DIOCESE OF JAMAICA AND THE CAYMAN ISLANDS

THE QUEENS SCHOOL

‘Virtute et sapient Floreat’- May she flourish in virtue and wisdom

CSEC GENERAL CHEMISTRY

SCHOOL BASED ASSESSMENT (S.B.A) MANUAL

September 2021

Compiled by: T. Grant & T. Chambers

 General Instructions For Laboratory Exercises for Students’

There is a need to be safety conscious, to avoid injury to yourself and others, as you work in a
laboratory.

Therefore, here are some general instructions to accomplish this: -

1. Work attentively, considerately, and persistently.

➢ Be willing to share materials and data with team members
➢ Be willing to repeat experimental procedures.
2. Prepare in advance by previewing the proposed topic and experiment.
3. Do not try to fix or adjust defective equipment, instead you should consult the
teacher or lab staff.
4. Do not remove any equipment from the lab unless authorized by your teacher
to do so.
5. Use the equipment carefully and all materials sparingly. Do not waste reagents
and other materials.
6. Tidy the work area before departing from the laboratory.
➢ Dispose of solid waste in specified containers to prevent the clogging of
the sink
➢ Flush liquid waste down the sink
➢ Return all equipment used, to their appropriate location.
➢ Report any broken glassware to teacher and/or lab staff.
7. Thoroughly wash hands after working in the laboratory.
 Simple First Aid Precautions and Guidelines

During Lab Exercises

1. Inform your teacher as to any medical conditions you have, which may be aggravated as you
perform experiments e.g., being asthmatic, suffering from allergies to sulphur and
naphthalene (camphor) and other sensitivities, or heart conditions.
2. Above all else, keep calm in case of injury to yourself and/or others.
3. Immediately report all injuries to the teacher and lab staff.
4. Seek professional attention as soon as possible for all injuries.
5. In the event of accidents involving chemicals:

a) If chemical splashes on body parts or clothing, flood the affected area with cool, slow
running water until pain eases.
b) If chemical splashes into the eye, hold the eye open, washing immediately with cool,
slow running water until pain eases.
c) If a chemical is ingested, immediately drink large amounts of water and induce
vomiting.
6. Minor burns to body parts should be immersed immediately in cool water until pain eases.
7. In the event that someone’s clothing catches fire:

a) Do not panic or allow the person to run about.

b) Immediately lay casualty on the floor on the body part which is not affected.
c) Extinguish flames by either:
i. Using a blanket to smother it or,
ii. Dousing the affected area with cool water.
8. In the event of minor cuts sustained:

➢ Use direct pressure to stop the flow of blood, clean with cool running water
and have some form of sterile dressing applied before continuing the lab.
9. In the event of fainting:

➢ The person should be provided with lots of fresh air, and placed in a sitting
position, with his or her head placed lower than the rest of the body e.g., between the
legs.
10. In the event of electrical shock/electrocution:

➢ The electricity should be immediately switched off if possible, and/or safely

remove victim from the source of electricity with a dry, non-conducting object.
Breathing rate and heart rate should be checked.
 THE PRACTICAL APPROACH

Planning and Designing (PD)

Student’s ability to:

(a) Ask questions: how, what, which, why or where. (Students must be guided by their

teachers to ask scientific questions based on a stated problem).

Sample Problem: It has been observed that exposed wine usually acquires a sour taste

after a few weeks.

Example: Why do wines which are exposed to air acquire a sour taste after a few

weeks?

(b) Construct a hypothesis; the hypothesis must be clear, concise and testable.

Example: When wines are exposed to air, they acquire a sour taste after a few weeks.

(c) Design an experiment to test the hypothesis.

Experimental reports must include the following:

(i) problem statement;

(ii) aim;

(iii) list of materials and apparatus to be used;

(iv) clear and concise step by step procedure;

(v) manipulated and responding variables;

(vi) controlled variables;

(vii) observations to be made or measurements to be taken;

(viii) suggested display of results (for example, graphs tables);

(ix) proposed use of results;

(x) possible limitations, assumptions; and,

(xi) precautions to be taken.

 Observation, Reporting and Recording (ORR)

(a) Recording

Student’s ability to record observations and to collect and organise data. Observations

and data may be recorded in the following format.

(i) Prose - Written description of observations in the correct tense.

(ii) Table (Neatly enclosed):

- Numerical: physical quantities in heading, correct units stated in

heading, symbols, decimal points.

- Non-numerical: headings correct, details present.

(iii) Graph – Axes labelled with units, correct scales, correct plotting, and smooth

curves/best fit lines.

(iv) Drawing of apparatus as set up for use.

Reporting

Student’s ability to prepare a comprehensive written report on their assignments

using the following format:

(i) Date (date of experiment).

(ii) Aim (what is the reason for doing the experiment).

(iii) Apparatus and Materials (all equipment, chemicals and materials used in the

experiment must be listed).

(iv) Method/Experimental Procedure (step-by-step procedure written in the past

tense, passive voice).

(v) Results and Observations (see (a) above: Recording).

(vi) Discussion (see 4: Analysis and Interpretation).

(vii) Conclusion (should be related to the Aim).

 Measurement and Manipulation (MM)

Student’s ability to:

(a) Handle scientific equipment competently.

(b) Use appropriate apparatus.

(c) Take accurate measurements.

Analysis and Interpretation

Student’s ability to:

(a) identify patterns and trends;

(b) make accurate calculations;

(c) identify limitations and sources of error;

(d) make a conclusion to either support or refute the hypothesis;

(e) compare actual results with expected results if they are different;

(f) suggest alternative methods or modifications to existing methods; and,

(g) analyse and interpret results and observations, and make conclusions.
TABLE OF CONTENT

S.B.A # Date TITLE Skills Assessed Page #

1 ORR

2 PD

3 ORR

4 ORR

5 ORR

6 AI

7 PD

8 ORR

9 ORR

10 AI

11 MM/AI

12 MM/AI
13 MM/AI

14 AI

15 ORR

16 AI/MM

17 MM

18 AI

19 PD

-- --

-- --

-- --
S.B.A #1
DATE:
TITLE: Diffusion of solids in liquid.

AIM: To determine the relative rate of diffusion of

two solids in a liquid.

APPARATUS/ MATERIALS: Petri dish, lead (II)

nitrate crystals, potassium iodide crystals, water bottle,
distilled water, spatula, ruler and stopwatch.

METHOD:

1. Place a petri dish on a flat surface and add a small

amount of water.
2. Use a spatula to carefully place lead (II) nitrate
crystal and potassium iodide crystals at opposite
ends.
3. Start the stopwatch and note the time taken for the
reaction to complete.
4. Use a ruler to measure the distance travelled by
each solid.
DIAGRAM:

RESULTS:

Solids Distance travelled Time (s) Speed of

(cm) diffusion (cm/s)

Pb(NO3)2

KI

OBSERVATIONS:

Describe the appearance of the two solids before mixing them and your
observations a few seconds after.

DISCUSSION:

Which solid travels the fastest? Explain why

What is the name of the compound formed when the two solids react?
Explain fully what is happening in the Petri dish?

CONCLUSION:

S.B.A #2
DATE:
TITLE: COOLING CURVE
AIM: to determine the melting point of stearic acid
APPARATUS:
METHOD:

1.Place 2 g of stearic acid in the boiling tube.

2.Heat the water bath until the stearic acid melts
completely.
3.Lift the boiling tube out of the water bath.
 4.Take temperature readings every 30 seconds
until the stearic acid has completely solidified.

5.Plot a cooling curve to obtain the melting

point. Temperature (y-axes) against time
(x-axes)

RESULTS: A table should be used to register the

data collected in the experiment

DISCUSSION:

Explain the change of state using the kinetic theory

How can you explain the difference in the melting

point of pure stearic acid (660C) and your
experimental results?

List some characteristics of pure substances.

S.B.A # 3

DATE:

TITLE: Mixture of Separation

TOPIC: Solubility

SKILL: MM & ORR

AIM: To investigate the effect of temperature on the solubility of potassium nitrate

APPARATUS/MATERIALS: Distilled water, thermometer, boiling tube, beakers, potassium

nitrate, Bunsen burner, measuring cylinder, electronic balance

METHOD:

1. Place 5 cm3 of water in a boiling tube using a measuring cylinder

2. Weigh 2 grams of potassium nitrate and place in a boiling tube.
3. Clamp boiling tube vertically in a water bath
4. Heat mixture until potassium nitrate is dissolved.
5. Remove the boiling tube and record the temperature
6. Weigh another 2 gram of potassium nitrate and add it to the same boiling tube. (Each
time 2 grams will be added to the boiling tube until you have 10 grams of potassium
nitrate )
7. Repeat steps three to five.
8. Construct a table of results and plot a graph of solubility against temperature.

RESULTS AND CALCULATION:

Solubility= Mass of KNO3 x 100 /Vs

where Vs is the volume of solvent

TREATMENT OF RESULTS:

1. Plot a graph of solubility versus temperature.

2. Use your graph to: Predict the solubility of potassium nitrate at 55oC and 28oC.
3. What deductions can be made from the graph about the effect of temperature on the
solubility of potassium nitrate?
CONCLUSION:

S.B.A # 4

DATE:

TITLE: Separation Techniques

SKILL: P & D

PROBLEM STATEMENT: Plan and design an experiment to determine if the green pigment
in callaloo leaf and the green pigment in a water soluble pen ink is made up of the same type
of solutes.

HYPOTHESIS

AIM:

APPARATUS/MATERIALS:

METHOD:

VARIABLES:

● Controlled

● Manipulated

● Responding

DATA TO BE COLLECTED / EXPECTED RESULTS:

DATA ANALYSIS/TREATMENT OF RESULTS:

ASSUMPTIONS/LIMITATIONS:

PRECAUTIONS:
S.B.A #5
DATE:

TITLE: Separation Techniques

TOPIC: Chromatography

SKILL: ORR

AIM: to separate the solute components in a black ink pen by paper chromatography

APPARATUS/MATERIALS: 100 mL beaker, chromatography paper, water, ethanol, black

pen, petri dish

METHOD:
1. Draw a horizontal line 10 mm from the bottom of the
chromatography paper
2. Mark an ‘X’ in the centre of the line
3. Use the black ink pen to make a spot on the ‘X’
4. Pour an equal amount of ethanol and water into the
beaker
5. Carefully insert the chromatography paper into the
beaker with ethanol and water. (about 5 mm height)
6. Make observations and calculate the Rf values for the
different components of the ink
DIAGRAMS:
● Before - (draw a copy of your spotted chromatogram)
● After – (paste your dried chromatogram at the end of the
experiment)
OBSERVATIONS:
● Describe what is observed at the beginning, during and at
the end of the lab
● Calculate Rf values
DISCUSSION:
● Define chromatography
● Name two uses of paper chromatography
● Identify the mobile and stationary phases used in the lab
● Explain what the Rf values tell you about each
component
CONCLUSION:
● Your conclusion must be an answer to the aim
S.B.A #6
DATE:
TITLE: Separation Techniques
TOPIC:
PD: You are given a solid mixture of iodine, salt (NaCl) and
sand. Plan and design an experiment to get a pure sample of
the salt from the mixture.

HYPOTHESIS
AIM:
APPARATUS/MATERIALS:
METHOD:&
VARIABLES:
● Controlled
● Manipulated
● Responding
DATA TO BE COLLECTED / EXPECTED RESULTS:
DATA ANALYSIS/TREATMENT OF RESULTS:
ASSUMPTIONS/LIMITATIONS:
PRECAUTIONS:
S.B.A #7
DATE:
TITLE: GROUP II OF THE PERIODIC TABLE.
AIM: to compare the reactivity of Magnesium and
Calcium
Apparatus:
METHOD:
1. Add a piece of Magnesium ribbon to about half
boiling tube of water.
2. Carefully add a pellet of calcium to a large tray of
water. Observe what happens.
3. Add about 5 cm3 of dilute hydrochloric acid to a test
tube. Add 2 cm length magnesium ribbon to the acid.
4. Repeat step 3 using a fresh sample of acid and 1 pellet
of calcium.
OBSERVATION:

Tabulate your observation in the format seen below

Reaction with Magnesium Calcium

Water

Dilute
hydrochloric
acid

DISCUSSION

· Which of the two metals is most reactive?

Explain your answer according with the position of
magnesium and calcium in their position in the
periodic table.

· If any gas evolves, explain your observation.

· Write balance equations for each chemical

reaction.

CONCLUSION
S.B.A #8

DATE:

TITLE: PERIOD THREE METALS

AIM: to compare the reactivity of Sodium, Magnesium and Aluminium

APPARATUS:

METHOD:

1. Add water to the trough and add 4 drops of

phenolphthalein.

2. A small amount of sodium is added in a trough of water

with the spatula.

3. Add a small piece of Magnesium ribbon to a test tube with

water.

4. Add a small amount of Aluminium in a separate test tube

with water.

5. Compare the reactivity of all three metals

OBSERVATIONS

Tabulate your observation in the format seen below

Reaction with Sodium Magnesium Aluminium

Water

DISCUSSION

· Compare the reactivity of the three metals.

· Explain the reactivity of the metals in Period 3 based on their atomic structure.

· How can you explain the pink colour observed when sodium was added to the
water with phenolphthalein?

· Write balance equation for each reaction observed.

LAB # 9- Investigative Project([Proposal)

SKILL: P & D

1. Problem Statement: The active ingredient in commercial vinegar is

ethanoic acid (CH3COOH). The labelling on the Grace, Eve and
Lasco brands claims the ethanoic acid content is 5% (v/v) or
0.8mol/dm3 . Plan and design an experiment to test this claim.

2. Problem Statement: In the lab's store room you come across four
unlabelled bottles containing dilute hydrochloric acid, sodium
hydroxide, sodium carbonate and distilled water. Using only red,
blue litmus, a dropper, test tubes and one of the identified reagents.
Plan and design an experiment to determine which bottles contain
which solutions.

3. Problem Statement: Plan and design an experiment to find out if

green limes are more acidic than ripe limes.
4. Problem Statement: When a fruit (such as banana or apple) is cut
and left exposed to the air, it turns brown slowly. Someone suggests
cupping the fruits in vinegar, another suggests lime water and
another salt solution. Plan and design an experiment to investigate
which substance is most effective at preventing the colour change.
LAB # 10

DATE:

TITLE: Acids, Bases and Salts

TOPIC: Preparation of salts

SKILL: MM

AIM: To prepare a sample of Copper (II) Sulphate using sulphuric acid and copper (II) oxide

APPARATUS/MATERIALS: Beakers, Conical flask, filter funnel, filter paper, Bunsen

burner, stirring rod, electronic balance, Sulphuric acid (2M), Copper (II) oxide, distilled water

METHOD:

1. Using a measuring cylinder place 50 cm3 of 2 M sulphuric acid in a beaker.

2. Add 15.0g of copper (II) oxide and stir with a glass rod.
3. Heat the solution to reduce volume to half.
4. Add ethanol slowly to the solution until crystals begin to form
5. Allow to cool and filter to collect the crystals.

OBSERVATIONS:

DISCUSSION:

CONCLUSION:
LAB # : 11
DATE:
TITLE: FINDING THE CONCENTRATION OF SODIUM HYDROXIDE
SKILL: A/I & MM

AIM: To find the concentration of a solution containing approximately 4.0 g.dm-3 sodium
hydroxide by a titration method, using 0.1 mol dm-3 hydrochloric acid.
METHOD
1. Rinse burette with the hydrochloric acid solution and the pipette with sodium
hydroxide solution.
2. Fill the burette to a convenient graduation mark with hydrochloric acid.
3. Record this reading.
4. Pipette 25.00 cm3 of the sodium hydroxide solution into a conical flask.
5. Add 1-2 drops of phenolphthalein indicator
6. Add hydrochloric acid from the burette until the endpoint is reached
(permanent fade pink colour is observed).
7. Record the burette reading.
8. Repeat the titration until two consecutive burette readings differ by no more
than ± 0.1cm3

TREATMENT OF RESULTS
Tabulate your results as follows:

Burette readings/cm3 Rough 1 2

Initial volume
Final volume
Volume of HCl used

CALCULATION ROUTE FOR DETERMINING CONCENTRATION:

1. Using the values for the accurate titrations only (+/- 0.10), find the average volume of
hydrochloric acid that neutralizes 25.00 cm3 of the sodium hydroxide solution.
2. Write a balanced chemical equation for the reaction.
3. Calculate the amount in moles of the hydrochloric acid (standard solution) that reacted
with sodium hydroxide solution.
No. of moles of HCl(mole) = Volume of HCl(cm3) x Concentration(mol/dm3)
 1000
4. Find the mole ratio from the balance chemical equation
1 mole of HCl(aq) reacts with 1 mole of NaOH(aq).
5. Use this information to find the number of moles of NaOH(aq) in 25.00 cm3 of the
solution.
6. Using your answers to (5) find the molar concentration of NaOH(aq) from its volume in
mol/dm3 and the mass concentration in g/dm3

Precautions:

Sources of error:
LAB # 12

DATE:

TITLE: Redox Reactions

TOPIC: Redox titrations

SKILL: A/I & MM

AIM: To determine the value of ‘n in the formula FeSO4. n H2O

APPARATUS/MATERIALS: burette, pipette, conical flask, retort stand and clamp, acidified
potassium manganate (VII) solution, iron sulphate solution.

METHOD:

1. Use a clean 25 cm3 pipette to remove exactly 25.0 cm3 of iron sulphate solution and
place it carefully into a clean conical flask.

2. Add 30 cm3 of dilute sulphuric acid to the conical flask.

3. Fill the burette with potassium manganate (VII) solution (conc. 3.16 g/dm3).

4. Titrate the iron sulphate solution against the potassium manganate (VII) solution until
the first permanent pink colour is observed.

5. Repeat the titration until two consecutive burette readings are within +/- 0.1 cm3 of
each other.

6. Tabulate the results.

RESULTS:

Title of table:

TITRATION # 1 2 3

Initial burette reading / cm3

Final burette reading/ cm3

Volume of KMnO4 used/ cm3

CALCULATIONS:

● Calculate the average volume of KMnO4 used

 ● Determine the number of moles of KMnO4 in titration volume

● Determining the number of moles Fe2+ ions reacted in solution.

● Determining the molarity of the Fe2+ ions in the solution

● Use mole ratio to determine the value for n

CONCLUSION:

The value of n in FeSO4. n H2O is _______; therefore the formula of the compound is

__________
LAB # 13

DATE:

TITLE: Redox Reaction

TOPIC: OXIDIZING AND REDUCING AGENTS.

SKILL: A/I

METHOD: Perform the following test and deduce the oxidizing or reducing power of each
substance given above.

TEST OBSERVATION INFERENCE

1. Dissolve a few green crystals of

iron (II) sulphate in 1cm3 water.
Add an equivalent amount of
hydrogen peroxide. Warm gently.
Add a few cm3 of sodium
hydroxide (NaOH) to the resultant
mixture.

2. To 1 cm3 acidified potassium

permanganate add 1 cm3 of
hydrogen peroxide.

3. To about 1 cm3 of potassium iodide

add a few drops of acidified
potassium permanganate.

4. Add about 2 cm3 acidified

potassium dichromate (VI) to 1
cm3 of potassium iodide.
Add a few drops of starch solution.

INFERENCE

● For each test identify the oxidizing and reducing agent.

 ● Write a half equation representing the process of oxidation or reduction of iron (II) ions,
potassium permanganate and potassium iodide.
DISCUSSION

1. Explain why the reactions above are classified as redox reactions.

2. Explain the criteria you used to classify the substances in the experiment as oxidizing or
reducing agents.
Suggest one reason for the use of starch in this experiment.
LAB # 14

DATE:

TITLE: Rate of Reaction

TOPIC: Factors affecting the rate of a reaction

SKILL: A/I & ORR

AIM: To investigate the effect of concentration on the reaction by measuring the time taken
to form a precipitate.

APPARATUS/MATERIALS:

0.1 mol/dm3 sodium thiosulphate solution, 0.5 mol/dm3 hydrochloric acid, conical flask,
measuring cylinder, beaker, stop watch, white paper with cross

METHOD:

1. Draw a cross with a black marker on a piece of white paper or white tile

2. Place the paper or tile under the conical flask

3. Using a measuring cylinder, place 25 cm3 of the sodium thiosulphate into the conical
flask

4. Using a measuring cylinder add 25 cm3 of the acid to the sodium thiosulphate solution
and immediately start the stopwatch.

5. Note the time it takes for the cross to be no longer visible when viewed from above
the flask. Stop the timer when this happens, and record the time.

6. Discard the mixture and wash the flask.

7. Repeat steps 3 – 5 using instead the thiosulphate/water mixture given in the table

OBSERVATIONS:

● State what you observe during the experiment

RESULTS:

Title of table:

EXPERIMEN VOLUME VOLUME OF VOLUME TIME/s 1/t (s-1)

T# OF ACID/ THIOSULPHATE/cm3 OF WATER/
cm3 cm3
 1 25 25 0

2 25 20 5

3 25 15 10

4 25 10 15

5 25 5 20

● Plot a graph of 1/t against the volume of sodium thiosulphate used. (1/t is a
measure of the rate of the reaction)

DISCUSSION:

● Explain why the cross disappears

● Identify the variables in the experiment

● Based on your experimental data and graph, state the effect the concentration of the
reactant have on the time and reaction rate

CONCLUSION: state how the concentration affect the rate of the reaction

LAB # 15

DATE:

TITLE: Energetics
TOPIC: Endothermic reactions

SKILL: MM

AIM: To calculate the enthalpy (heat) of solution using potassium nitrate and water

APPARATUS/MATERIALS: Styrofoam cup, thermometer, measuring cylinder, beaker,

stirring rod, potassium nitrate and water

METHOD:

1. Accurately weigh out between 2.90 to 3.00 g of potassium nitrate in a beaker.

2. Using a measuring cylinder, measure out 100 cm3 of water and transfer it to the
Styrofoam cup

3. Use the thermometer to measure and record the initial temperature of the water.

4. Transfer the potassium nitrate to the Styrofoam cup containing the water

5. Use a stirring rod to stir the mixture until the salt dissolves

6. Measure and record the final temperature of the solution.

RESULTS & OBSERVATIONS:

Title of table:

Mass/ g

Weight of empty beaker

Weight of beaker + KNO3

Mass of KNO3 transferred

Title of table:

Temperature/ ͦ C

Initial temperature

Final temperature

Change in temperature
CALCULATIONS: calculate the enthalpy (specific heat capacity = 4.2J/g/ ͦ C)

DISCUSSION:

● Define enthalpy and endothermic reaction

● Using your knowledge of endothermic reactions, explain what is taking place in the
reaction flask (styrofoam cup)

● Draw an energy profile diagram for this reaction

CONCLUSION: state the enthalpy of this reaction

LAB# 16

DATE:

TITLE: Organic Chemistry

SKILL: P&D

PROBLEM STATEMENT: In the lab a Chemist accidentally lost the labels of three (3)
colourless liquids; hexene, hexane and ethanoic acid. Plan and design an experiment
that the chemist could use to identify each liquid so as to re – label each bottle.

HYPOTHESIS

AIM:

APPARATUS/MATERIALS:

METHOD:

VARIABLES:

● Manipulated

● Responding

● Controlled

DATA TO BE COLLECTED / EXPECTED RESULTS:

DATA ANALYSIS/ TREATMENT OF RESULTS:

ASSUMPTIONS/LIMITATIONS:

SOURCE OF ERRORS:

PRECAUTIONS: