Chemistry 🤦‍♀️

[BrokenWing]

ds has been looking for comparative data (table or graph) between electrolyte concentration and voltage for toooooo long, especially for a Friday night! I've tried for 30 mins (my Friday used to be more fun than this!) and now completely fed up.

Any chemistry buffs have any ideas where to find? It needs to be something he can quote as a reference.

Some of the class are doing the galvanic cell and changing metals, others temperature, he (and two others) have been given electrolyte concentration.

The SQA page confirms they need to find the comparative data.

Internet/literature research
The internet/literature research must be the work of the individual candidate; candidates cannot work in a group to carry out this research.
Candidates may carry out research to find comparative data/information and information on underlying chemistry outwith the direct supervision of teachers or lecturers.
Candidates can have access to websites, journals and/or books to find information on the underlying chemistry. They can extract information from these to take into the report stage. The internet/literature research must be the work of the individual candidate.
Candidates must undertake research using only websites, journals and/or books, to find comparative data/information.
Candidates must find internet/literature data to compare against their experimental data and record the reference to the source.
This can be data that:
 matches the sample range used
 is not an exact match for the sample range used
 is generic and illustrates a trend or pattern expected in the
experimental data
Teachers and lecturers must not provide candidates with a set of experimental data to compare with the candidates’ own data.
Teachers and lecturers must not provide feedback to candidates on their research.
In circumstances where there is difficulty in locating secondary data/information, teachers and/or lecturers may provide candidates with a wide list of URLs and/or a wide range of books and/or journals. (A wide list is specified as a minimum of six.) This list must have a sufficient range of sources to allow candidates to make decisions about which data/information is relevant.
Only where internet access is an issue, teachers and/or lecturers can provide candidates with a printed copy of the full content of all URLs given in the list.
Teachers and lecturers must ensure that the level of demand of the research task is the same for all candidates irrespective of the approach taken.

So the teacher should provide this data. I think I would be talking to the school because it seems like some of the group could be unfairly disadvantaged by having an experiment that has harder theory behind it. I’m pretty sure the Nernst eqn and the equilibrium dynamics are way above GCSE level

Scottish science teacher here (not chemistry sorry!) yes it is quite standard to provide data for candidates and in fact the outcome 3 shouldn't be set unless the teachers know that there is sufficient data available so I would not be spending more time on It yourself and I would be asking the school for input. I wouldn't worry in excess as there is plenty of time to get the task done but most schools like to get it done early doors to free up time to complete set units. The SQA website has a detailed mark scheme as well as teacher guides so if you want to you can look and see exactly how many marks various parts of the LO3 are worth- for example comparing the found data to experimental data. Hope that helps in some way.

Apologies I still say LO3 where I should say assignment. A quick check of marking scheme suggests that three marks hang on the found data so I agree that is significant, hence the importance of the teacher researching carefully. We would spend a day of inservice finding data to ensure that the task was appropriate.

Thanks Munxx, he's not keen to ask as not usual teacher and has been non chemistry teachers covering, which isn't ideal but guess can't be helped. Will tell him he just needs to speak up and the teacher should be able to point him in the right direct.

I'll ask a colleague next week and see what I can do ;)

He's got some theoretical graphs on the trend (Nnerst ecell calculations) which he could use in his analysis section.

i can see a student example did another topic in sqa understanding standards used an Internet source which said the theory and she got the marks. Hopefully that will be OK.