STAGE 1 CHEMISTRY SUMMATIVE DESIGN PRACTICAL

IDENTIFY UNKNOWN ORGANIC COMPOUNDS

NAME: ________________________________
INTRODUCTION
You have been provided with three bottles labelled A, B and C. They are known
to contain the following organic liquids
cyclohexene, formic acid (methanoic acid) and butan-1-ol
Your task is to design an experiment so that you can identify which liquid is in
each bottle. Note different equipment sets have a different arrangement of the
chemicals labelled A, B and C.

PRELABORATORY QUESTIONS
MATERIALS PROVIDED
You can use the following chemicals to help you identify the labelled samples.
1. bromine water (Br2)
2. acidified potassium dichromate (K2Cr2O7)
3. sodium carbonate solution (Na2CO3)
4. distilled water (H2O)
4. test tubes labelled A, B and C in a rack

AIM
HYPOTHESIS

(Clearly state what is your expected result from this

experiment)

METHOD (You are required to carefully list all steps to be followed in order to
identify the liquids)

RESULTS

(You are required to design a table with informative title to display

your results)

CONCLUSION (Clearly state a conclusion for each unknown sample with

detailed justification)

ASSESSMENT CONDITIONS
Students will complete their experimental design and conduct the practical in
pair. Students are allowed to refer on their notes for the report, but will be writing

it independently. Students are given a double lesson (90 minutes) to design their
practical procedure, a double lesson to conduct their practical experiment, and a
double lesson to write up their practical report.

Pre- laboratory questions

Section 1- Laboratory Safety
1.List the safety wears you need to put on before you start conducting a
laboratory experiment. (2)

2. If you accidently spilt chemicals, such as acids on your skin, what

should you do immediately to minimise its harmfulness on you? (2)

3. Bromine water can easily generate toxic gas when reacting with
hydrocarbons. What would you do to avoid having direct contacts with the
toxic gas? (1)

Section 2- (you may refer to your notes or relevant

website for information)
1. Draw the structural formulae and then circle out the functional group
of each molecule (3)
a. cyclohexene

b. methanoic acid

c. butan- 1-ol

2. What are some properties of the organic compounds above you can use
for identifications? Please list 3. (3)

Assessment Marking Rubric

Criteria
Pre- laboratory questions
Section 1 (I3)
Section 2 (A2, KU1)
Introduction
Background (A1)
Aim
Hypothesis (A2)
Methods
Design of a chemistry practical investigation with well-considered
procedure (I1)
Application of chemistry concepts and evidence from
investigations to solve problems in new and familiar contexts
(A1)
Practical Skills:
Work space organisation (I3)
Communication between teammates (A3)
Communication of knowledge and understanding of chemistry in
different formats (KU3)
Manipulation of apparatus and technological tools to implement
safe and ethical investigation procedures (I3)
Results
The obtaining, recording, and display of findings of
investigations, using appropriate conventions and format (I4)
Experimental results were recorded in a table (I4)
The table of results contains an informative title(I4)
Discussion
Discussion was written with appropriate chemistry terms,
conventions, formulae, and equations (A2)
Analysis of data and concepts and their connections, to formulate
conclusions and make relevant predictions (AE1)
Demonstration of knowledge and understanding of chemistry
concepts (KU1)
Communication of knowledge and understanding of chemistry in
different formats (KU3)

Gra
de

Conclusion
Stated whether the hypothesis was supported by the results or
not
Evaluation of procedures, with suggestions for improvements
(AE2)
Total
Comment

:
.

Investigation

Analysis and Evaluation

Application

Designs a logical, coherent, and detailed chemistry investigation.

Systematically analyses data and their

connections with concepts, to formulate
logical and perceptive conclusions and
make relevant predictions.

Applies chemistry concepts and evidence from

investigations to suggest solutions to complex
problems in new and familiar contexts.

Manipulates apparatus and technological tools carefully and

highly effectively to implement well-organised, safe, and ethical
investigation procedures.
Obtains, records, and displays findings of investigations, using
appropriate conventions and formats accurately and highly
effectively.

Designs a well-considered and clear chemistry investigation.

Manipulates apparatus and technological tools carefully and
mostly effectively to implement organised, safe, and ethical
investigation procedures.
Obtains, records, and displays findings of investigations, using
appropriate conventions and formats mostly accurately and
effectively.

Designs a considered and generally clear chemistry

investigation.
Manipulates apparatus and technological tools generally
carefully and effectively to implement safe and ethical
investigation procedures.
Obtains, records, and displays findings of investigations, using
generally appropriate conventions and formats with some errors
but generally accurately and effectively.

Prepares the outline of a chemistry investigation.

Uses apparatus and technological tools with inconsistent care
and effectiveness and attempts to implement safe and ethical
investigation procedures.
Obtains, records, and displays findings of investigations, using
conventions and formats inconsistently, with occasional
accuracy and effectiveness.

Identifies a simple procedure for a chemistry investigation.

Attempts to use apparatus and technological tools with limited
effectiveness or attention to safe or ethical investigation
procedures.
Attempts to record and display some descriptive information
about an investigation, with limited accuracy or effectiveness.

Logically evaluates procedures and

suggests a range of appropriate
improvements.

Logically analyses data and their

connections with concepts, to formulate
consistent conclusions and mostly relevant
predictions.
Evaluates procedures and suggests some
appropriate improvements.

Analyses data and their connections with

concepts, to formulate generally appropriate
conclusions and make simple predictions,
with some relevance.
Evaluates some procedures in chemistry
and suggests some improvements that are
generally appropriate.

Describes basic connections between some

data and concepts, and attempts to
formulate a conclusion and make a simple
prediction that may be relevant.
For some procedures, identifies
improvements that may be made.

Attempts to connect data with concepts,

formulate a conclusion, and make a
prediction.
Acknowledges the need for improvements
in one or more procedures.

Uses appropriate chemical terms, conventions,

formulae, and equations highly effectively.
Demonstrates initiative in applying constructive and
focused individual and collaborative work skills.

Applies chemistry concepts and evidence from

investigations to suggest solutions to problems in new
and familiar contexts.
Uses appropriate chemical terms, conventions,
formulae, and equations effectively.
Applies mostly constructive and focused individual
and collaborative work skills.

Applies chemistry concepts and evidence from

investigations to suggest some solutions to basic
problems in new or familiar contexts.
Uses generally appropriate chemical terms,
conventions, formulae, and equations, with some
general effectiveness.
Applies generally constructive individual and
collaborative work skills.
Applies some evidence to describe some basic
problems and identify one or more simple solutions,
in familiar contexts.
Attempts to use some chemical terms, conventions,
formulae, and equations that may be appropriate.
Attempts individual work inconsistently, and
contributes superficially to aspects of collaborative
work.
Identifies a basic problem and attempts to identify a
solution in a familiar context.
Uses some chemical terms or formulae.

Shows emerging skills in individual and collaborative

work.