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School Mobile Science

Laboratory Project Workbook
for Grade 10, 11 and 12
Physical Science Educators
CAPS Curriculum Aligned Experiments
 Page 2 of 44

Table of Contents
Heating and Cooling Curves.............................................................................................. 3
Acceleration ...................................................................................................................... 11
Newton’s Second Law ..................................................................................................... 19
Boyle’s Law........................................................................................................................ 28
Conservation of Momentum............................................................................................ 34
Acid-Base Titration .......................................................................................................... 41
 Page 3 of 44

GRADE 10

PHYSICAL SCIENCES: Chemistry (P2)

Term 2

Prescribed Experiment 1

Heating and Cooling Curves

Heating and Cooling Curves

1a Determining the Heating Curve of Water Part 1 (12)
1b Determining the Heating Curve of Water Part 2 (15)
1c Determining the Cooling Curve of Naphthalene Part 1 (12)
1d Determining the Cooling Curve of Naphthalene Part 2 (10)
TOTAL: [49]
 Page 4 of 44
Determining the Heating Curve of Water

This is a prescribed experiment. You will be required to complete the report and hand it in to your teacher.
This practical is for marks and it will count towards your term mark. Your teacher will assess this
experiment.

Background:
Heating and cooling cures show how the increase or decrease of temperature against time respond
through the phases of materials. This phenomenon is crucial in the processing of metals, as it gives
indications of how changes for different materials, especially alloys, happen. It helps to determine the
usefulness of particular materials for different climatic conditions and extreme temperatures variations.
The relationship between the time and temperature during the various points of constant heating show
how the heat exchanges between molecules existing in various phases absorb and use the energy they
absorb.

Part One: [12]

Aim: (1)

Experiment:
Apparatus:
• glass beaker • tripod
• crushed ice • wire gauze
• thermometer • Bunsen burner
• stop watch

Safety Precautions:
Clear the working space of any flammable material – cloth, paper and other chemicals.
Ensure that there is no lose clothing that can come into contact with the open flame
of the Bunsen burner. Pay careful attention the boiling water is handled properly so
as not to cause accidents that might result in burns.

Method:
Follow these steps and record your results in the table.
1. Set up the apparatus as shown in the diagram.
2. Half-fill the beaker with crushed ice and measure the temperature with the thermometer.
3. Gently heat the beaker using a Bunsen burner.
4. While stirring continuously, measure the temperature every 60s. Continue until the water has
boiled for three or four readings.
5. Present your results in a neatly drawn table.
6. Plot the heating curve of water, placing temperature (in °C) on the vertical axis and time (in
seconds) on the horizontal axis.
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Results: (4)

Time Temperature Time Temperature

( ) ( ) ( ) ( )
1 0 11 600
2 60 12 660
3 120 13 720
4 180 14 780
5 240 15 840
6 300 16 900
7 360 17 960
8 420 18 1020
9 480 19 1080
10 540 20 1140
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Graph: (7)

Criteria Yes No
Heading. 1
Both axes labelled correctly with units. 1
Suitable scale for x-axis and y-axis. 2
All the points plotted correctly. 2
Correct shape of graph. 1
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Part Two: [15]
Questions:
1. To obtain a heating curve, are there any variables that have to be kept constant? (1)

2. At what temperature(s) do(es) the temperature remain constant? (2)

3. What change(s) occur at this/these temperature(s)? (2)

4. Explain in your own words what happens when the water molecules are changing phase.
(10)
 Page 8 of 44
Determining the Cooling Curve of Naphthalene

This is a prescribed experiment. You will be required to complete the report and hand it in to your teacher.
This practical is for marks and it will count towards your term mark. Your teacher will assess this
experiment.

Background Theory:
Heating and cooling cures show how the increase or decrease of temperature against time respond
through the phases of materials. This phenomenon is crucial in the processing of metals, as it gives
indications of how changes for different materials, especially alloys, happen. It helps to determine the
usefulness of particular materials for different climatic conditions and extreme temperatures variations.
The relationship between the time and temperature during the various points of constant heating show
how the heat exchanges between molecules existing in various phases absorb and use the energy they
absorb.

Part One: [12]

Aim: (1)

Experiment:
You will need:
• Test tube • Bunsen burner
• Test tube rack • Stop watch
• Naphthalene • tripod
• Thermometer • wire gauze

Method:
Follow these steps and then record your results in the table.
1. Place some naphthalene into the test tube and heat it until it melts.
2. Remove the test tube from the Bunsen burner and take the reading on the thermometer.
3. Place it into a beaker with water and record the temperature of the naphthalene every 60s, while
stirring continuously. Continue until the naphthalene becomes a solid.
4. Present your results in a neatly drawn table.
5. Plot the cooling curve of naphthalene, placing temperature (in °C) on the vertical axis and time (in
seconds) on the horizontal axis.

Results: (4)
Time Temperature Time Temperature
( ) ( ) ( ) ( )
1 0 11 600
2 60 12 660
3 120 13 720
4 180 14 780
5 240 15 840
6 300 16 900
7 360 17 960
8 420 18 1020
9 480 19 1080
10 540 20 1140
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Graph: (7)

Criteria Yes No
Heading. 1 0
Both axes labelled correctly with units. 1 0
Suitable scale for x-axis and y-axis. 2 0
All the points plotted correctly. 2 0
Correct shape of graph. 1 0
 Page 10 of 44

Part Two: [10]

Questions:
1. To obtain a cooling curve, are there any variables that have to be kept constant? (1)

2. At what temperature(s) do(es) the temperature remain constant? (2)

3. What change(s) occur at this/these temperature(s)? (2)

4. Explain in your own words what happens when the naphthalene molecules are changing phase. (5)
 Page 11 of 44

GRADE 10

PHYSICAL SCIENCES: Physics (P1)

Term 3

Prescribed Experiment for Project

Acceleration

Acceleration
2. Accelerated motion graphs (106)
TOTAL: [106]
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Graphs of Motion for Acceleration

This is a prescribed experiment. You will be required to write a practical report and hand this in to your
teacher. This experiment is for marks and it will count towards your term mark.

Background Theory:
In this experiment you will record and draw three different types of graphs: a position vs time graph, a
velocity vs. time graph and acceleration vs. time graph of a trolley undergoing uniform acceleration.

Experiment:
Aim: (3)

Criteria Yes No
Refers to independent variable 1 0
Refers to dependent variable 1 0
Refers to variables that are kept constant 1 0

Hypothesis: (4)

Criteria Yes No
Refers to independent variable 1 0
Refers to dependent variable 1 0
Refers to variables that are kept constant 1 0
Refers to the relationship between the
1 0
dependent and independent variable

Variables: (3)
Independent Variable Dependant Variable Controlled Variable(s)
The one that is changed The one that is measured Must be kept the same.
(determined)

Apparatus:
• Ticker timer • Dynamics trolley and track
• Cell holder and 4 cells • Ruler or measuring tape
• Carbon paper disc • Retort stand (or bricks)

Method:
1. Set the slope of the inclined plane so that the trolley accelerates from rest as it pulls the tape
through the ticker timer.
2. Place the trolley at the top of the slope. Switch on the ticker time and release the trolley.
3. Then let the trolley run down the slope.
4. Mark off the tape in ten-space intervals starting from the first dot that you can see clearly.
5. Measure the change in position from the beginning of the first interval to the end of each
successive interval and record your answers in a suitable table.
6. Determine the period of the ticker timer and then the time interval for each ten-space interval and
record your data in your table.
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7. Draw an accurate labelled graph of position vs. time.
8. Describe the shape of the graph.
9. Draw a velocity vs. time graph.
10. Describe the shape of the graph.
11. Draw an acceleration vs. time graph.
12. Describe the shape of the graph.
13. Repeat the above with a greater gradient of the slope. (Draw the graphs on the same set of axes
for the first set of results.)
14. Give a conclusion for your aim (investigative question).

Results:
Time: (3)

Table 1: (20)
∆x
Time ∆t Displacement ∆x v= ∆v
( ) ( ) ( ) ( ) ∆t ( )
( )
A
A–B
A–C
A–D
A–E
A–F
A–G

Acceleration: (3)
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Table 2: (20)
∆x
Time ∆t Displacement ∆x v= ∆v
( ) ( ) ( ) ( ) ∆t ( )
( )
A
A–B
A–C
A–D
A–E
A–F
A–G

Acceleration: (3)
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Graph 1: (Position graphs) (12)

Criteria Yes No
Heading. 1 0
Both axes labelled correctly. 1 0
Suitable scale for x-axis and y-axis. 2 0
All 5 points plotted correctly. 2x2 0
Line of best fit. 1x2 0
Correct shape of graph. 1x2 0
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Graph 2: (Velocity graphs) (12)

Criteria Yes No
Heading. 1 0
Both axes labelled correctly. 1 0
Suitable scale for x-axis and y-axis. 2 0
All 5 points plotted correctly. 2x2 0
Line of best fit. 1x2 0
Correct shape of graph. 1x2 0
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Graph 3: (Acceleration graphs) (12)

Criteria Yes No
Heading. 1 0
Both axes labelled correctly. 1 0
Suitable scale for x-axis and y-axis. 2 0
All 5 points plotted correctly. 2x2 0
Line of best fit. 1x2 0
Correct shape of graph. 1x2 0
 Page 18 of 44
Shape of the graphs 1: (Position graphs) (2)

Shape of the graphs 2: (Velocity graphs) (2)

Shape of the graphs 3: (Acceleration graphs) (2)

Conclusion: (5)

Criteria Yes No
Refers to independent variable 1 0
Refers to dependent variable 1 0
Refers to variables that are kept constant 1 0
Refers to the relationship between the
1 0
dependent and independent variable
Refers to hypothesis 1 0
 Page 19 of 44

GRADE 11

PHYSICAL SCIENCES: Physics (P1)

Term 1

Prescribed Experiment 1

Verification of Newton’s Second Law

Newton’s Second Law

1a Acceleration vs force (mass constant) (34)
1b Questions (7)
1c Acceleration vs mass (force constant) (47)
1d Questions (13)
TOTAL: [101]
 Page 20 of 44
To investigate Newton’s Second Law

This is a prescribed experiment. You will be required to complete the report and hand it in to your teacher.
This experiment is for marks and it will count towards your term mark.

Background Theory:
Newton’s Second Law of Motion: When a net force, Fnet, is applied to an object of mass, m, it accelerates
in the direction of the net force. The acceleration, a, is directly proportional to the net force and inversely
proportional to the mass.
Fnet = ma

Part 1 Acceleration vs force (mass constant)

Investigative question:
What is the relationship between acceleration and force when the mass is constant?

Hypothesis: (4)

Criteria Yes No
Refers to independent variable 1 0
Refers to dependent variable 1 0
Refers to variables that are kept constant 1 0
Refers to the relationship between the
1 0
dependent and independent variable

Apparatus

➢ Dynamics trolley ➢ Twenty 10g mass pieces

➢ Runway ➢ String and a hook
➢ Ticker timer and tape ➢ Mass meter
➢ Pulley ➢ Conducting leads
➢ Books (to raise one end of the trolley track) ➢ Two cell holders with four cells each OR 12 V
AC power supply

Method Technician to demonstrate

1. Set up the apparatus as shown in the

diagram.
2. Measure the ticker tape to be a little bit longer
than the track.
3. Thread the ticker tape through the ticker timer
and ensure that it will move freely through it.
4. Make sure the trolley is on the track correctly
to ensure there is as little friction as possible.
5. Put five 10g mass pieces on the hook.
6. Leave the remaining fifteen on the trolley.
(The total mass of the system must remain
constant in this experiment.)
7. Hold the trolley in position until the ticker tape
has been attached to it and the ticker timer is
going and then release it.
8. Now repeat with ten mass pieces on the hook (and the other ten on the trolley.)
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9. Next put fifteen mass pieces on the hook (leaving the remaining five on the trolley.)
10. Finally repeat with all twenty mass pieces on the hook.
Results
Process the tapes as follows:

1. Find a dot near the starting point of the tape where the dots can be easily distinguished. Label the
first dot, A. Continue labelling every tenth dot (the frequency of the timer is 100 Hz) B, C, etc. The
distances are given in mm. (not to scale)

….. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A 36 B 60 C 84 D 108 E 132 F

2. Now calculate the acceleration between points A and E as follows: (showing your work where suitable)
(19)

Time between dots calculation:

Time for 10 dots:

t from A to C = t from D to F =
x from A to C = x from D to F =

Average velocity over interval AC =

=
=

Average velocity over interval DF =

=
=

Instantaneous velocity vB =
Instantaneous velocity vE =

Acceleration between B and E =

=
=

3. Complete the table. (3)

F Acceleration, a
( ) ( )
1
2
3
4
5
 Page 22 of 44

4. Plot a graph of a vs F (Use the data from the table above). (8)

Criteria Yes No
Heading. 1 0
Both axes labelled correctly. 1 0
Suitable scale for x-axis and y-axis. 2 0
All 5 points plotted correctly. 2 0
Line of best fit. 1 0
Correct shape of graph. 1 0
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Questions
1. State the independent variable, the dependent variable and the control variable(s) in this experiment.
(3)

2. State the relationship between acceleration and force in words. (2)

3. What does the gradient of the graph of a vs F represent? (2)

Part 2 Acceleration vs mass (force constant)

Investigative question:
What is the relationship between the mass of a body and its acceleration when a constant resultant force
acts on the body?

Hypothesis: (4)

Criteria Yes No
Refers to independent variable 1 0
Refers to dependent variable 1 0
Refers to variables that are kept constant 1 0
Refers to the relationship between the
1 0
dependent and independent variable

Apparatus:
➢ Dynamics trolley ➢ Runway ➢ Ticker timer and tape
➢ Pulley ➢ Three 1kg mass pieces ➢ Ten 10g mass pieces
➢ String and a hook ➢ Two cell holders with four ➢ Leads
cells each

Method Technicians to demonstrate

1. Set up apparatus as in part one.
2. Hang ten 10g mass pieces on the hook over the pulley. The ten 10g mass pieces will provide the
constant force applied to the trolley.
3. Hold the trolley in position until the ticker tape has been attached to it and the ticker timer is going and
then release it.
4. Now double the mass of the trolley unit by putting one of the 1kg mass pieces on top of it.
5. Repeat step 3 and obtain a second tape.
6. Add one more 1kg mass piece and repeat to obtain a third tape.
7. Add the last 1kg mass piece on top of the trolley, repeat and obtain a fourth tape.
 Page 24 of 44
Results
1. Process the tapes as before to find the acceleration for each mass.
The frequency in this case is 100Hz and again every 10th dot is labelled (dots in the intervals not shown).
(14)

….. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A 14mm B 22mm C 30mm D 38mm E 46mm F

Time between dots calculation:

Time for 10 dots:

t from A to C = t from D to F =
x from A to C = x from D to F =

Average velocity over interval AC =

=
=

Average velocity over interval DF =

=
=

Instantaneous velocity vB =

Instantaneous velocity vE =

Acceleration between B and E =

=
=

2. Complete the table. (Note: these are typical results and do not follow from the method above) (8)

1
Mass Acceleration
m
( ) ( ) ( )
1
2 0,4
3 0,27
4 0,2
 Page 25 of 44
3. Plot a graph of acceleration (vertical axis) vs mass. (Use the data from the table above.) (8)

Criteria Yes No
Heading. 1 0
Both axes labelled correctly. 1 0
Suitable scale for x-axis and y-axis. 2 0
All 5 points plotted correctly. 2 0
Line of best fit. 1 0
Correct shape of graph 1 0
 Page 26 of 44
1
4. Now plot a graph of acceleration (vertical axis) vs m
(horizontal axis). (Use the data from the table
above.) (8)

Criteria Yes No
Heading. 1 0
Both axes labelled correctly. 1 0
Suitable scale for x-axis and y-axis. 2 0
All 5 points plotted correctly. 2 0
Line of best fit. 1 0
Correct shape of graph. 1 0
 Page 27 of 44
Questions
1 State the independent variable, the dependent variable and the control variable in this experiment. (3)

1
2 What does the gradient of the graph of a vs m
graph represent? (2)

3 State the relationship between acceleration and mass in words. (2)

4 Combine the results of these two experiments and write down the mathematical relationship
between Fnet, m and a. (2)

5 Write down Newton’s second law of motion. (2)

6 Write Newton’s second law in terms of momentum. (2)

 Page 28 of 44

GRADE 11

PHYSICAL SCIENCES: Chemistry (P2)

Term 3

Prescribed Experiment 2

Verification of Boyle’s Law

Boyle’s Law
2a Boyle’s Law (52)
2b Questions (11)
TOTAL: [63]
 Page 29 of 44
To investigate Boyle’s Law

This is a prescribed experiment. You will be required to complete the report and hand it in to your teacher.
This experiment is for marks and it will count towards your term mark.

Background Theory:
Boyle’s Law of Motion: The pressure of an enclosed gas is inversely proportional to the volume it occupies
at constant temperature.
1
p∝
V
Aim: (3)

Yes No
Refers to independent variable 1 0
Refers to dependent variable 1 0
Refers to variables that are kept constant 1 0

Hypothesis: (4)

Yes No
Refers to independent variable 1 0
Refers to dependent variable 1 0
Refers to variables that are kept constant 1 0
Refers to the relationship between the
1 0
dependent and independent variable

Experiment:
You will need:
• Boyle’s Law apparatus
• Cycle pump
• Syringe with plastic tube
• Suction valve

Method A:
Follow these steps and then answer the questions.
1. Connect the bicycle pump and increase the pressure in stages. It is easier for tabulation and
graphing if the pressure readings are in round figures.
2. Record the various pressures and volumes which are read from the scale on the table given. Allow
an interval of approximately 5 minutes between successive pressures for the compressed air to
return to room temperature.
3. After a number of readings have been taken carefully release the valve, allowing the pressure to
return to atmospheric pressure.
4. Remove the valve altogether and allow sufficient time for the residue fluid in the glass tube to settle.
5. Gradually withdraw the plunger from the syringe and a number of pressure and volume readings can
be taken for values below atmospheric pressure.
6. Record your results in a table.
7. Draw the corresponding graphs to determine the relationship between pressure and volume.
 Page 30 of 44
Method B:
Follow these steps and then answer the questions.
1. Connect a gas syringe to a pressure gauge, put a little Vaseline on the connections to make them
airtight.
2. Take the initial reading of the volume of air and the pressure.
3. Pull the syringe out a little and wait 15 seconds to equalise the temperature. Take a second reading.
4. Repeat the experiment first decreasing the pressure and then increasing the pressure in small
amounts so that you have a number of readings.
5. Record your results in a table.
6. Draw the corresponding graphs to determine the relationship between pressure and volume.

Results: (24)

Pressure Volume 1
Reading 𝒑𝑽
( ) ( ) volume ( )
( )
1.
2.
3.
4.
5.
 Page 31 of 44
Graph 1: (8)

Criteria Yes No
Heading. 1 0
Both axes labelled correctly. 1 0
Suitable scale for x-axis and y-axis. 2 0
All 5 points plotted correctly. 2 0
Line of best fit. 1 0
Correct shape of graph. 1 0
 Page 32 of 44
Graph 2: (8)

Criteria Yes No
Heading. 1 0
Both axes labelled correctly. 1 0
Suitable scale for x-axis and y-axis. 2 0
All 5 points plotted correctly. 2 0
Line of best fit. 1 0
Correct shape of graph. 1 0
 Page 33 of 44
Conclusion: (5)

Criteria Yes No
Refers to independent variable 1 0
Refers to dependent variable 1 0
Refers to variables that are kept constant 1 0
Refers to the relationship between the
1 0
dependent and independent variable
Refers to hypothesis 1 0

Questions:
1. What is the independent variable? (1)

2. What is the dependent variable? (1)

3. What variable(s) need to be controlled? (2)

4. What is the value of pV? And what is it measured in? (1)

5. What is the shape of the volume vs pressure graph? (1)

6. What does this indicate about the relationship between p and V? (1)

1
7. What is the shape of the pressure vs volume graph? (1)

1
8. What does this indicate about the relationship between p and 𝑉? (1)

9. State Boyle’s Law. (2)

[11]
 Page 34 of 44

GRADE 12

PHYSICAL SCIENCES: Physics (P1)

Term 1

Prescribed Experiment 1

Conservation of Momentum

Conservation of Momentum
1a Experiment (17)
1b Questions (23)
TOTAL: [40]
 Page 35 of 44
To Verify the Conservation of Linear Momentum

This is a prescribed experiment. You will be required to complete the report and hand it in to your teacher.
This experiment is for marks and it will count towards your term mark.

Background Theory:
When two objects in an isolated system are at rest, and they are forced apart during an explosion, (a
release of a spring) the total linear momentum remains constant.

m1vi1 + m2vi2 = m1vf1 + m2vf2

(by the law of conservation of linear momentum)

The initial linear momentum of the two objects at rest is zero (because vi1 and vi2 are both equal to zero).

0 = m1vf1 + m2vf2
m1vf1 = −m2vf2

If both trolleys have the same mass (m1 = m2) and each has the same momentum but in opposite directions,
the trolleys have the same speed and they move in opposite directions.

vf1 = −vf2

Since both are travelling at the same speed, they cover the same distance in the same amount of time. If
the trolleys are released from the midpoint of the track, they will crash into the stoppers at the ends of the
track at exactly the same moment. The noise of these collisions will be simultaneous.

When this happens, we know that vf1 = −vf2 therefore m1vf1 = −m2vf2 as is predicted by the principle of
conservation of linear momentum.

Aim: (2)

Criteria
No attempt / totally incorrect aim 0
Partially correct aim. 1
Correct aim 2

Hypothesis: (2)

Criteria
No attempt / totally incorrect hypothesis 0
Partially correct hypothesis. 1
Correct hypothesis 2
 Page 36 of 44
Variables: (3)
Controlled Variable(s)
Independent Variable Dependant Variable
(Which one(s) did you keep the
(Which one is changed?) (Which one did you measure?)
same?)

Apparatus:

➢ 2 x spring loaded trolleys ➢ Runway/track

➢ block of wood ➢ 3 x Bricks/mass pieces
➢ Stop watch/timer ➢ Spirit level (If available)

Method:

11. The track must be perfectly level in order

to obtain reliable results. To level the track,
place the spirit level lengthwise in the
middle of the track. Adjust the supports at
either end of the track until the air bubble in
the spirit level rests exactly in the centre.
OR
When the track is perfectly level a trolley
will remain stationary on the track.

a. Place a trolley in the middle of the track.

b. Release it and watch if it moves.
c. If it moves to the left, raise the support on the left a little, and repeat step 1 and 2.
d. If it moves to the right, raise the support on the right a little, and repeat step 1 and 2.
e. If the trolley remains stationary, move the trolley to other positions on the track to check that it
remains stationary when it is released. If it moves go back to step 1 to 3, until the trolley remains
stationary on the track in any position.
12. Measure the mass of each trolley (mA and mB) and the masses of the bricks.
13. Set up the trolleys as shown in the diagram.
14. Mark the starting position of both trolleys.
15. Release the trolleys and note whether the trolleys hit the buffers simultaneously. Adjust the buffers
until you hear only one sound.
16. Measure the displacement ∆XA and ∆XB. These displacements are directly proportional to the velocities
of the trolleys.
OR
Record the:
• Measure and record the start distance of the front of each trolley from their respective stoppers.
• Time taken to hit the barriers
17. For each trolley calculate mA∆XA and mB∆XB / mAvA + mBvB. This represents the momentum of each
trolley. Remember to give opposites signs to displacements / velocities that are in opposite directions.
18. Change the mass of one or both trolleys by loading with bricks and repeat the experiment several times.
19. Record your result in the table below
 Page 37 of 44
Results: (10)

Trolley A Trolley B Sum

mA∆XA +
mA ∆XA mA∆XA mB ∆XB mB∆XB
( ) ( ) ( ) ( ) ( ) ( ) mB∆XB
( )
1.

2.

3.

4.

Criteria Yes No
mA & mB units given 1 0
∆XA & ∆XB units given 1 0
mA∆XA & mB∆XB units given 1 0

OR

Velocity Momentum
Mass Time Distance ⃗⃗⃗⃗⃗
∆x ⃗)
(mv
Trial ( )
( ) ( ) ( ) ∆t ( )
( )
Trolley A
1
Trolley B
Trolley A
2
Trolley B
Trolley A
3
Trolley B
Trolley A
4
Trolley B
Average Trolley A
Trolley B
Questions
1. Which of the values in the table(s) above have vector properties? (2)

2. What is the momentum of each trolley before the spring is released? Explain. (3)
 Page 38 of 44
3. ⃗ = mv
The momentum of each trolley is given by the equation p ⃗ . In the first method for this experiment
we take the product of mass and displacement as a measure of momentum for each trolley after the
spring is released. Explain why? (3)

4. Why should the sum of mA∆XA + mB∆XB = 0 / mAvA + mBvB = 0? (2)

 Page 39 of 44
5. Plot the values of mA∆XA against mB∆XB / mAvA + mBvB on graph paper and draw the line of best fit. The
gradient of this graph should be equal to 1. Can you explain this? (8)

Criteria Yes No
Heading 1 0
Both axes labelled with units 1 0
Correct scale on x-axis and y-axis 1 0
All 4 point plotted correctly 1 0
Shape of graph 1 0

Gradient Calculation:
 Page 40 of 44
4. Write a suitable conclusion. (3)

Criteria Yes No
States the total momentum before the explosion. 1 0
States the total momentum after the explosion. 1 0
States the Law of Conservation of Momentum. 1 0

5. Give TWO reasons (related to the design of this experiment) why the readings may be inaccurate. (2)
 Page 41 of 44

GRADE 12

PHYSICAL SCIENCES: Chemistry (P2)

Term 2

Prescribed Experiment

Acid-Base Titration

Acid-Base Titration
2a Experiment (13)
2b Questions (30)
TOTAL: [43]
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Acid-Base Titration

This is a prescribed experiment. You will be required to complete the report and hand it in to your teacher.
This experiment is for marks and it will count towards your term mark.

Background Theory:
The neutralisation reaction between an acid and a base can be very useful. When an acidic solution of
known concentration (a standard solution) is added to a basic (alkaline) solution of unknown concentration
until the solution is exactly neutralised (i.e. there is only salt and water; all the acid and all the base has
reacted), it is possible to calculate the exact concentration of the unknown solution. It is possible to do
this because, at the exact point where the solution is neutralised, equivalent mole amounts of acid and
base have reacted with each other.

In a titration: a known volume of a standard solution (A) is added to a known volume of a solution with
unknown concentration (B). The concentration of B can then be determined.

Acids and bases are commonly used in titrations, and the point of neutralisation is called the end-point of
the reaction. If you have an indicator that changes colour in the range of the end-point pH then you will be
able to see when the end-point has occurred. Another name for a titration is volumetric analysis.

Aim: (2)

No attempt / totally incorrect aim 0

Partially correct aim. 1
Correct aim 2

Apparatus
➢ 2 burettes ➢ Spatula
➢ Burette stand ➢ Watch glass
➢ Conical Flask ➢ Mass meter (Scale)
➢ Funnel ➢ 25cm3 pipette
➢ 250ml volumetric flask ➢ 2 Beakers
➢ Wash bottle

Chemicals
➢ Phenolphthalein ➢ Oxalic acid crystals ((COOH)2.2H2O)
➢ Sodium hydroxide solution

Safety Precautions
 Do not use your mouth to collect the liquid with the pipette.
 If an acid or a base comes into contact with your skin, rinse off immediately with cold water.
 Sodium hydroxide is poisonous, harmful if inhaled, burns the skin and it may be fatal if swallowed. All
precautions must be taken to prevent it coming into contact with your skin and eyes.
 Oxalic acid is corrosive. It can be fatal if swallowed.
 Wash your hands thoroughly after the titration is complete.
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Method
20. Weigh 15,7g oxalic acid crystals into a watch glass.
21. Transfer the crystals to a 250ml volumetric flask. Use a funnel and a wash bottle.
22. Fill the flask to two-thirds of its volume with distilled water, stopper the flask and shake until the
crystals have dissolved.
23. Fill the volumetric flask to the mark, using the wash bottle. Shake well.
24. Clean the burette and rinse with a small amount of sodium hydroxide solution.
25. Fill the burette with NaOH and zero the reading.
26. Clean another burette and rinse with a small amount of oxalic acid from the volumetric flask.
27. Fill the burette with oxalic acid and zero the reading. OR use the pipette to measure the 25ml of oxalic
acid.
28. Add 25ml of oxalic acid solution to a conical flask.
29. Add 2 drops of phenolphthalein solution. What colour is the solution? (1)
30. Hold the conical flask below the burette with your right hand and gradually open the tap with your left
hand.
31. Swirl the flask continuously and wash the sides with the wash bottle.
32. Add sodium hydroxide solution to the conical flask until the colour of the flask changes.
33. As you see that you are approaching the end point, close the tap and start adding the NaOH drop by
drop until a permanent colour change is observed. (The colour in the solution must remain for 20s.)
What colour should the solution change to? (1)
34. Record the final burette reading.
35. Repeat the procedure three more times and take the average of the final burette readings.

Results: (6)

Volume of Acid Volume of base

Reading
(______) (______)

1.

2.

3.

4.

Average

Conclusion: (3)

Criteria Yes No
The concentration of the oxalic acid was determined. 1 0
The concentration of the sodium hydroxide was
1 0
determined
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Questions

1. What is a standard solution? (2)

2. Calculate the concentration of the oxalic acid solution. (3)

3. Write a balanced equation for the reaction between oxalic acid and sodium hydroxide. (3)

4. What is the difference between a strong acid and a concentrated acid? (2)

5. Is oxalic acid a strong acid or a weak acid? (1)

6. Is sodium hydroxide a strong base or a weak base? (1)

7. Is the solution neutral, acidic or alkali at the end point? Explain. (3)

8. Why is phenolphthalein used as an indicator in this reaction? (2)

9. Calculate the concentration of sodium hydroxide solution. (4)

10. Why did you rinse the burette with the base before you filled it with the sodium hydroxide? (2)

11. Why is it important to wash the side of the flask with water as you near the end point? (2)

12. Why might your results not be accurate? State at least three reasons. (3)