Class A Serological Pipettes are manufactured from borosilicate glass 3.3 which is resistant to heat and almost all chemicals. These Pipettes are Individually calibrated. Conformity certified, with a batch number printed on the body and a certificate will be provided. Inscriptions are printed with amber enamel for easy and precise reading.Packing: 1Pc/PkItem CodeCapacity (ml)Length ( ±2mm)Tolerance17.00.041313600.007(±ml)17.00.041423600.01(±ml)17.00.041553600.03(±ml)17.00.0416103600.05(±ml)17.00.0417253600.1(±ml)17.00.0418504400.2(±ml)17.00.0419100
In conversation with Adorada winemaker Margaret Leonardi on the subject of her newest wine venture - Adorada Rosé. Leonardi comes from a family that are fourth generation dairy farmers so finally settling on a career in viticulture seems a natural progression. Perhaps it was the internship in a chem lab that may have been the
Lab Manual For Chem 1411. GitHub Gist: instantly share code, notes, and snippets.
Aligned with the Next Generation Science Standards, this lab requires students to discover the antidote to a venomous hornet sting. Students must work cooperatively under a time constraint in order to discover which of two liquids are the antidote. They design, and carry out, four mini-experiments using household materials, and their knowledge of the properties of water, in order to ascertain the antidote. They must justify their claim for which liquid is the antidote using evidence from their investigation. The lab also comes with a worksheet that requires students to answer interesting about properties of water. Students have to apply their knowledge, and describe the phenomena using important terminology. Video links are provided, which illustrate each concept in an interesting, accessible way. Seems as though the video link that shows capillary action in the thorny devil is down. Try this one instead: https://www.youtube.com/watch?v=1rgl4hxDh_E My student LOVE this lab. It can be used as a mini-lab or a summative assessment. I'm new to TPT, and would love feedback if you have a minute. I'm adding new content on a weekly basis, so click follow me under my store name to be the first to know. A FREE worksheet on the properties of water can be found here, which can enhance their understanding of the topic: Application Worksheet on The Properties of Water Like this lab? Click below to see a NGSS lab that has students test mixtures, and design an armor vest based on their results. My students love the lab! Buy the lab here: Test Mixtures to Engineer a Bio-Armor Suit Details Below: A. NEXT GENERATION SCIENCE STANDARDS HEREIN DCI’s: LS2.A Interdependent Relationships in Ecosystems LS2.C Ecosystem Dynamics, Functioning, and Resilience LS4.D Biodiversity and Humans Cross Cutting Concepts: Cause and Effect, Systems and System Models, Stability and Change Scientific and Engineering Practices: Asking Questions and Defining Problems Analyzing and Interpreting Data Developing and Using Models Constructing Explanations and Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating, and Communicating Information B. SUGGESTED USES Prior Knowledge: Typically, a day or two before this lab, I give students tin foil, wax paper, and a dropper to play around with. They record their results, and then we discuss cohesion, adhesion, capillary action, water as the universal solvent, etc. If they have no prior knowledge of the properties of water, and how they should observe them, then they will likely have a lot of trouble. Before they start, check to make sure they know that the Antidote is polar, and the poison is nonpolar. Implementing the Lesson: Materials and Setup: Students will get on "pack" of materials for their table. Refer to the list below. This list will serve ONE LAB TABLE of three or four students. 1. Prepare the nonpolar "poison" liquid - around 200 ml of corn oil per class (each group only need about 25 ml) 2. Prepare the polar "antidote" - 5 drops of yellow food dye in 1L of water (~25 ml per group) (label one "liquid A", and the other "Liquid B", and make sure they label their containers with "A" and "B". In each "pack": I use those long rectangular "leftover food" storage containers. A shoebox could substitute. In that "pack", they can find: A. “Gatorade” (one Poland spring bottle filled near top with 5 drops blue food coloring) - separates in corn oil, turns green in yellow water B. 2 droppers (might use disposable pipettes) C. A small square of wax paper (3x3 in) - to demonstrate cohesion of antidote D. A small square of paper that gives hints to students about the materials (find below). E. 2 paper towel strips (1 in x 4 in) - for capillary action of antidote F. 2 Salt packets - universal solvent of polar antidote G. 2 small containers (150 ml beakers, or Dixie cups) for retrieving both yellow liquids H. 2 stir rods. Have students look at part A, B, C, and D in the incident report found below. Each letter asks them to demonstrate a particular property of water. This should guide their decision. A great part about this lab is that students are supposed to be resourceful, and figure out how to demonstrate the properties of water, meaning you can add or substitute any of the materials; it is up to you. 1. Anticipatory Set: I usually show students an image of a coral snake (venomous) and milk snake (non-venomous). They look very similar; and this example lends itself to a discussion of mimicry (which will be relevant in this lab). 2. The Lesson itself does not take very long (approximately 30 minutes). I often put a countdown timer on the board to when their colleague becomes seriously sick from the hornet sting (25 mins for example). Often, I have students complete this FREE worksheet that I created, either before or after this lab: https://www.teacherspayteachers.com/Product/NGSS-Aligned-Application-of-Properties-of-Water-Worksheet-2981360 3.REMIND STUDENTS TO NEVER INGEST ANYTHING IN LAB; EVER. During the lab, I walk around the room and may nudge students in the right direction using questioning. Remind them to use the incident report to guide their investigation. The purpose is to have them solve the problem, so I do not suggest giving them the answers. 4. They don't have to fully complete the incident report with the 25-30 minutes, but they do have to decide which liquid is the polar antidote, and verbally justify it to me, walking through each test they performed. After that, I have them thoroughly describe the steps they took, and their results in the Incident Report found below. This should include why one liquid is the antidote, and why the other is not. 5. This lab can serve as a reinforcement activity, an alternative summative assessment, or a group grade (make one student the recorder, and have them hand in one Incident Report per group). It lends itself to a variety of options for assessment. Terms of Use • All pages are copyrighted. • This packet is 1 classroom/teacher use only. Do not make copies or email it to your colleagues. This was designed by me and is for your personal (one user)use. You may not share it or claim it as your own. You may not redistribute it. If colleagues are interested in it, please send them the link to my store: https://www.teacherspayteachers.com/Store/Next-Gen-Sci-Guy • You are not permitted to use any part of this work to create products for sharing or selling. • You are permitted to share the cover image of the packet on your website when referring to it in a post, as long as you link back to my store. Copyright © 2017 NextGenSciGuy All rights reserved by author. Credits: Thank you to Zakuragi for permission to use the Map of Japan Thank you to Justin on flickr for use of the hornet image Thank you to JohnnyMrNinja on flickr for use of the sodium pentothal Thank you to Shadow Ayush for use of the gecko image Thank you to Stu’s images for use of the thorny devil picture All other images either created by me, or released under creative commons license with no restrictions.
Most teachers follow the typical first-day-of-school protocol which includes passing out books and discussing class policies. BORING! If you want kids to be passionate about chemistry, get kids u…
Teaching lab safety is – how shall I say it – extremely boring to teach. Lab safety is also a buzzkill – a wet blanket extinguishing the excitement we want to build at the beginning of the year. We start the year telling students how engaging, active and relevant science is in their life. Then,…Read More →
Sure, you can teach your high school chemistry students to cross charges. But what if that isn’t working? What if you need a different way to explain how the charges must balance out to zero within the chemical compound?
There is so much in this Gummy Bear Sacrifice demonstration! No fail, it is a memorable way to grab your students’ attention during the first or second week of school! It also fulfills the following important goals: students learn how to draw and label scientific diagrams students learn why it’s so important to follow lab safety rules students learn the names of some of the common pieces of lab equipment students gain the background knowledge necessary for understanding the science safety contract students are motivated to create their own safety rule poster I teach 8th grade physical science, and my classroom has gas and working bunsen burners. We also have the basic chemistry lab equipment that is necessary for this demonstration. So, I am writing this for a teacher who has access to these things in the classroom. Of course, this is way more exciting for students as a live demo, but if you don’t have gas or the other equipment necessary, you can certainly follow the rest of the instructions below and then show this demonstration as a video. (I found this one: Gummy Bear Demonstration) Step 1 Gather and set up these materials on a demonstration table or […]
Most teachers follow the typical first-day-of-school protocol which includes passing out books and discussing class policies. BORING! If you want kids to be passionate about chemistry, get kids u…
Want to get a unique present for the Science enthusiast or fan in your life and show off your mad gift giving skills? Get this retro set of iconic Science Lab Chemistry patents artwork reinterpreted to capture the spirit of innovation, R&D, and hand crafted to infuse the classic, vintage feel and personal touch by our award winning artist in North Carolina. EXCELLENT GIFT and a fun conversation starter or gift ideas for birthday, wedding, graduation, Christmas, Father’s day, Mother’s day, Valentine’s day, holidays, retirement or anniversary for men, women, husband, wife, spouse, nerdy boyfriend, girlfriend, friend, dad, mother, grandpa, nana, sister, brother, sibling, aunt, uncle, boss, coworkers, teacher, student, or any chemistry enthusiast in your life. GREAT ADDITION TO ANY HOUSEHOLD: hang pictures in the bedroom, family room, man cave, office, kitchen, bathroom, or garage. EASY TO FRAME: pick the right 8” x 10” or 11 x 14" or larger picture frames that work with your decor – or larger frame with matting – easy to buy at any craft store, department store, supercenter, neighborhood store, even discount store. HIGH QUALITY: Printed on Fujicolor Crystal Archive paper - high detail images and great quality paper stock - unlike other flimsy, inkjet prints - will ensure years of enjoyment. SATISFACTION GUARANTEED: Buy presents with confidence: We offer a 30 day no questions asked money back guarantee. DESIGNED AND MADE IN USA. The set of 4 vintage blueprint posters prints is bound to impress and rival collectibles of any R&D, science, chemistry fan, club or history buff.
Wow your students with this fun and engaging Arson Inquiry Lab- A Forensics Activity. Your students are going to love this one!
Most teachers follow the typical first-day-of-school protocol which includes passing out books and discussing class policies. BORING! If you want kids to be passionate about chemistry, get kids u…
In chemistry there are some important things to learn about, one of them is ionic bonds. This ionic bonds lesson lets kids explore how bonds are broken and what happens when the bonds break.
