A student is investigating the enthalpy change of combustion of ethanol using a calorimeter. During the experiment, some ethanol spills onto the lab bench. Which of the following actions is the MOST appropriate initial response, considering safety and ethical guidelines?
Immediately proceed with the experiment, ensuring to carefully monitor the temperature readings to account for any heat loss due to the spill.
Inform the teacher or lab supervisor about the spill, clean it up according to the appropriate safety procedures, and then reassess the experimental setup before proceeding.
Ignore the spill if it appears to be a small amount, as ethanol evaporates quickly and is unlikely to significantly affect the results.
Dilute the spill with water to reduce the concentration of ethanol and continue with the experiment after wiping the area with a paper towel.
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Create Free Account Log inThis is a free VCE Units 3 & 4 Chemistry practice question worth 1 mark, testing your understanding of Safety & ethics. It falls under Student-designed scientific investigation in Unit 3: How can design and innovation help to optimise chemical processes?. Submit your answer above to receive instant AI-powered marking and personalised feedback.
The global demand for energy and materials is increasing with world population growth. In this unit students investigate the chemical production of energy and materials. They explore how innovation, design and sustainability principles and concepts can be applied to produce energy and materials while minimising possible harmful effects of production on human health and the environment. Students analyse and compare different fuels as energy sources for society, with reference to the energy transformations and chemical reactions involved, energy efficiencies, environmental impacts and potential applications. They explore food in the context of supplying energy in living systems. The purpose, design and operating principles of galvanic cells, fuel cells, rechargeable cells and electrolytic cells are considered when evaluating their suitability for supplying society’s needs for energy and materials. They evaluate chemical processes with reference to factors that influence their reaction rates and extent. They investigate how the rate of a reaction can be controlled so that it occurs at the optimum rate while avoiding unwanted side reactions and by-products. Students conduct practical investigations involving thermochemistry, redox reactions, electrochemical cells, reaction rates and equilibrium systems. Throughout the unit students use chemistry terminology, including symbols, formulas, chemical nomenclature and equations, to represent and explain observations and data from their own investigations and to evaluate the chemistry-based claims of others. A student-designed scientific investigation involving the generation of primary data related to the production of energy and/or chemicals and/or the analysis or synthesis of organic compounds is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4 Outcome 3. The design, analysis and findings of the investigation are presented in a scientific poster format. School-based assessment The student’s level of achievement in Unit 3 will be determined by School-assessed Coursework. School-assessed Coursework for Unit 3 will contribute 20 per cent to the study score. For each outcome in this unit, students complete at least one task from a specified list. Assessment tasks must be completed mainly in class and within a limited timeframe. External assessment The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which will contribute 50 per cent to the study score.
A student-designed scientific investigation is undertaken in either Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4 Outcome 3. The investigation involves the generation of primary data related to the production of energy and/or chemicals and/or the analysis or synthesis of organic compounds. Students apply the key science skills to develop a question, state an aim, formulate a hypothesis and plan a course of action to answer the question, while complying with safety and ethical guidelines. Students then undertake an experiment to generate primary quantitative data, analyse and evaluate the data, identify limitations of data and methods, link experimental results to scientific ideas, discuss implications of the results, and draw a conclusion in response to the question. (Assessment details for this investigation are provided under Unit 4 Outcome 3.)
the health, safety and ethical guidelines relevant to the selected scientific investigation
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