Year 7 Chemistry CAT - Mix It Up!
NOTE:
YOU MUST COMPLETE ALL OF TASK 1 BEFORE MOVING ON TO TASK 2.
YOU MUST COMPLETE ALL OF TASK 2 BEFORE MOVING ON TO TASK 3!!!
Common Assessment Task Overview
Important Notes:
•
You have a total of 4 lessons to complete this CAT (1 lesson for PART A, 1 lesson for the practical investigation and
2 lessons for the write-up of PART B), so use your time wisely.
•
You can work in pairs or small groups to perform the experiment, however, all other aspects of the CAT must be
completed independently under exam conditions (your teacher will explain what this means).
•
You’re permitted to use your planning document obtained from PART A, however, nothing else is permitted.
Separation Challenge – PART A.
This task needs to be completed as a collaborative task with your teacher and peers. This must be completed and signed off
prior to commencing PART B of your CAT
Separation
Challenge Part A.docx
Separation Challenge – PART B.
Task 1
•
Using your planning document obtained in PART A as a guide, collect all of the required equipment
needed for your experiment and perform your separation experiments, making relevant observations
as you go.
•
Complete the following sections of your practical report:
o Aim
o Background Information
o Safety Considerations
o Materials
o Method
o Results
Task 2
•
Task 3
•
Complete the following sections of your practical report:
o Discussion (Question 1 – 8)
o Conclusion
Complete the following sections of your practical report:
o Discussion (Question 8 – 18)
Created by Hampton Park Secondary College, Practical Activity obtained from Big Ideas 7
Practical Report Writing: Separation Challenge Part B
Name:
Title:
Useful
Adjectives in
Observations
HG:
Partners
TASK 1)
Aim:
About 5 cm long
Glossy
Matt
Background
Round
Information:
Square
Colour e.g. redorange
Opaque
Translucent
Broad
Slender
Slim
Wide
Long
Safety:
Thin
You must include the
Smooth
danger, the
prevention of harm
Rough
and the outcome if
Faint
safety procedures are
Hissing
not followed.
Loud
Biological Hazards:
Melodic
Germs, diseases,
Noisy
blood, bodily fluids
Chemical Hazards:
Quiet
Corrosive, Toxic,
Screeching
Hazardous, Waste
Management
Thundering
Physical Hazards:
Whispering
Sharp instruments,
Crooked
Heavy objects, Falling
Hazards
Curved
Deep
Flat
High
Hollow
Materials:
Low
Narrow
Round
Some suggested equipment that
Shallow
could be used to complete the
Separation Challenge
Steep
•
Mixture A (containing salt,
Straight
iron filings, sawdust and
Boiling
sand)
Breeze
•
Bunsen Burner
Broken
•
Beaker(s)
Bumpy
•
Distilled water
Cold
•
Evaporating dish
Cool
•
Filter paper
Curly
•
Magnet
Damaged
•
Safety glasses
Dry
Dusty
Date:
What do you hope to investigate or find out?
Start “To discover …..”, “To investigate……”, “To find out….”
Suggested Length: 2-3 Sentences
_______________________________________________________
_______________________________________________________
Define each of the separation techniques below.
Magnetic Separation:
Flotation:
Evaporation:
Filtration:
What could be dangerous to you and others during an experiment?
How can you prevent anyone getting hurt?
What might happen if you don’t follow these rules?
What do the Material Safety Data Sheets say about these chemicals?
Suggested Length:
One dot point at least per hazard. There may be 10 dot points or more
depending on the experiment!
WARNING: Be careful when lighting and using your Bunsen burner
Biological Hazard-
Physical Hazard-
Chemical Hazard-
What do you need to use to do the experiment? How many/how much do
you need? List in dot points all the materials needed to complete the
Separation Challenge.
Created by Hampton Park Secondary College, Practical Activity obtained from Big Ideas 7
Method:
Using your annotated diagram from Part A, write a detailed method for separating
the four substances from Mixture A.
Created by Hampton Park Secondary College, Practical Activity obtained from Big Ideas 7
Results:
Observations require
adjectives. Paint a picture
with words. What did it
look like? What did it feel
like?
There are some words on
the front page that you
may like to use.
After completing each part of the experiment, record your observations in the table
below. Remember to use descriptive terms and dot points to quickly explain what
was happening.
Separating
technique used
Observations
What
substance(s)
have been
removed from
Mixture A?
TASK 2)
Created by Hampton Park Secondary College, Practical Activity obtained from Big Ideas 7
What
substance(s)
still remain in
Mixture A?
Discussion:
What do
I see?
What is
the story
behind
it?
Q1) Did you manage to successfully separate all four substances from Mixture A? If
yes, how did you know that you were successful?
Q2) If you were successful, how could you determine if all four substances had
returned back to their original pure state?
Q3) Explain why the order of separating techniques used in this experiment is really
important.
Q4) What was the role of distilled water in separating substances from Mixture A?
Could the mixture be separated successfully without using it?
Where to
next?
Q5) Why was distilled water used in the experiment and not just regular tap water?
Q6) Using the Venn Diagram template provided below compare TWO separating
techniques that you have used in this experiment.
1)
2)
Similarities
Q7) Four substances called A, B, C and D were shaken with water. This is what
happened (see diagram below).
Created by Hampton Park Secondary College, Practical Activity obtained from Big Ideas 7
The same four substances were then shaken with alcohol. This is what happened
(see diagram below).
Use the diagrams provided to complete the table below:
Substance
Is it soluble in water?
Is it soluble in alcohol?
A
B
C
D
Q8) Why was it important to know the solubility of the four substances in Mixture A?
TASK 3)
Created by Hampton Park Secondary College, Practical Activity obtained from Big Ideas 7
Q9) How well did your experiment work? Grade the success of the plan on a scale of
1-5, where 1 means the experiment did not work well and 5 means the experiment
was a great success. Write a paragraph to explain your grade.
Q10) If your success was lower than a 5 on the scale, how would you change your
experiment to improve the grade if the experiment was repeated in the future?
Q11) You have been provided with a new mixture, called ‘Mixture B’, which contains
sand, sugar, rocks and cut up plastic. Which separating techniques, and in what
order, would you use to separate Mixture B? Using the space provided below,
present your answer as an annotated flowchart.
Q12) Are there any differences between the separating techniques used to separate
‘Mixture B’ and the separating techniques used to separate ‘Mixture A’. If yes, explain
why different separating techniques are needed.
Q13) Sugar and salt are both solutes that are soluble in water, however, sugar is
soluble in alcohols and salt is insoluble. Using this information, explain the separating
technique(s) that you would use to separate this mixture.
Created by Hampton Park Secondary College, Practical Activity obtained from Big Ideas 7
Q14) Can you think you any situations in everyday life that would benefit from
understanding the results of your investigation?
Q15) What was your role in the group?
Q16) What did you do well?
Q17) What did the group do well?
Q18) How could you work better as a group next time?
Conclusion:
Do not use: I, WE, MY,
OUR, THEIRS ETC.
always write in the third
person.
Summarise the information you have discovered about the topic. What new
questions do you have about this topic that you would like to know more about now?
Do NOT talk about emotions, e.g. “I had fun” or “I liked this one”. Suggested length: 2
paragraphs
What was the aim of this experiment?
Briefly outline the separating techniques used to separate Mixture A and the order
they were used in.
Was the aim of this experiment achieved? How did you know that it was achieved?
What improvements, if any, could made to the experiment?
What have you learnt about separating mixtures by conducting this experiment?
Created by Hampton Park Secondary College, Practical Activity obtained from Big Ideas 7
Criteria
Science Understanding &
Science Inquiry
General capability: Literacy
Emerging Skills and Knowledge
E= 4.5
You have provided your teacher
with evidence that you have
completed some set classwork
leading up to the CAT that you
have some basic understanding
of the different separating
techniques used to separate
mixtures.
Working towards the level
D=5.0 – 5.5
You have provided your teacher
with evidence that you have
completed most set classwork
leading up to the CAT and that
you have some understanding of
the different separating
techniques used to separate
mixtures.
You have completed little or no
tasks in the CAT to a satisfactory
standard.
You have attempted the
following components of the
CAT, however, there are several
inaccuracies in your responses
and/or some of your responses
are incomplete or too brief.
•
Aim
•
Background Information
•
Safety Considerations
•
Materials
•
Method
•
Results
You have provided evidence to
your teacher in class that you
have the ability to respond to
some tasks in a manner that
reflects a basic understanding of
the content covered in this unit.
You have provided evidence to
your teacher that you have the
ability to respond to some tasks
in a manner that reflects that
you have some understanding of
the content covered in this unit.
You haven’t demonstrated the
ability to use appropriate
scientific vocabulary in your
responses and/or you haven’t
demonstrated the ability to
follow the conventions of
practical report writing
You have demonstrated in your
CAT that you can use some
appropriate scientific vocabulary
in your responses and/or that
you can follow the conventions
of practical report writing with
some consistency.
You have demonstrated some
understanding of the key
scientific terms related to this
unit, however, some terms are
not fully understood and/or are
used incorrectly
At the level
C=6.0-6.5
You have completed the
following components of the
CAT to a satisfactory standard
and have demonstrated a
satisfactory understanding of
the different separating
techniques that can be used to
separate mixtures.
•
Aim
•
Background Information
•
Safety Considerations
•
Materials
•
Method
•
Results
Above the level
B=7.0
You have demonstrated the
ability to analyse experimental
results by correctly responding
to the following components of
your CAT:
•
Discussion (Q1-8)
•
Conclusion
You have demonstrated in the
CAT that you have an
understanding of key scientific
terms related to this unit, such
as:
•
Filtration
•
Evaporation
•
Magnetic separation
•
Flotation
•
Soluble
•
Insoluble
•
Dissolve
You have used appropriate scientific language throughout your CAT,
this includes the correct use of key terminology related to this unit,
such as
Your responses are written in
your own words and are clear
and easy to understand.
You have demonstrated the
ability to follow the conventions
of practical report writing with
some consistency
Overall CAT Grade
Created by Hampton Park Secondary College, Practical Activity obtained from Big Ideas 7
•
•
•
•
•
•
•
Well above the level
A=7.5
By completing the following
components of your CAT:
•
Discussion (Q9-18)
you have demonstrated the
ability to
•
critically evaluate your
experimental procedures
and suggest improvements
that could be made to
increase the reliability of
your experimental results,
•
suggest appropriate
changes to experimental
procedures when
presented with new
information
•
determine the real world
applications of the
knowledge you have
obtained from conducting
the practical investigation
Filtration
Evaporation
Magnetic separation
Flotation
Soluble
Insoluble
Dissolve
Your responses are written in your own words and your
understanding is clearly articulated and written in a manner that is
appropriate for the intended audience.
You have demonstrated the ability to consistently follow the
conventions of practical report writing
Created by Hampton Park Secondary College, Practical Activity obtained from Big Ideas 7