Grade 8 – Processing and

Group evaluating /8
Student’s name Year Group MYP Assessment Your Mark

LABORATORY INVESTIGATION

Compound properties

INTRODUCTION

Magnesium oxide is a compound that can be used for different

reasons. In medicine, it can be used as an antacid to relieve
heartburn or as a laxative.

In this experiment we will investigate the properties of compounds

from its synthesis reaction, how changes from reactants to products
in terms of molecular interactions and how it behaves to a series of
tests showing their properties.

R E A C T A N T S PRODUCT

2Mg(S) + O2(g) 2MgO(s)

Silvery solid Colourless gas White powder

Magnesium ribbon burns (Oxidation Reaction) in air with an

extremely bright white light, giving off a large amount of energy
(Exothermic reaction), and white smoke with is mostly hectic
magnesium oxide particles moving in the air due to the high kinetic
energy they still have.

The product obtained after the reaction will be tested through to demonstrate its physical properties
along with other ionic compounds as sodium oxide. Sucrose substance properties will be also analysed
by the same series of test and compared along with ionic compounds.

AIMS:
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The aims of this investigation are

 To demonstrate that in a synthesis reaction two or more chemical species react in order to form
a new chemical species with different physical and chemical properties.
 To describe how the chemical synthesis of Magnesium Oxide occurs both at the microscopic
and macroscopic level.

 To surmised on the role of heat energy for this synthesis reaction.

 To test the solubility and the basic nature of magnesium oxide once is dissolved in water.
 To identify sources of experimental error and to understand how they affect the yield of the
reaction.
 To be familiar with the handling of laboratory materials and chemicals.

MATERIALS:

- Bunsen burner. - Balance

- Tripod - Magnesium ribbon

- Pipe clay Triangle - Forceps

- Crucible and lid - Sand paper

- Safety Goggles - Heat resistant mat

- Glass beaker - Universal Indicator solution

- Washing bottle with distilled water - pH meter (optional)

- Amperimeter - sodium oxide

- Sucrose

Diagram: Label the parts of this experimental setting

Crucible

Magnesium Ribbon Heat Resistant Mat

Tripod
Bunsen Burner

PROCEDURE: Support

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1. Synthesis of magnesium oxide
 Wear you white coat, goggles and tide up your hair.
 Prepare the magnesium ribbon by removing the black coat with sandpaper until you have a
very thin and shiny ribbon. This will help!!!
 Cut off several pieces of different length and place each piece in one crucible previously
labelled.
 Set up the equipment shown in the diagram above.
 Heat up the piece of magnesium ribbon by directing the Bunsen burner flame directly on it
until you see that the ignition of the magnesium has started.

CAUTION: Do not look directly at the brilliant white light produced during the ignition

 Keep on heating for one or two more minutes to assure a complete combustion.
 Observe the physical and characteristics of the product and note down qualitative
observations of the process in your table of results.

2. Test for conductivity of solid ionic compounds

 Place magnesium oxide, sodium oxide and sucrose solids in different petri dishes.
 Turn the conductivity tester on and ensure that it is working by testing the conductivity of a
copper strip.
 Test the conductivity of your solids by placing the tester into each pile. Clean the ends of the
tester between each test.
 Record your findings on results table.

3. Solubility test:
 Take a little sample of the magnesium oxide you have just made and place it in a beaker.
 Add 15 ml of distilled water and stir thoroughly.
 Using a stopwatch take the time of how long it takes the substance to dissolve.
 Repeat for sodium oxide and sucrose substances.
 Record the time and how soluble is substance as completely/ partially/ insoluble in the table
provided.

4. pH test
 Add 5-6 drops of Universal Indicator solution to the glass beaker containing the magnesium
oxide, sodium oxide and sucrose in water and note down the colour change you observe.

RESULTS:
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 1. Write down your experimental observations at the starting, during and at the end of
2. the reaction.

Copper
Magnesium
Magnesium oxide Sucrose Sulphate
Sulphate

Chemical MgO MgSO4 C12H22O11 CuSO4

Formula

When we exposed White-cream, it´s It´s colour was It was a blue

the burned Mg to texture was similar Yellowish-gold, a crystal, solid,
Physical the air, it turned to to the sand, very solid very big but more-less soft
Appearance a white and grey soft. soft. and big.
powder. It was an
experimental error.

Mass/g
0.1 g 0.1 g 0.1g 0.1 g

Solid MgO didn´t Magnesium It didn´t conducts CuSO4 isn´t a

Conductivity conducts Sulphate didn´t electricity. (as a conductor of
/ electricity as a conducts pure solid) electricity as a
solid. electricity. solid.

Solubility
(time to
dissolve)/ s Partially Completely Completely Partially
/ completely,
partially or
insoluble

pH 10.35 7.99 7.0 4.90

Conductivity
of solution/
us / High None High
none, low,
high

CONCLUSIONS:

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In your “, Discussion, Evaluation and Conclusion” you must include the following:

a) Give a brief description of the aim(s) of this practical.

b) Describe your results you obtained experimentally and use them to answer the research question
and to accept or reject the hypothesis proposed.

c) Explain your experimental results using the theory you have studied in class.

d) Discuss the accuracy and the consistency of your findings in the light of the difficulties and
limitations you had. You may use for this discussion the magnitude of the relative error, the standard
deviation or the consistency of the data collected.

e) Describe the experimental errors, difficulties and limitations you had during this practical.

f) Describe simple and practical ways to improve this investigation so as to reduce the experimental
errors and to go over the difficulties and limitations.

FORMATIVE ASSESSMENT SHEET:

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 Item
Nº
Description What your “Laboratory Report” needs to show!

Tables for The raw and processed data are organised and presented in clear tables with table numbers,
Raw & proper titles and heading paying due attention to units, uncertainties, decimal places and
1 Processed qualitative observations when relevant.
Data
Calculations and statistical data analysis are performed correctly paying due attention to
Calculations
decimal places and units, and showing when necessary formulae, sample calculations
2 and Data
and/or Excel commands.
Manipulation
Raw and/or processed data are presented in self-contained and clear graphs which show
Graphical graph numbers, proper titles and axes-labels paying due attention to units, uncertainties,
3 displays decimal places and error bars when relevant.

Conclusion,
The conclusion refreshes the aim of the investigation and presents the results of the
Discussion
4 and
investigation in a clear way in order to respond to the research question or to assess the
hypothesis proposed.
Evaluation (I)
Conclusion,
Discussion
The validity and reliability of the results are discussed in comparison with other evidence
5 and
(theory) or on the basis of the consistency of the data.
Evaluation
(II)
Conclusions,
Discussion
Relevant sources of experimental error, problems and limitations are described and feasible
6 and
ways to improve the investigation are proposed.
Evaluation
(II)

Processing Data
Grade 8
Communication in Science /8
Year
Student’s name MYP Assessment Your Mark
Group

RUBRIC TO EVALUATE THE LAB REPORT

Grade 8 – Eighth year of MYP

Criterion C: Processing and evaluating

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 Maximum: 8

At the end of year 4, students should be able to:

i. Present collected and transformed data

ii. Interpret data and explain results using scientific reasoning
iii. Evaluate the validity of a hypothesis based on the outcome of the scientific investigation
iv. Evaluate the validity of the method
v. Explain improvements or extensions to the method

ACHIEVEMENT
LEVEL DESCRIPTOR
LEVEL
0 The student does not reach a standard described by any of the descriptors below.
The student is able to:
 Collect and present data in numerical and/or visual forms
 Interpret data
1–2  State the validity of a prediction based on the outcome of a scientific
investigation
 State the validity of the method based on the outcome of a scientific
investigation
 State improvements or extensions to the method.
The student is able to:
 Correctly collect and present data in numerical and/or visual forms
 Accurately interpret data and outline results
 Outline the validity of a prediction based on the outcome of a scientific
3–4 investigation
 Outline the validity of the method based on the outcome of a scientific
investigation
 Outline improvements or extensions to the method that would benefit the
scientific investigation.
The student is able to:
 Correctly collect, organize and present data in numerical and/or visual
forms
 Accurately interpret data and explain results using scientific reasoning
5–6  Discuss the validity of a prediction based on the outcome of a scientific
investigation
 Discuss the validity of the method based on the outcome of a scientific
investigation
 Discuss improvements or extensions to the method that would benefit the
scientific investigation.
7–8 The student is able to:
 Correctly collect, organize, transform and present data in numerical and/ or
visual forms.
o The raw and processed data are organized and presented in clear tables
with table numbers, proper titles and heading paying due attention to
units, uncertainties, decimal places and qualitative observations when

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 relevant.
o Calculations and statistical data analysis are performed correctly
paying due attention to decimal places and units, and showing when
necessary formulae, sample calculations and/or Excel commands.

 Accurately interpret data and explain results using correct scientific

reasoning.
o The raw and processed data are organized and presented in clear tables
with table numbers, proper titles and heading paying due attention to
units, uncertainties, decimal places and qualitative observations when
relevant.
o Calculations and statistical data analysis are performed correctly
paying due attention to decimal places and units, and showing when
necessary formulae, sample calculations and/or Excel commands.
o Raw and/or processed data are presented in self-contained and clear
graphs which show graph numbers, proper titles and axes-labels paying
due attention to units, uncertainties, decimal places and error bars when
relevant.
 Evaluate the validity of a prediction based on the outcome of a scientific
investigation.
o Offer a considered and balanced review based on the comparison
between theoretical and experimental value.
o Discuss why the experimental value is validated (error dispersion, low
measurement errors)
 Evaluate the validity of the method based on the outcome of a scientific
investigation
o Make an appraisal by weighing up the strengths and limitations.
o Opinions or conclusions should be presented clearly and supported by
appropriate evidence.
 Explain improvements or extensions to the method that would benefit the
scientific investigation.
o Relevant sources of experimental error, problems and limitations are
described and feasible ways to improve the investigation are proposed.

When two different species react with each other, they create a new different specie with different
chemical and physical properties, like: color, shape, reactivity, solubility, melting point, boiling point,
weakness, conductivity, etc. Magnesium itself cannot react with oxygen because magnesium needs to
acquire a high temperature. Magnesium needs to heated because their particles are moving in a
velocity that didn´t allows the reaction to happen, so when you heat the magnesium you are making its
particles to move very fast so it can react with the oxygen. In a microscope level, the molecules of
both oxygen and magnesium react and form a new compound named Magnesium Oxide. In a
macroscopic level, the magnesium looks normal (heated) but when we exposed it to the air it turned to
a white and grey powder (white= Oxygen and grey= CO2). Magnesium Oxide is a solid similar to the
sand but different in color. It partially dissolves in water and then my group tested it to know the pH,
the result was that the Magnesium Oxide in an aqueous solution has a pH of 10,35. In this experiment
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there were some experimental errors that were made by us and some were made by the material given,
this experimental errors didn´t allowed our group to have the correct results. We had to learn how to
use the equipment that the teacher gave to us in a correct way in order to try to have the results
correctly. We tested 4 different Ionic compounds: Magnesium Oxide, Magnesium Sulfate, Sucrose
and Copper Sulfate. In the four of them we studied the physical appearance, Solid/Conductivity,
Solubility Partially/Completely/Insoluble, pH, Conductivity of Solution (Ionic Compound + Water).
The four Ionic Compounds, had different physical appearance in some ways (color, size) but they
were similar in other ways (physical state, softness, weight). Then, we add 0.1g of each Ionic
Compound in water. MgO is partially soluble, MgSO4 is completely soluble, Sucrose is Completely
soluble and CuSO4 is partially soluble. Once they turned the water in a different color, we tested it
with a universal indicator. The one with the lower Ph was copper sulfate (4.90), in the middle were
Sucrose (7.0) and Magnesium Sulfate (7.99) and finally, the Ionic Compound with the most level of
Ph was Magnesium Oxide (10.35). The lab was expecting us to also test the conductivity of the solid
itself and in an aqueous solution but the time didn´t allowed us to test it so we had to investigate that
in the Internet. The results that I have found in Internet, were that the four Ionic Compounds aren´t
electrical conductors when they are solids. But, when they are placed in water, MgO has a high
conductivity, Sucrose didn´t conducts electricity, Copper Sulfate has a high conductivity and
Magnesium Sulfate has a high conductivity. In this Lab, we expected the Magnesium Oxide to be
completely white but because of an experimental error it formed a white and grey powder. In the
process in which we were making the Magnesium Oxide, the teacher said to us that after the
Magnesium ribbon had a high temperature, we had to expose it to the air (because it was inside a little
container) and when the white powder was formed we had to put it inside the container once again but
my group exposed the Magnesium ribbon so many time and because of that, the Magnesium reacted
with the Oxygen but also with the CO2, it was an experimental error made by us. One limitation that
we had was that the time didn´t allowed any group to test the conductivity of the Ionic Compounds
(solid and aqueous). We had a difficulty in obtaining the data for the pH of each Ionic Compound
because other groups used the pH meter but some of them didn´t cleaned it in an appropriate way so,
we thought that our results were correct but we compare our data with another groups and were
different thanks to the bad cleaning that the pH meter. Also, we compare the results of the pH of each
Ionic Compound with the ones that were exposed in the Internet (confinable source) and of course our
measurements were not the correct ones but some of them were very close. We had a very good
accuracy in the data obtained comparing it with the ones of some of the other groups. In order to
improve this experiment, I think that the people who are going to made these experiments, the
students need to have a previous class that would teach them how to manipulate correctly the material
given and to teach them how to resolve the experiment with details and everything that they need.