STAGE 2 CHEMISTRY ASSESSMENT TYPE 1: Investigations Folio

Practical Investigation: Preparation o an Ester! P"rpose This task allows you to demonstrate your ability to prepare an organic compound. This supervised assessment provides you with the opportunity to demonstrate your: ability to manipulate apparatus using safe and ethical investigation procedures ability to evaluate procedures with suggestions for improvements ability to use appropriate chemistry terms, conventions, formulae and equations skills in individual and collaborative work.

#escription o assess$ent Using the method provided on the attached sheet, this preparation will assess: the well-organised, safe and effective manipulation of apparatus for reflux, distillation, liquid-liquid extraction procedures the quality of the product prepared the chemical reasoning behind the procedures followed the reasoning behind the suggested improvements the correct use of chemical terms, conventions, formulae, and equations skills in individual and collaborative work.

Assess$ent con%itions The preparation and the practical report will be completed, in lesson time, under supervision. The preparation will be conducted in pairs, but individual reports will be written.

reparation conducted collaboratively but individual report written.

age ! of "

#tage $ %hemistry annotated task &ef: '!()$*" +revised ,anuary $-!./ 0 #'%1 2oard of #outh 'ustralia $-!.

Stage 2 C&e$istr' Practical (S): PREPARATI*N *F AN ESTER The preparation and the practical report will be completed under supervision. Ai$: To prepare an ester and to purify it. Materials:

ractical is split into three parts +', 2 and &eport/ to allow for completion, under supervision, in up to three separate periods.

appropriate apparatus for the preparation and Proce%"re: isolation procedures Part A: Preparation o Ester to demonstrate evidence of careful, !. 6easure !) m4 of the alcohol provided and !m4 glacial effective, well- +pure/ acetic acid into the )- m4 pear-shaped 3uickfit flask. organised and safe investigation $. #lowly add about ! m4 concentrated sulfuric procedures. acid and a few boiling chips. 'llows students to .. 'ssemble the glassware for reflux. demonstrate evidence of *. &eflux the mixture for .- minutes. constructive collaborative work Part +: Isolation o P"re Ester skills.

3uickfit apparatus measuring cylinders +!m4, $) m4/ glacial acetic acid +pure ethanoic acid/ .-methyl-!-butanol concentrated sulfuric acid

boiling chips $- m4 sodium carbonate solution <nly the outline of fused calcium chloride the procedure is small conical flask 5 provided. #tudent needs to select, and stopper use effectively, $-- % thermometer

). our the cooled mixture into a separating funnel which contains about $- m4 water. #hake and allow the layers to separate. ". %ollect the organic layer and wash it a second time with water.
;solation procedures described without explanation to allow students to demonstrate evidence of skills of analysis and evaluation in the separate report against all levels of the performance standards.

7. %ollect the organic layer and wash it with about $- m4 sodium carbonate solution. (. %ollect the organic layer and wash it with about $- m4 distilled water. 8. %ollect the organic layer in a small conical flask containing fused calcium chloride. #topper, swirl and allow to stand for !) minutes. !-. 9ecant the organic liquid into a clean, dry )- m4 pear-shaped flask and add boiling chips. !!. 'ssemble the glassware for distillation. !$. 9istil the ester, recording the boiling range of the fraction collected. The boiling points of relevant chemicals are shown in the table below. 2oiling oint +%/ ethanoic acid .-methyl-!-butanol commercial grade ester pure ester sulfuric acid !.. !!( !.! !$- - !*) !*$ +approx/ !*$

:ote the appearance and odour of the ester.

age $ of "

#tage $ %hemistry annotated task &ef: '!()$*" +revised ,anuary $-!./ 0 #'%1 2oard of #outh 'ustralia $-!.

Part C: PRACTICA, REP*RT =hen you have completed your practical you are to write a practical report using the two headings below and covering the material indicated under the two headings. Note: The use of dot points is recommended. Res"lts: &ecord the boiling range of your distillate. resent your product for the teacher to inspect.
3uality of product contributes to evidence of careful and effective manipulation of apparatus and implementation of procedures.

#isc"ssion: ;n your discussion you should: =rite an equation for the reaction used and state the systematic name of the ester formed. 1xplain the purpose of: the reflux all isolation procedures, using equations where appropriate. 1xplain why this method of preparation usually results in a poor yield of ester. #uggest how the procedure could be modified to: improve the yield of ester improve the purity of the ester. 9escribe ha>ards associated with this preparation and the precautions taken to ensure safety.

<pen-ended instructions in the 9iscussion allow students to demonstrate breadth of evidence of learning against all levels of the performance standards.

A%%itional co$$ents This assessment would contribute to the assessment of a student?s ability to use appropriate chemical terms, conventions, formulae and equations. <bservation could be used to assess the student?s ability to: manipulate apparatus to implement safe and ethical work procedures. demonstrate skills in individual and collaborative work.

age . of "

#tage $ %hemistry annotated task &ef: '!()$*" +revised ,anuary $-!./ 0 #'%1 2oard of #outh 'ustralia $-!.

Learning Requirements !. 9emonstrate and apply knowledge and understanding of chemical concepts and interrelationships $. @ormulate questions, manipulate apparatus, record observations in practical chemical activities, and design and undertake chemistry investigations .. 9emonstrate an understanding of how knowledge of chemistry can be used to make informed conclusions or decisions, taking into account social and environmental contexts *. 9evelop possible solutions to a variety of problems in chemistry in new or familiar contexts ). %ritically analyse and evaluate chemical information and procedures from different sources ". %ommunicate in a variety of forms using appropriate chemical terms and conventions.

Assessment Design Criteria Investigation The specific features are as follows: ;! 9esign of chemistry investigations plans. ;$ #election and acknowledgment of information about chemistry and issues in chemistry from different sources. ;. 6anipulation of apparatus and technological tools to implement safe and ethical investigation procedures. ;* The obtaining, recording, and display of findings of investigations using appropriate conventions and formats. Anal'sis an% Eval"ation The specific features are as follows: '1! 'nalysis of data and concepts and their connections, to formulate conclusions and make relevant predictions. '1$ 1valuation of procedures, with suggestions for improvement. Application The specific features are as follows: '! 'pplication of chemistry concepts and evidence from investigations to solve problems in new and familiar contexts. '$ Use of appropriate chemistry terms, conventions, formulae, and equations. '. 9emonstration of skills in individual and collaborative work. -no.le%ge an% /n%erstan%ing The specific features are as follows: AU! 9emonstration of knowledge and understanding of chemistry concepts. AU$ Use of knowledge of chemistry to understand and explain social or environmental issues. AU. %ommunication of knowledge and understanding of chemistry in different forms.

Capabilities %ommunication %iti>enship ersonal 9evelopment =ork 4earning

age * of "

#tage $ %hemistry annotated task &ef: '!()$*" +revised ,anuary $-!./ 0 #'%1 2oard of #outh 'ustralia $-!.

Per or$ance Stan%ar%s or Stage 2 C&e$istr'

Investigation Anal'sis an% Eval"ation
%ritically and systematically analyses data and their connections with concepts, to formulate logical and perceptive conclusions and make relevant predictions. %ritically and logically evaluates procedures and suggests a range of appropriate improvements.

Application
'pplies chemistry concepts and evidence from investigations to suggest solutions to complex problems in new and familiar contexts. Uses appropriate chemical terms, conventions, formulae, and equations highly effectively. 9emonstrates initiative in applying constructive and focused individual and collaborative work skills.

-no.le%ge an% /n%erstan%ing

%onsistently demonstrates a deep and broad knowledge and understanding of a range of chemistry concepts. Uses knowledge of chemistry perceptively and logically to understand and explain social or environmental issues. Uses a variety of formats to communicate knowledge and understanding of chemistry coherently and highly effectively.

9esigns logical, coherent, and detailed plans for chemistry investigations. %ritically and logically selects and consistently and appropriately acknowledges information about chemistry and issues in chemistry from a range of sources. 6anipulates apparatus and technological tools carefully and highly effectively to implement wellorganised safe and ethical investigation procedures. <btains, records, and displays findings of investigations using appropriate conventions and formats accurately and highly effectively.

9esigns well-considered and clear plans for chemistry investigations. 4ogically selects and appropriately acknowledges information about chemistry and issues in chemistry from different sources. 6anipulates apparatus and technological tools carefully and mostly effectively to implement organised safe and ethical investigation procedures. <btains, records, and displays findings of investigations using appropriate conventions and formats mostly accurately and effectively.

%learly and logically analyses data and their connections with concepts, to formulate consistent conclusions and make mostly relevant predictions. 4ogically evaluates procedures and suggests some appropriate improvements.

'pplies 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. 'pplies mostly constructive and focused individual and collaborative work skills.

9emonstrates some depth and breadth of knowledge and understanding of a range of chemistry concepts. Uses knowledge of chemistry logically to understand and explain social or environmental issues. Uses a variety of formats to communicate knowledge and understanding of chemistry coherently and effectively.

9esigns considered and generally clear plans for chemistry investigations. #elects with some focus, and mostly appropriately acknowledges, information about chemistry and issues in chemistry from different sources. 6anipulates apparatus and technological tools generally carefully and effectively to implement safe and ethical investigation procedures. <btains, records, and displays findings of investigations using generally appropriate conventions and formats with some errors but generally accurately and effectively.

'nalyses data and their connections with concepts, to formulate generally appropriate conclusions and make simple predictions, with some relevance. 1valuates some procedures in chemistry and suggests some improvements that are generally appropriate.

'pplies 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. 'pplies generally constructive individual and collaborative work skills.

9emonstrates knowledge and understanding of a general range of chemistry concepts. Uses knowledge of chemistry with some logic to understand and explain one or more social or environmental issues. Uses different formats to communicate knowledge and understanding of chemistry with some general effectiveness.

age ) of "

#tage $ %hemistry annotated task &ef: '!()$*" +revised ,anuary $-!./ 0 #'%1 2oard of #outh 'ustralia $-!.

Investigation

Anal'sis an% Eval"ation

9escribes basic connections between some data and concepts, and attempts to formulate a conclusion and make a simple prediction that may be relevant. @or some procedures, identifies improvements that may be made.

Application
'pplies some evidence to describe some basic problems and identify one or more simple solutions, in familiar contexts. 'ttempts to use some chemical terms, conventions, formulae, and equations that may be appropriate. 'ttempts individual work inconsistently, and contributes superficially to aspects of collaborative work.

-no.le%ge an% /n%erstan%ing

9emonstrates some basic knowledge and partial understanding of chemistry concepts. ;dentifies and explains some chemistry information that is relevant to one or more social or environmental issues. %ommunicates basic information to others using one or more formats.

repares the outline of one or more chemistry investigations. #elects and may partly acknowledge one or more sources of information about chemistry or an issue in chemistry. Uses apparatus and technological tools with inconsistent care and effectiveness and attempts to implement safe and ethical investigation procedures. <btains, records, and displays findings of investigations using conventions and formats inconsistently, with occasional accuracy and effectiveness.

;dentifies a simple procedure for a chemistry investigation. ;dentifies a source of information about chemistry or an issue in chemistry. 'ttempts to use apparatus and technological tools with limited effectiveness or attention to safe or ethical investigation procedures. 'ttempts to record and display some descriptive information about an investigation, with limited accuracy or effectiveness.

'ttempts to connect data with concepts, formulate a conclusion, and make a prediction. 'cknowledges the need for improvements in one or more procedures.

;dentifies a basic problem and attempts to identify a solution in a familiar context. ;dentifies some chemical terms or formulae. #hows emerging skills in individual and collaborative work.

9emonstrates some limited recognition and awareness of chemistry concepts. #hows an emerging understanding that some chemistry information is relevant to social or environmental issues. 'ttempts to communicate information about chemistry.

age " of "

#tage $ %hemistry annotated task &ef: '!()$*" +revised ,anuary $-!./ 0 #'%1 2oard of #outh 'ustralia $-!.