TERAKKİ VAKFI ÖZEL ŞİŞLİ TERAKKİ LİSESİ

2020-2021 ACADEMIC YEAR GRADE 9IB CHEMISTRY

2ND TERM
PERFORMANCE TASK
‘PROPERTIES OF COMPOUNDS’

Name Surname: Class: Number:

About this activity,

This activity is designed to be a guided inquiry lesson using a simulation produced by PhET.
In Part I, students are given the opportunity to explore the simulation and the effect of adding sugar and
salt to water.
In Part II, students are introduced to the terms electrolyte and nonelectrolyte.
In Part III, students have the opportunity to explore several other substances, and are introduced to the
ideas of ionic and covalent bonding.

Objectives
Students will:
 Compare the behavior of sugar and salt in water
 Identify sugar and salt as either an electrolyte or a nonelectrolyte
 Draw a particulate representation of salt in water and sugar in water
 Propose an explanation for why a light bulb glows or does not glow
 Extend the definition of electrolytes versus nonelectrolytes to other substances and
qualitatively relate bond type to this observation

PART MARKS DATE TO DATE TO BE

AWARDED BE GIVEN COLLECTED

PART I MACRO TAB 27

PART II MICRO TAB 16th of 30th of

April April

PART III WATER TAB 10

ANALYSIS 63
QUESTIONS

SUM 100

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 Submission of Performance Task

You have to turn in your performance task on the 30th of April.

.

Late delivery: If you miss the deadline, the score you will get from your work (according to
the 100-point system) will be calculated as follows.

Late Return Date Points

On time After the lesson 100 points
1 day 95 points
2 days 90 points
3 days 85 points
4 days (latest) 80 points

A maximum delay of 4 days is accepted after the due date of the assignment. Homework brought the
other week will not be accepted. Parents will be informed. Your performance point will be
entered to E-school as "G" (Not Brought). This means that your performance grade will be
reflected as 0 on the report card.

IMPORTANT…

A. ACADEMIC HONESTY

Please obey the rules of academic honesty in your work.

(Include references under your work when you use any visuals or
statements.)

B. TIMELINE

Be careful with the due date of your work.

You have got three tasks to complete.

● You can reach the documents related to ‘Properties of Compounds’ from Grade 9IB CHEMISTRY
Moodle homepage.
● Be sure that you upload your work in due date to google classroom.

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Procedure, Part I (Macro Tab)

1. Open the “Sugar and Salt Solutions” simulation on the PhET website by following the link
below and clicking, “Run Now!”: http://phet.colorado.edu/en/simulation/sugar-and-salt-
solutions

2. Drag the conductivity tester, labeled A, into the beaker of water. Place the negative and
positive electrodes into the water, but not touching the bottom of the beaker. When
electricity is conducted by the solution, the light bulb will light up – the stronger the
electric current, the brighter the bulb will glow.

3. Click on the salt shaker, labeled B, and drag your mouse back and forth. This will
“shake” the salt into the water. As you add salt, pay attention to the light bulb on the
conductivity tester. Continue to add salt until the shaker is empty. Record observations.
Then click the “Remove salt” button to reset the simulation.

4. Click the “sugar” bubble in the solute selector, labeled C, to switch from salt to sugar.
Then repeat step 2, this time using the sugar shaker.

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Procedure, Part II (Micro Tab)

1. Click on the “Micro” tab at the top of the simulation, labeled D, to switch to a new
simulation for part II.

2. Click on the salt shaker, labeled A, and drag your mouse back and forth. This will
“shake” the salt into the water. Pressing pause, labeled C, will stop the salt crystals mid-
air so you can see them before they dissolve.

3. Observe how the crystal behaves once in the water. Record observations in the
“Ionization in Water” section of the data table.

4. Click the “sucrose” bubble in the solute selector, labeled D, to switch from salt to sugar.
Then repeat steps 6 and 7, this time using the sugar shaker. Record observations.

5. You can test other solutes by clicking the right arrow in the solute selector, labeled D.

6. To get an even further “zoomed in” view, click on the water tab, labeled E and repeat the
simulation by dragging salt and/or sugar into the water.

Procedure, Part III

1. Use the Flinn Material Safety Data Sheets (MSDS) search to locate the MSDS for
“sodium chloride” (salt) and “sucrose” (sugar): http://www.flinnsci.com/msds-search.aspx

2. Using the MSDS sheets for salt and sugar, locate their melting points. Record in the
data table given.

3. Using the MSDS sheets for salt and sugar, locate the information on solubility. Record
in the data table given.

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 DATA TABLE FOR PART I:

a) Record your observations below (12p):

COMPOUND What Happens to the Light Observations

Bulb? (Glows/ does not glow)

WATER

SALT

SUGAR

b) Make the light bulb glow as brightly as possible. Explain your procedure. (6p)

c) Explore what happens to the sugar and salt solutions with the evaporation slider. Describe
what happens during the evaporation process for a solution. (5p)

d) Using table below, classify sugar and salt as either an electrolyte or a nonelectrolyte. (4p)

Substance When added to water What happens to the light bulb

Electrolyte Conducts electricity Glows

Nonelectrolyte Does not conduct electricity Does not glow

Sugar: __________________________

Salt: __________________________

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Data Table for Part II and III (10p):

Solubility in Electrical Ionization in

Melting
Substance Water Conductivity Water
Point
(yes or no) (yes or no) (yes or no)

Pure Water
N/A* N/A
H2O

Salt
NaCl

Sugar
C12H22O11

N/A* No answer or not applicable

Analysis Questions
1. Based on their chemical formulas, state whether the substances tested above are
covalent or ionic. (6p)

2. A data table is provided below with information on substances not tested in the
simulation. Complete any missing information by looking up the MSDS sheets for each
chemical using the same link provided in step 11 of the procedures (for part III). (20p)

Phase at Electrical
Melting Solubility Type of
Substance 20°C (solid Conductivity in
Point in Water Bond
or liquid) Water
potassium
chloride solid Yes Yes
KCl
benzoic acid
solid 122.4°C None detected covalent
C6H5COOH
ethyl alcohol
liquid Yes None detected
C2H5OH
iron (III) sulfate
480°C Yes ionic
Fe2(SO4)3
oleic acid
13.4°C No None detected
C18H34O2
nitrogen
gas -210°C Slightly None detected
N2

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3. Using the data you gathered during the simulation, as well as the data table from the
previous question, write 4 properties exhibited by covalent (molecular) compounds? (8p)

4. Write 4 properties exhibited by the ionic compounds tested in the simulation and/or
shown in the data table in question 2? (8p)

5. Although both sugar and salt are soluble in water, the way in which they dissolve is not
shown the same in the simulation. How is their dissolving process different? Explain
why these differences exist. (8p)

6. What would the simulation have shown if oleic acid was added to water? Would it look
different than what was shown for sugar and/or salt? Explain. (4p)

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7. When some ionic compounds dissolve, not all of their bonds dissociate. What kind of
conductivity would you expect such a solution to have? Explain. (5p)

8. Based on the formula, predict whether each of the following compounds is primarily ionic
or primarily covalent. (4p)
a. ammonia (NH3)

b. calcium chloride (CaCl2)