenen et al. (2012)<br />
concluded that the ratio <strong>of</strong> 2:2:1 creates the highest concentration <strong>of</strong> methyl orange.<br />
(i) Do you agree with the conclusions Haenen et al. (2012)? Yes / No Explain.<br />
(ii) Is the experimental design <strong>of</strong> Haenen et al. (2012) suitable or valid to find an answer<br />
on the inquiry question as stated in their article? Yes / No. Explain.<br />
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5. Inquiry<br />
The inquiry question <strong>of</strong> Haenen et al. (2012) was ‘What are the ideal circumstances to<br />
produce methyl orange ?’ Out <strong>of</strong> their discussion a further question arise:<br />
“So maybe another ratio would have created an even higher concentration <strong>of</strong> methyl<br />
orange”<br />
To answer this question, or your own question, you design <strong>and</strong> conduct your own inquiry.<br />
You first need to write an inquiry plan in a ‘fair’, accurate, reliable <strong>and</strong> a step-by-step<br />
manner <strong>and</strong> then you reserve time for the online experiment to conduct it.<br />
It is all up to you! Before starting your own inquiry answer the part in 5.1.<br />
5.1. Formulate your own inquiry question<br />
An inquiry question can be investigated when this question has an independent (what are<br />
you going to change?) <strong>and</strong> a dependent (what are you going to measure?) variable.<br />
Write down:<br />
(i) inquiry question:<br />
(ii) hypothesis:<br />
(iii) based on which theory:<br />
Now write your own inquiry plan.<br />
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5.2. Inquiry plan<br />
5.2.1 Variables<br />
Dependent variable<br />
What variable are you going to measure? Explain why.<br />
Independent variable<br />
What variable are you going to change? Explain why.<br />
Control variables<br />
Which variables <strong>and</strong> factors do you need to control - keep constant - in your experiment?<br />
Explain why.<br />
5.2.2. Decisions on the experiment, the experimental set-up <strong>and</strong> the measurements<br />
How to make accurate measurements?<br />
(i) Up to what significant figure can you read <strong>of</strong>f the graph? Explain.<br />
(ii) Are repeated measurements needed? Explain.<br />
(iii) What reagents are used? List the materials.<br />
(iv) What results do you expect? Explain why.<br />
(viii) Check whether your inquiry plan is really answering your inquiry question.<br />
If not, change your question into a question that fits to your plan.<br />
Discuss your plan with your teacher. If she / he agrees, you can reserve time to<br />
conduct the online experiments. See the manual.<br />
Good luck!<br />
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5.3 Keep a record <strong>of</strong> the inquiry<br />
Inquiry dairy<br />
Date Work done Remarks / Observations<br />
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6. First report <strong>and</strong> final article, teacher’s feedback<br />
This booklet needs to be h<strong>and</strong>ed in to your teacher. You will get a mark for your inquiry<br />
plan <strong>and</strong> your final article.<br />
6.1 Writing a report/article: guidelines<br />
The layout <strong>of</strong> a report depends on the journal you are writing for. A report will be<br />
published when it satisfies criteria posed by the journal. This will also be the case for your<br />
article. After receiving your teacher’s comments on your report, you can use these<br />
comments to improve your report as you write your final article.<br />
Take the article <strong>of</strong> Haenen et al. (2012) as an example. Your report/article should contain<br />
the following:<br />
● Snappy but relevant title<br />
● Names <strong>of</strong> the authors <strong>and</strong> submission date<br />
● Summary <strong>of</strong> the inquiry<br />
● Introduction with the reason <strong>of</strong> or problem in the inquiry guided by theory on the<br />
problem, with the inquiry question <strong>and</strong> with a hypothesis <strong>and</strong> the theoretical<br />
assumptions concerning the answer on the inquiry question.<br />
● Experimental design with a description <strong>of</strong> the method <strong>of</strong> investigation, <strong>of</strong> the way<br />
<strong>of</strong> h<strong>and</strong>ling the different variables <strong>and</strong> <strong>of</strong> the way <strong>of</strong> h<strong>and</strong>ling the accuracy in the<br />
experimental set-up <strong>and</strong> the measuring itself.<br />
● Results with a description <strong>of</strong> the relevant observations/ measurements that are<br />
correctly put into tables <strong>and</strong> graphs.<br />
● Discussion <strong>and</strong> conclusion with a critical interpretation <strong>of</strong> your results <strong>and</strong> with a<br />
valid answer to your inquiry question.<br />
● Evaluation with a critical description <strong>of</strong> the experimental set-up, with<br />
suggestions for improvements <strong>and</strong> further inquiry questions.<br />
● Bibliography with relevant resources like textbooks, websites, magazines,<br />
articles.<br />
Further guidelines:<br />
• Use correct English <strong>and</strong> use a layout in 2 columns.<br />
• Enclose a picture or drawing <strong>of</strong> the experimental set-up (max. 100 kb).<br />
• The report/article should not exceed 1500 words (max. 500 kb).<br />
• Label your document with your name.<br />
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6.2 Teacher’s feedback on the report<br />
Ask your teacher to use the following feedback categories:<br />
• Discuss whether the (in)dependent variables are visible in the inquiry question.<br />
• Discuss whether the assumptions <strong>and</strong> theory about the hypothesis are relevant.<br />
• Discuss whether the control variables are managed well.<br />
• Discuss whether the measurements are accurate.<br />
• Discuss whether the results are presented well.<br />
• Discuss whether the reliability <strong>of</strong> the results are considered.<br />
• Discuss whether you can approve <strong>of</strong> the discussion <strong>and</strong> conclusions.<br />
• Discuss whether they wrote a critical evaluation.<br />
• Discuss whether they came up with relevant bibliography.<br />
Use the teacher’s feedback to improve your first article. Write a final article <strong>and</strong><br />
h<strong>and</strong> this in to your teacher.<br />
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7. Study guide<br />
- Read the planning<br />
Part 1. Underst<strong>and</strong> what Haenen, Van Harmelen & Oortwijn (2012) investigated:<br />
- Read the introduction<br />
- Conduct the experiment with methyl orange: Predict, observe <strong>and</strong> explain<br />
- Find information on the internet<br />
- Read the article <strong>of</strong> Haenen, Van Harmelen & Oortwijn (2012)<br />
Part 2. Evaluate the inquiry <strong>of</strong> Haenen, Van Harmelen & Oortwijn (2012):<br />
- Conduct the guide experiment: one molecule <strong>of</strong> methyl orange<br />
- Orientation on accurate <strong>and</strong> reliable measurements<br />
- Read about variables<br />
- Judge Haenen, Van Harmelen & Oortwijn’s article on h<strong>and</strong>ling variables<br />
- Judge Haenen, Van Harmelen & Oortwijn’s article on accuracy<br />
Part 3. Judge the accuracy <strong>and</strong> reliability in Haenen et al. ‘s inquiry:<br />
- Judge the experimental set-up<br />
- Judge the reliability <strong>of</strong> the measurements<br />
- Judge the presentation <strong>of</strong> the results<br />
- Judge the validity the conclusion<br />
Part 4. Your own inquiry project: question <strong>and</strong> plan:<br />
- Formulate an inquiry question<br />
- Design an inquiry plan<br />
- H<strong>and</strong> in your inquiry plan to the teacher<br />
- Reserve inquiry time for the conduction <strong>of</strong> the online experiments<br />
Part 5-6. Your own inquiry project:<br />
- Conduct your planned experiments <strong>and</strong> collect measurements<br />
- Write a first report<br />
- Send your first report to your teacher<br />
- Ask your teacher to give feedback on the report<br />
- Improve your report <strong>and</strong> write a final article<br />
- Send your final article to your teacher<br />
- Collect your mark on the inquiry project<br />
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8. List <strong>of</strong> concepts<br />
Complete the list <strong>of</strong> concepts. Work gradually on this list as the project proceeds.<br />
Write the definition <strong>of</strong>:<br />
DIAZOTATION PROCESS<br />
EXOTHERMIC REACTION<br />
INDICATOR<br />
INDEPENDENT VARIABLE<br />
DEPENDENT VARIABLE<br />
CONTROL VARIABLES<br />
ACCURACY<br />
RELIABILITY<br />
VALIDITY<br />
23 Inquiry project
<strong>Methyl</strong> orange<br />
9. Some words explained<br />
accuracy nauwkeurigheid<br />
amount hoeveelheid<br />
average gemiddelde<br />
azo compound kleurst<strong>of</strong><br />
conditions omst<strong>and</strong>igheden<br />
control variables controlevariabelen<br />
dependent afhankelijk<br />
dependent variable afhankelijke variabele<br />
deviation afwijking<br />
dye verst<strong>of</strong><br />
to increase toenemen<br />
independent variable onafhankelijke variabele<br />
inquiry onderzoek<br />
opposite tegenovergesteld<br />
to quence stoppen<br />
reliable betrouwbaar<br />
reliability betrouwbaarheid<br />
set temperature ingestelde temperatuur<br />
snappy pakkend<br />
to submit insturen<br />
validity geldigheid<br />
24 Inquiry project