Criterion A: The student clearly states the independent and dependent variables in the research question or two correlated variables (if applicable)

Comment: The student has clearly defined the research question, stating the independent variable as varying temperatures and the dependent variable as the quantity of iodine present in iodized salt. Additionally, the units of measurement have been specified as Celsius degrees and grams for the respective variables

Criterion A: The student describes in the posed research question the method of analysis conducted

Comment: It is specified that an iodometric titration will be employed as a means of investigation for this Internal Assessment

Criterion A: The document includes a background theory section, and concepts directly relevant to the research question are described

Comment: The student has prepared a detailed Background Information section where they have outlined the properties of iodized salt. They have also described the method of investigation, which involves iodometric titration, and have provided a photograph in Figure 1, showing the expected color changes of the titer. In the final part of the section, the student has included relevant chemical equations

Criterion A: The document includes a background theory section, and concepts directly relevant to the research question are described

Comment: The student has prepared a detailed Background Information section where they have outlined the properties of iodized salt. They have also described the method of investigation, which involves iodometric titration, and have provided a photograph in Figure 1, showing the expected color changes of the titer. In the final part of the section, the student has included relevant chemical equations

Criterion A: The document includes a background theory section, and concepts directly relevant to the research question are described

Comment: The student has prepared a detailed Background Information section where they have outlined the properties of iodized salt. They have also described the method of investigation, which involves iodometric titration, and have provided a photograph in Figure 1, showing the expected color changes of the titer. In the final part of the section, the student has included relevant chemical equations

Criterion A: The document includes a background theory section, and concepts directly relevant to the research question are described

Comment: The student has prepared a detailed Background Information section where they have outlined the properties of iodized salt. They have also described the method of investigation, which involves iodometric titration, and have provided a photograph in Figure 1, showing the expected color changes of the titer. In the final part of the section, the student has included relevant chemical equations

Criterion A: There is a clear explanation of the choice of techniques used for measuring the independent and dependent variables

Comment: The student has demonstrated a comprehension of the different temperature values chosen for the investigation by incorporating the Independent variable and Dependent variable sections. The goal is to simulate the various temperatures that salt could be exposed to in a kitchen. Furthermore, the student has explicitly stated that the amount of iodine left in the iodized salt will be measured in grams

Criterion A: There is a clear explanation of the choice of techniques used for measuring the independent and dependent variables

Comment: The student has demonstrated a comprehension of the different temperature values chosen for the investigation by incorporating the Independent variable and Dependent variable sections. The goal is to simulate the various temperatures that salt could be exposed to in a kitchen. Furthermore, the student has explicitly stated that the amount of iodine left in the iodized salt will be measured in grams

Criterion A: There is a clear explanation of the choice of techniques used for measuring the independent and dependent variables

Comment: The student has demonstrated a comprehension of the different temperature values chosen for the investigation by incorporating the Independent variable and Dependent variable sections. The goal is to simulate the various temperatures that salt could be exposed to in a kitchen. Furthermore, the student has explicitly stated that the amount of iodine left in the iodized salt will be measured in grams

Criterion A: There is a clear explanation of the choice of the sampling technique applied or the database used

Comment: In the background information section, the student explains the theory behind titration and provides relevant chemical equations to justify the chosen method of investigation. The experimental setup is well-documented through the use of photos (Figures 2 and 3) to provide clear visualization. Additionally, the student elucidates the specifics of the experiment such as the use of stoichiometric ratios to determine the moles of iodine or the selection of temperature values in constant increments

Criterion A: There is a clear explanation of the choice of the sampling technique applied or the database used

Comment: In the background information section, the student explains the theory behind titration and provides relevant chemical equations to justify the chosen method of investigation. The experimental setup is well-documented through the use of photos (Figures 2 and 3) to provide clear visualization. Additionally, the student elucidates the specifics of the experiment such as the use of stoichiometric ratios to determine the moles of iodine or the selection of temperature values in constant increments

Criterion A: There is a clear explanation of the choice of the sampling technique applied or the database used

Comment: In the background information section, the student explains the theory behind titration and provides relevant chemical equations to justify the chosen method of investigation. The experimental setup is well-documented through the use of photos (Figures 2 and 3) to provide clear visualization. Additionally, the student elucidates the specifics of the experiment such as the use of stoichiometric ratios to determine the moles of iodine or the selection of temperature values in constant increments

Criterion A: There is a discussion regarding the student’s choice of the following aspects; number of trials, precision of the measurements, scope, quantity, and quality of the measurements (such as the range, interval, or frequency of the independent variable)

Comment: To demonstrate a linear trend, the student chose constant increments in the theoretical iodine concentration. Furthermore, the student clarified that the dependent variable would be indicated by a noticeable change in color

Criterion A: There is a discussion regarding the student’s choice of the following aspects; number of trials, precision of the measurements, scope, quantity, and quality of the measurements (such as the range, interval, or frequency of the independent variable)

Comment: To demonstrate a linear trend, the student chose constant increments in the theoretical iodine concentration. Furthermore, the student clarified that the dependent variable would be indicated by a noticeable change in color

Criterion A: The student names controlled variables and explains how they were controlled

Comment: The student demonstrated a thorough understanding of the variables that are critical to maintain or control during the experiment to ensure the validity of the results. The relevant control methods and reasons for implementing them are clearly outlined in Table 1

Criterion A: The student names controlled variables and explains how they were controlled

Comment: The student demonstrated a thorough understanding of the variables that are critical to maintain or control during the experiment to ensure the validity of the results. The relevant control methods and reasons for implementing them are clearly outlined in Table 1

Criterion A: The student identifies and addresses any safety issues associated with the investigation

Comment: Achieved through the inclusion of the Safety concerns subsection in the Risk assessment section, where the student outlines the risks posed by the chemicals used, such as KI or HCl, and methods of mitigation

Criterion A: The student identifies and addresses any ethical issues associated with the investigation

Comment: It is clearly outlined in the Ethical and environmental concerns subsection that since no living organisms were used there are no ethical issues to be considered

Criterion A: The student identifies and addresses any environmental issues associated with the investigation

Comment: The student has provided a clear description of the correct procedure for disposing of chemical waste in the Ethical and environmental concerns section. They have mentioned the use of an appropriate container for the waste

Criterion A: The methodology is described sufficiently, including detailed steps of the procedure, names of materials, etc., to allow for the investigation to be reproduced

Comment: The attachment of the Method section with an annotated diagram of the experimental setup ensures a point for this subcriterion. The steps taken to conduct the experiment, including the preparation of salt solutions and titration with thiosulfate solution, have been effectively described by the student. The information presented in the section can be easily understood by the examiner due to its clarity and comprehensiveness

Criterion A: The methodology is described sufficiently, including detailed steps of the procedure, names of materials, etc., to allow for the investigation to be reproduced

Comment: The attachment of the Method section with an annotated diagram of the experimental setup ensures a point for this subcriterion. The steps taken to conduct the experiment, including the preparation of salt solutions and titration with thiosulfate solution, have been effectively described by the student. The information presented in the section can be easily understood by the examiner due to its clarity and comprehensiveness

Criterion A: The methodology is described sufficiently, including detailed steps of the procedure, names of materials, etc., to allow for the investigation to be reproduced

Comment: The attachment of the Method section with an annotated diagram of the experimental setup ensures a point for this subcriterion. The steps taken to conduct the experiment, including the preparation of salt solutions and titration with thiosulfate solution, have been effectively described by the student. The information presented in the section can be easily understood by the examiner due to its clarity and comprehensiveness

Criterion A: The methodology is described sufficiently, including detailed steps of the procedure, names of materials, etc., to allow for the investigation to be reproduced

Comment: The attachment of the Method section with an annotated diagram of the experimental setup ensures a point for this subcriterion. The steps taken to conduct the experiment, including the preparation of salt solutions and titration with thiosulfate solution, have been effectively described by the student. The information presented in the section can be easily understood by the examiner due to its clarity and comprehensiveness

Criterion B: The student clearly describes how the data was obtained and processed so each procedural step is easily understood

Comment: The student displays the data collected in Table 3, which shows the starting and ending volumes of the titer for every temperature value. The student finds the average titer volume values and uses stoichiometry to determine the mass of iodate - the values can be seen in Table 4, and the results are visualized in Graph 1. Each mathematical operation is provided with a formula and an example calculation

Criterion B: The student clearly describes how the data was obtained and processed so each procedural step is easily understood

Comment: The student displays the data collected in Table 3, which shows the starting and ending volumes of the titer for every temperature value. The student finds the average titer volume values and uses stoichiometry to determine the mass of iodate - the values can be seen in Table 4, and the results are visualized in Graph 1. Each mathematical operation is provided with a formula and an example calculation

Criterion B: The student clearly describes how the data was obtained and processed so each procedural step is easily understood

Comment: The student displays the data collected in Table 3, which shows the starting and ending volumes of the titer for every temperature value. The student finds the average titer volume values and uses stoichiometry to determine the mass of iodate - the values can be seen in Table 4, and the results are visualized in Graph 1. Each mathematical operation is provided with a formula and an example calculation

Criterion B: The student clearly describes how the data was obtained and processed so each procedural step is easily understood

Comment: The student displays the data collected in Table 3, which shows the starting and ending volumes of the titer for every temperature value. The student finds the average titer volume values and uses stoichiometry to determine the mass of iodate - the values can be seen in Table 4, and the results are visualized in Graph 1. Each mathematical operation is provided with a formula and an example calculation

Criterion B: The student clearly describes how the data was obtained and processed so each procedural step is easily understood

Comment: The student displays the data collected in Table 3, which shows the starting and ending volumes of the titer for every temperature value. The student finds the average titer volume values and uses stoichiometry to determine the mass of iodate - the values can be seen in Table 4, and the results are visualized in Graph 1. Each mathematical operation is provided with a formula and an example calculation

Criterion B: The description of data recording and processing is detailed and precise i.e.all tables, graphs, and figures are appropriately annotated and a correct number of units, decimal places, and significant figures is applied throughout the work

Comment: The student added relevant numbers to tables and graphs that support the data analysis, as well as concise labels that explain what the data represents. Furthermore, the student incorporated the units of measurement into the column titles of the tables

Criterion B: The description of data recording and processing is detailed and precise i.e.all tables, graphs, and figures are appropriately annotated and a correct number of units, decimal places, and significant figures is applied throughout the work

Comment: The student added relevant numbers to tables and graphs that support the data analysis, as well as concise labels that explain what the data represents. Furthermore, the student incorporated the units of measurement into the column titles of the tables

Criterion B: The description of data recording and processing is detailed and precise i.e.all tables, graphs, and figures are appropriately annotated and a correct number of units, decimal places, and significant figures is applied throughout the work

Comment: The student added relevant numbers to tables and graphs that support the data analysis, as well as concise labels that explain what the data represents. Furthermore, the student incorporated the units of measurement into the column titles of the tables

Criterion B: The description of data recording and processing is detailed and precise i.e.all tables, graphs, and figures are appropriately annotated and a correct number of units, decimal places, and significant figures is applied throughout the work

Comment: The student added relevant numbers to tables and graphs that support the data analysis, as well as concise labels that explain what the data represents. Furthermore, the student incorporated the units of measurement into the column titles of the tables

Criterion B: The description of data recording and processing is detailed and precise i.e.all tables, graphs, and figures are appropriately annotated and a correct number of units, decimal places, and significant figures is applied throughout the work

Comment: The student added relevant numbers to tables and graphs that support the data analysis, as well as concise labels that explain what the data represents. Furthermore, the student incorporated the units of measurement into the column titles of the tables

Criterion B: The description of data recording and processing is detailed and precise i.e.all tables, graphs, and figures are appropriately annotated and a correct number of units, decimal places, and significant figures is applied throughout the work

Comment: The student added relevant numbers to tables and graphs that support the data analysis, as well as concise labels that explain what the data represents. Furthermore, the student incorporated the units of measurement into the column titles of the tables

Criterion B: The description of data recording and processing is detailed and precise i.e.all tables, graphs, and figures are appropriately annotated and a correct number of units, decimal places, and significant figures is applied throughout the work

Comment: The student added relevant numbers to tables and graphs that support the data analysis, as well as concise labels that explain what the data represents. Furthermore, the student incorporated the units of measurement into the column titles of the tables

Criterion B: The description of data recording and processing is detailed and precise i.e.all tables, graphs, and figures are appropriately annotated and a correct number of units, decimal places, and significant figures is applied throughout the work

Comment: The student added relevant numbers to tables and graphs that support the data analysis, as well as concise labels that explain what the data represents. Furthermore, the student incorporated the units of measurement into the column titles of the tables

Criterion B: The document includes clear considerations of the impact of uncertainties on the data and results

Comment: The student propagated the uncertainty in the Uncertainty and error propagation section on page 8, obtaining the overall uncertainty in the mass of iodate. Then, the uncertainty's magnitude and impact on the results are accurately commented on in the final part of the Conclusion section: "Graph 1 further shows that the effect of uncertainties in this experiment is more significant for the lower temperatures and the value of the uncertainty relative to the experimental value decreases as temperature increases"

Criterion B: The document includes clear considerations of the impact of uncertainties on the data and results

Comment: The student propagated the uncertainty in the Uncertainty and error propagation section on page 8, obtaining the overall uncertainty in the mass of iodate. Then, the uncertainty's magnitude and impact on the results are accurately commented on in the final part of the Conclusion section: "Graph 1 further shows that the effect of uncertainties in this experiment is more significant for the lower temperatures and the value of the uncertainty relative to the experimental value decreases as temperature increases"

Criterion B: There is nothing in the work that would hinder the validity of the conclusion (e.g any major, or significant omissions, inaccuracies, or inconsistencies)

Comment: The student conducts three trials for five variables yielding only 15 data points, which is not enough. To improve, it is advised to conduct additional trials or incorporate more variables to ensure that at least 25 data points are being analyzed and investigated

Criterion B: The student conducts relevant data processing that will accurately address the research question

Comment: The student's experiment aimed to determine the effect of cooking temperature on the amount of iodine lost from iodized salt. The proposed method of data processing appears suitable as the student started by presenting the raw data, followed by the calculation of titer volumes to obtain the amount of iodate in grams. Furthermore, the student included a graph depicting the correlation between the mass of iodine and temperature. Overall, the student's approach to data processing seems well-structured and appropriate for their experiment. Overall, the student's approach to data processing seems well-structured and appropriate for their experiment

Criterion B: The student conducts relevant data processing that will accurately address the research question

Comment: The student's experiment aimed to determine the effect of cooking temperature on the amount of iodine lost from iodized salt. The proposed method of data processing appears suitable as the student started by presenting the raw data, followed by the calculation of titer volumes to obtain the amount of iodate in grams. Furthermore, the student included a graph depicting the correlation between the mass of iodine and temperature. Overall, the student's approach to data processing seems well-structured and appropriate for their experiment. Overall, the student's approach to data processing seems well-structured and appropriate for their experiment

Criterion B: The student conducts relevant data processing that will accurately address the research question

Comment: The student's experiment aimed to determine the effect of cooking temperature on the amount of iodine lost from iodized salt. The proposed method of data processing appears suitable as the student started by presenting the raw data, followed by the calculation of titer volumes to obtain the amount of iodate in grams. Furthermore, the student included a graph depicting the correlation between the mass of iodine and temperature. Overall, the student's approach to data processing seems well-structured and appropriate for their experiment. Overall, the student's approach to data processing seems well-structured and appropriate for their experiment

Criterion B: The student conducts relevant data processing that will accurately address the research question

Comment: The student's experiment aimed to determine the effect of cooking temperature on the amount of iodine lost from iodized salt. The proposed method of data processing appears suitable as the student started by presenting the raw data, followed by the calculation of titer volumes to obtain the amount of iodate in grams. Furthermore, the student included a graph depicting the correlation between the mass of iodine and temperature. Overall, the student's approach to data processing seems well-structured and appropriate for their experiment. Overall, the student's approach to data processing seems well-structured and appropriate for their experiment

Criterion B: The student conducts relevant data processing that will accurately address the research question

Comment: The student's experiment aimed to determine the effect of cooking temperature on the amount of iodine lost from iodized salt. The proposed method of data processing appears suitable as the student started by presenting the raw data, followed by the calculation of titer volumes to obtain the amount of iodate in grams. Furthermore, the student included a graph depicting the correlation between the mass of iodine and temperature. Overall, the student's approach to data processing seems well-structured and appropriate for their experiment. Overall, the student's approach to data processing seems well-structured and appropriate for their experiment

Criterion B: The student conducts relevant data processing that will accurately address the research question

Comment: The student's experiment aimed to determine the effect of cooking temperature on the amount of iodine lost from iodized salt. The proposed method of data processing appears suitable as the student started by presenting the raw data, followed by the calculation of titer volumes to obtain the amount of iodate in grams. Furthermore, the student included a graph depicting the correlation between the mass of iodine and temperature. Overall, the student's approach to data processing seems well-structured and appropriate for their experiment. Overall, the student's approach to data processing seems well-structured and appropriate for their experiment

Criterion B: The student conducts relevant data processing that will accurately address the research question

Comment: The student's experiment aimed to determine the effect of cooking temperature on the amount of iodine lost from iodized salt. The proposed method of data processing appears suitable as the student started by presenting the raw data, followed by the calculation of titer volumes to obtain the amount of iodate in grams. Furthermore, the student included a graph depicting the correlation between the mass of iodine and temperature. Overall, the student's approach to data processing seems well-structured and appropriate for their experiment. Overall, the student's approach to data processing seems well-structured and appropriate for their experiment

Criterion B: The student conducts relevant data processing that will accurately address the research question

Comment: The student's experiment aimed to determine the effect of cooking temperature on the amount of iodine lost from iodized salt. The proposed method of data processing appears suitable as the student started by presenting the raw data, followed by the calculation of titer volumes to obtain the amount of iodate in grams. Furthermore, the student included a graph depicting the correlation between the mass of iodine and temperature. Overall, the student's approach to data processing seems well-structured and appropriate for their experiment. Overall, the student's approach to data processing seems well-structured and appropriate for their experiment

Criterion B: The student conducts relevant data processing that will accurately address the research question

Comment: The student's experiment aimed to determine the effect of cooking temperature on the amount of iodine lost from iodized salt. The proposed method of data processing appears suitable as the student started by presenting the raw data, followed by the calculation of titer volumes to obtain the amount of iodate in grams. Furthermore, the student included a graph depicting the correlation between the mass of iodine and temperature. Overall, the student's approach to data processing seems well-structured and appropriate for their experiment. Overall, the student's approach to data processing seems well-structured and appropriate for their experiment

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