(i) Student B AND uses «much» smaller amounts of the two solutions / produces less waste ✔

(ii) Student B AND a burette and a pipette are more precise than a measuring cylinder / have a smaller uncertainty «±0.05 $\mathrm{cm^3}$ instead of ±0.5 $\mathrm{cm^3}$» ✔

(iii) no AND the uncertainty in the position of the intersection «arising from the ±1 °C temperature readings and the drawing of the lines» is much greater than the uncertainty in the volumes ✔

(iv) the temperatures are similar for small volumes of acid «both rise by about 12 °C up to 20 $\mathrm{cm^3}$» ✔

for large volumes of acid Student A's temperatures fall back to the starting value whereas Student B's fall only slightly, so Student A's temperatures are lower ✔

(v) Student: B AND Volume reading: 40.00 «$\mathrm{cm^3}$» ✔

Reason: the solution has been warm «and losing heat to the surroundings» for the longest time «because the heat from every addition accumulates in the same beaker» ✔

(vi) replace the glass beaker with a polystyrene cup ✔

OR

insulate the beaker / add a lid ✔

(i) [1] for Student B with a reason based on smaller amounts of reagents or less waste. (ii) [1] for Student B with a comparison of the apparatus or of the stated uncertainties. (iii) [1] for 'no' with the reason; 'no' alone does not score. (iv) M1: similar behaviour at low volumes (accept a general description such as 'both rise to a maximum'); M2: Student A's temperatures lower at high volumes. (v) M1: Student B and 40.00 cm3, both needed; M2: longest time for heat loss. (vi) [1]; a water bath, 'a closed system' or 'a calorimeter' without any mention of insulation do not score.