Grade Level/Subject
Chemistry grades 10 -12
Unit
Bonding/Chemical Properties
Enduring Understanding
I.
II.
III.
IV.
SOL Standards
Title
Material Safety Data Sheet (MSDS) provide valuable information
about chemicals including their properties, handling instructions,
warnings, disposal information and spill cleanup guidance.
Polarity is determined by the arrangement of atoms in a molecule.
The solubility of a substance can be predicted by evaluating the
structure of a molecule.
Polar substances do not mix with nonpolar substances – instead
an immiscible interface results.
Standard CH.1 – The students will investigate and understand that
experiments in which variables are measured, analyzed and evaluated
produce observations and verifiable data.
Standard CH. 2 – The students will investigate and understand that the
placement on the periodic table is a function of their atomic structure
and properties.
The MSDS Challenge
Lesson Objective
I.
II.
Students will identify an unknown substance using a variety of data that
can be obtained from a Material Safety Data Sheet (MSDS).
Students will work in groups to develop a plan to identify what
chemicals are present in a mixture. They will need to consider chemical
properties such as flammability, solubility and density in order to
correctly identify the substance
Inquiry Level
3
Materials Required
Copies of Several MSDS Sheets
Large Erlenmeyer Flask
Tap Water and Hexanes
Butane Lighter and Watch Glass
*Adapted from an activity developed by Jeff Becker (2009).
The MSDS Challenge
Teacher Notes
The purpose of this level three-inquiry activity is to challenge students to identify an unknown substance using a
variety of data that can be obtained from a Material Safety Data Sheet (MSDS). The activity begins with a
demonstration by the instructor (burning a mixture of water and hexanes in an Erlenmeyer flask) – students then work
in groups to develop a plan to identify what chemicals were present in the mixture. They will need to consider chemical
properties such as flammability, solubility and density in order to correctly identify the substance.
GRADE LEVEL/SUBJECT:
First Year Chemistry Course (10th-11th Grade)
PREREQUISITE KNOWLEDGE:
Density, Solubility and Polarity
UNIT:
Bonding/Chemical Properties
SOL OBJECTIVES:
Standard CH.1 – The students will investigate and understand that
experiments in which variables are measured, analyzed and
evaluated produce observations and verifiable data.
Standard CH. 2 – The students will investigate and understand
that the placement on the periodic table is a function of their
atomic structure and properties.
LEVEL OF INQUIRY:
Level Three – Question is Given, Methods and Solution are Open.
MATERIALS REQUIRED:
Copies of Several MSDS Sheets
Large Erlenmeyer Flask
Tap Water and Hexanes
Butane Lighter and Watch Glass
TIMING:
Demonstration ~5 minutes
Student Group Work ~45 minutes
ESSENTIAL UNDERSTANDINGS
 Material Safety Data Sheet (MSDS) provide valuable information about chemicals including their
properties, handling instructions, warnings, disposal information and spill cleanup guidance.
 Polarity is determined by the arrangement of atoms in a molecule.
 The solubility of a substance can be predicted by evaluating the structure of a molecule.
 Polar substances do not mix with nonpolar substances – instead an immiscible interface results.
TO PREPARE FOR THE LAB…
 Copy a variety of MSDS Sheets from an online source – recommended examples include Hexanes,
Isopropyl Alcohol, Ethylene Dichloride, Acetone, Acetic Acid and Methanol.
 Collect required materials and samples of the substances listed above.
INSTRUCTIONS FOR DEMONSTRATION….
 With students watching, place a small amount of the mystery substance (hexanes) in a large Erlenmeyer
Flask. Fill the flask with tap water and set it on a lab bench.
 Use a butane lighter to light the solution on fire – only the surface will burn. To extinguish the fire, place a
watch glass over the top of the flask.
*Adapted from an activity developed by Jeff Becker (2009).


Inform students that their task is to determine the identity of the mystery substance. You may allow
students to design and conduct mini-experiments or you might just want them to consult the MSDS sheets.
To successfully identify the substance, students will have to recognize that it must not be soluble in water,
it must be flammable and have a density less than 1.00 g/mL (to float).
Name: __________________________________
Period: ________
The MSDS Challenge
Your challenge is to determine the mystery solution that was mixed with water in the Erlenmeyer Flask.
The demonstration, performed by your instructor, should have given you many clues that can be
used to accomplish this task. Your teacher has also provided you with a number of Material Safety
Data Sheets that will give you specific information on the physical and chemical properties of the
mystery substance. Develop a plan that will help you determine the mystery substance.
Explanation of the Task
A. Sorting through the Material Safety Data Sheets
1. Begin by sorting through the Material Safety Data Sheets – there is a lot of information on each of these sheets; you
need to decide with your group what information is most relevant.
2. Once you have sorted through the sheets, create a data table to easily compare each substance by the data points
you’ve chosen. For example, if you believe it is important to compare boiling and melting points, you data table
should have a column for substance, boiling point, melting point – it would have rows for each substance.
3. Review your data table and make a prediction as to what the mystery substance could be.
B. Explaining your Prediction (answer the following questions)
What is the Mystery Substance?
Explain how you know your prediction is correct. Reference data from the MSDS sheets and from the demonstration.
*Adapted from an activity developed by Jeff Becker (2009).
C. Testing your Prediction (with Instructor Approval)
Your teacher may allow you to test your prediction, if so – design a mini-experiment below. Be sure to specify what
materials you would need, exactly what you plan to do and what evidence you expect to observe in order to confirm your
prediction. You may only test one substance so construct a well thought out plan.
Data Collection and Analysis
Record your Observations about the Demonstration below:
Draw your MSDS Data Table from Part A below:
*Adapted from an activity developed by Jeff Becker (2009).
Post Lab Questions
1. Explain what other information about the mystery substance would have made identifying it easier.
2. Would this demonstration have been possible if Isopropyl Alcohol was mixed with water? Why or why not?
3. Would this demonstration have been possible if Ethylene Dichloride was mixed with water? Why or why not?
4. Was it important to know the polarity of the mystery substance?
5. Draw a diagram below that explains how molecular structure, polarity and solubility are related. Be sure to annotate
your diagram with words and labels.
*Adapted from an activity developed by Jeff Becker (2009).