Page 1 of 6 Stage 1 Chemistry Task

Ref: A378003 (July 2014)

SACE Board of South Australia 2014
STAGE 1 CHEMISTRY
ASSESSMENT TYPE 1: Investigations Folio
Practical (Design): Solubility of Salts in Solvents

Purpose
This assessment provides you with the opportunity to investigate concepts relating to the solubility of
water-soluble ionic salts in different solvents, and to demonstrate your ability to:
formulate an hypothesis
design and conduct an investigation in collaboration with a partner
identify variables and collect, analyse, and interpret data
evaluate results, form conclusions, and communicate your understanding of
concepts relating to the solubility of salts.

Description of assessment
Some ionic solids are soluble in water and some are not. Several questions about the solubility of ionic
salts can be asked. Are those ionic solids that are water-soluble also soluble in other solvents? Are
water-insoluble ionic solids soluble or insoluble in other solvents? Are water-soluble ionic solids
soluble in both polar and non-polar solvents?
Your task is to select a question to investigate and design a method to investigate your question.


A PRELIMINARY WORK I1

Use the Internet to research the process in which sodium chloride dissolves in water.
You could start with the following site:
http://www.elmhurst.edu/~chm/vchembook/171solublesalts.html

You will be provided with a range of ionic salts and solvents to test.
Select an independent variable to test and a dependent variable to measure.
Carry out some preliminary work in the laboratory with your partner to find a method
suitable for testing the solubility of salts and investigating your question.
Record your method and results, on the attached record sheet.
Then write a proposal, on the attached sheet.

Hand up both sheets before beginning part B.


B PROCEDURE I3, A3
Carry out your procedure.


C REPORT
Write your own individual report under the following headings:
RESULTS I4
Record your observations/data in a table, using appropriate headings.

DISCUSSION AE1, AE2
Discuss any trends observed in the results and how these relate to your hypothesis.
Evaluate your procedure and suggest any improvements that could provide better evidence for
discussion.

CONCLUSION AE1
Use your results to draw a valid conclusion. State whether your hypothesis is supported, refuted or
needs modifying.
The assessment
type and task
are clearly
identified.
The purpose of
the task links it
to the Learning
Requirements
and the
Assessment
Design Criteria
being assessed.
Investigation 1
The preliminary
investigation
and proposal
provide
evidence of
design skills.
NAME ________________________________
Page 2 of 6 Stage 1 Chemistry Task
Ref: A378003 (July 2014)
SACE Board of South Australia 2014

Teacher Checklist for I3

Skill very good good satisfactory poor limited
Safe work conditions used
(glasses and lab coat worn,
benches clear of unnecessary
items)

Apparatus handled carefully
Materials gathered in an
organised manner




Teacher Checklist for A3

Skill very good good satisfactory poor limited
Collaboration in
discussion/development of plan

Collaboration in preliminary
laboratory work

Collaboration in final investigation
Individual initiative and focus
during investigation




Assessment Conditions
Part A is conducted during a double lesson.
Part B is conducted during a single lesson.
Part C is completed in the students own time.


Due Date ______________________________

Timelines are
made clear to
students in the
assessment
conditions.
Task meets
subject
specifications
for practical
investigations as
described in the
subject outline.
Teacher checklists
provide evidence
for the grades
assigned for
Investigation 3 and
Application 3.
Stage 1 Chemistry Performance Standards
Page 3 of 6 Stage 1 Chemistry Task
Ref: A378003 (July 2014)
SACE Board of South Australia 2014

Investigation
Analysis and
Evaluation
Application
Knowledge and
Understanding
A
Designs a logical, coherent, and detailed
chemistry investigation.
Critically and logically selects and
consistently and appropriately acknowledges
information about chemistry and issues in
chemistry from a range of sources.
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.
Critically and systematically
analyses data and their
connections with concepts, to
formulate logical and
perceptive conclusions and
make relevant predictions.
Critically and logically
evaluates procedures and
suggests a range of appropriate
improvements.
.
Applies 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.
Demonstrates initiative in
applying constructive and
focused individual and
collaborative work skills.
Consistently 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.
B
Designs a well-considered and clear
chemistry investigation.
Logically selects and appropriately
acknowledges information about chemistry
and issues in chemistry from different
sources.
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.
Clearly and logically analyses
data and their connections with
concepts, to formulate
consistent conclusions and
make mostly relevant
predictions.
Logically evaluates procedures
and suggests some appropriate
improvements.

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.
Demonstrates 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.
C
Designs a considered and generally clear
chemistry investigation.
Selects with some focus, and mostly
appropriately acknowledges, information
about chemistry and issues in chemistry from
different sources.
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.
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.

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.
Demonstrates 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.
D
Prepares the outline of a chemistry
investigation.
Selects 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.
Obtains, records, and displays findings of
investigations using conventions and formats
inconsistently, with occasional accuracy and
effectiveness.
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.

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.
Demonstrates some basic
knowledge and partial
understanding of chemistry
concepts.
Identifies and explains some
chemistry information that is
relevant to one or more social
or environmental issues.
Communicates basic
information to others using one
or more formats.
E
Identifies a simple procedure for a chemistry
investigation.
Identifies a source of information about
chemistry or an issue in chemistry.
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.
Attempts to connect data with
concepts, formulate a
conclusion, and make a
prediction.
Acknowledges the need for
improvements in one or more
procedures.

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.
Demonstrates some limited
recognition and awareness of
chemistry concepts.
Shows an emerging
understanding that some
chemistry information is
relevant to social or
environmental issues.
Attempts to communicate
information about chemistry.
Stage 1 Chemistry Performance Standards
Page 4 of 6 Stage 1 Chemistry Task
Ref: A378003 (July 2014)
SACE Board of South Australia 2014
Some teachers prefer to use the landscape format of
the performance standards for grading.
A B C D E
Investigation
Designs a logical, coherent, and
detailed chemistry investigation.
Critically and logically selects and
consistently and appropriately
acknowledges information about
chemistry and issues in chemistry from
a range of sources.
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.
Logically selects and appropriately
acknowledges information about
chemistry and issues in chemistry from
different sources.
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.
Selects with some focus, and mostly
appropriately acknowledges,
information about chemistry and issues
in chemistry from different sources.
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.
Selects 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.
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.
Identifies a source of information about
chemistry or an issue in chemistry.
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.
Analysis and
Evaluation
Systematically analyses data and their
connections with concepts, to formulate
logical and perceptive conclusions and
make relevant predictions.
Logically evaluates procedures and
suggests a range of appropriate
improvements.
Logically analyses data and their
connections with concepts, to formulate
consistent conclusions and make
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.
Application
Applies chemistry concepts and
evidence from investigations to suggest
solutions to complex problems in new
and familiar contexts.
Uses appropriate chemistry 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 chemistry 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 chemistry
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 chemistry 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 chemistry terms or
formulae.
Shows emerging skills in individual and
collaborative work.
Knowledge and
Understanding
Consistently 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.
Demonstrates 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.
Demonstrates 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.
Demonstrates some basic knowledge
and partial understanding of chemistry
concepts.
Identifies and explains some chemistry
information that is relevant to one or
more social or environmental issues.
Communicates basic information to
others using one or more formats.
Demonstrates some limited recognition
and awareness of chemistry concepts.
Shows an emerging understanding that
some chemistry information is relevant
to social or environmental issues.
Attempts to communicate information
about chemistry.

Page 5 of 6 Stage 1 Chemistry Task
Ref: A378003 (July 2014)
SACE Board of South Australia 2014
PRELIMINARY WORK RECORD SHEET

Independent variable tested __________________________________________________________

_________________________________________________________________________________

Dependent variable tested ___________________________________________________________

_________________________________________________________________________________

List of salts and solvents tested _______________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Procedure used ___________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Results (in table form)

















Comments on suitability of procedure for testing this hypothesis

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Page 6 of 6 Stage 1 Chemistry Task
Ref: A378003 (July 2014)
SACE Board of South Australia 2014
PROPOSAL
AIM
State the aim of your investigation.

_____________________________________________________________________________________

_____________________________________________________________________________________

State the independent variable.

_____________________________________________________________________________________

State the dependent variable.

_____________________________________________________________________________________

State the hypothesis.

_____________________________________________________________________________________

_____________________________________________________________________________________

PROCEDURE
List the apparatus, materials and quantities required.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Clearly describe the steps in the procedure you will use to test the effects of the independent variable on the
dependent variable.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Describe the factors that are important to keep constant in each trial.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________