Separation of photosynthetic pigments by

chromatography
This lab will be assessed on Conclusion & Evaluation and Manipulative Skills.

Introduction
The photosynthetic pigments can be separated and identified by chromatography. The
relative distances travelled by the various pigments depend on which solvent is used.
Aim
To separate and identify the photosynthetic pigments present in various plants.
To compare the photosynthetic pigments present in these plants.
Diagram
Method
1. Cut a strip of chromatography paper so that it fits into a gas jar.
2. Rule a pencil line across the strip of paper 3cm from one end.
3. Using a mortar and pestle grind up fresh leaves in pure propanone producing as
concentrated a pigment solution as possible. !ilter the solution.
". Using a very thin capillary tube or the head of a pin place a drop of the pigment
solution at the centre of the pencil line. #llow it to dry and place a second drop on
the first. Repeat this until you have built up a small concentrated spot of pigment.
$. %our some solvent into the gas jar to a depth of appro&imately 1.$'2cm. %lace a lid
over the gas jar so that the atmosphere inside becomes saturated with vapour.
(. %lace the bottom edge of the chromatography paper into the solvent so that it is just
touching. )a*e sure that the pigment spot is not immersed.
+. The solvent front will rise up the paper and separate the pigments. ,hen the
solvent is close to the top of the paper remove the strip and rule a pencil line to
mar* the distance travelled by the solvent. -ry the paper.
.. /dentify the pigments by their colours and their Rf values.
gas jar
chromatography paper
solvent
spot of pigment
direction of
movement of
solvent front
Tasks
Carry out the method described above on the leaves of 3 different plants.
Record the raw data in an appropriate manner and present it clearly allowing for
easy interpretation.
%rocess the raw data and present it appropriately.
-raw valid conclusions and compare your results with literature values.
0valuate the procedure used and suggest improvements to the method.
Concluding and
Evaluating
Exemplary
(Complete)
Profcient
(Partial + )
Developing
(Partial)
Emerging
(Partial - )
Not present
(Not at all)
ISM Mark 4 3 2 1
IB Marks 2 1 1 1
Aspect ! Concluding
# valid conclusion was stated
clearly as either supporting or
not supporting the hypothesis
1eg The data supported the
hypothesis that2
The conclusion was based on3
trends in graphs4 or
comparisons of different
graphs4 or comparisons of
different lines in the same
graph
/f applicable the result was
compared with a
te&tboo*5internet source to
draw a conclusion about the
reliability of the data
6tates a valid
conclusion
with
justification
based on a
reasonable
interpretation of
the data.
7Compares
value or result
with literature
value.8
6tates a valid
conclusion
with "eak
justification
based on a
reasonable
interpretation of
the data.
6tates a valid
conclusion
based on a
reasonable
interpretation of
the data
"ithout
justification.
6tates a valid
conclusion to
e&plain some
limited parts
of the data
without
justification.
6tates no
conclusion or
the conclusion
is based
on an
unreasonable
interpretation of
the data.
Aspect # ' Evaluating
6ources of error were
identified and for each it was
e&plained how significantly the
error impacts on the reliability
of the data
The precision and accuracy of
measurements were
commented upon with specific
reference to the e9uipment
used
%rocedural wea*nesses
stated with specific reference
to3 time'management
replication controlled
variables levels of treatment
0valuates
wea*nesses
and limitations.
7how big are
the problems:
; $uantified88
/dentifies
wea*nesses
and limitations.
7how big are
the problems ;
$ualified8
/dentifies some
wea*nesses
and
limitations but
the
evaluation is
wea* or
missing.
/dentifies some
wea*nesses or
limitations but
the
evaluation is
wea* or
missing.
/dentifies
irrelevant
wea*nesses
and
limitations.
Aspect %
/mproving the investigation
7how can the e&periment
be made better8
Realistic and specific
suggestions were made to
improve each procedural
wea*ness that was identified
6uggests
realistic
improvements
in
respect of all of
identified
wea*nesses
and
limitations.
6uggests
realistic
improvements
in
respect of
most of
identified
wea*nesses
and
limitations
6uggests only
6uperficial
improvements
for most of
identified
limitations.
6uggests
some
superficial
improvements
for some of the
identified
improvements
6uggests
unrealistic
/mprovements
or
-oes not
suggest
improvements
!anip"lativ
e #$ills
Exemplary
(Complete)
Profcient
(Partial + )
Developing
(Partial)
Emerging
(Partial - )
Not present
(Not at all)
ISM Mark 4 3 2 1
%& !ar$s 2 1 1 1
Aspect
&ollo"ing
Instructions'
!ollows written or
verbal instruction
accurately
adapting to ne"
circumstances.
7Asks for
clarification if
required.8
!ollows written or
verbal instruction.
7Asks for
clarification if
required.8
!ollows
instructions but
re9uires
assistance.
Can follow
instructions but
re9uires regular
assistance 7May
neglect to ask
clarifying
questions8
-oes not follow
instructions.
Aspect #
Carrying out
techni$ues
#ccuracy of
measurement
Correct
handling of
e9uipment
Correct
manipulation of
e9uipment
Competent and
methodical in the
use of a range of
techni9ues and
comple(
e9uipment.
Competent and
methodical in the
use of a range of
techni9ues
and simple
e9uipment.
)sually
competent and
methodical in the
use of a range of
techni9ues and
simple
e9uipment.
*arely
competent and
methodical in the
use of some
simple
techni9ues
and e9uipment
/s not able to use
even simple
e9uipment.
Aspect %
+orking
safely
<air tied bac*
as necessary
6hoes are
closed toed
and held to the
heel
0&it route is
*ept clear with
bags under
tables or in
cubby holes
Chemical use
and disposal
considers
environmental
and safety
impact.
%ays attention to
safety
issues.7 "ithout
reminder8
%ays attention to
safety
issues.7<air
shoes e&it route
chemical use and
disposal with or
# reminders,
Usually pays
attention
to safety issues.
-needs more
than #
reminders,
6ometimes
remembers to
pay attention to
safety. -needs
regular
reminders,
Re9uires
constant
supervision