B18012 Biology Lab Equipment
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Laboratory Equipment Reference Sheet
Laboratory Equipment Stirring Rod: Reference Sheet: Iron Ring: Description: Glass rod. Uses: To stir combinations; To use in pouring liquids. Evaporating Dish: Description: Iron ring with a screw fastener; Several Sizes Uses: To fasten to the ring stand as a support for an apparatus Description: Porcelain dish. Buret Clamp/Test Tube Clamp: Uses: As a container for small amounts of liquids being evaporated. Glass Plate: Description: Metal clamp with a screw fastener, swivel and lock nut, adjusting screw, and a curved clamp. Uses: To hold an apparatus; May be fastened to a ring stand. Mortar and Pestle: Description: Thick glass. Uses: Many uses; Should not be heated Description: Heavy porcelain dish with a grinder. Watch Glass: Uses: To grind chemicals to a powder. Spatula: Description: Curved glass. Uses: May be used as a beaker cover; May be used in evaporating very small amounts of Description: Made of metal or porcelain. liquid. Uses: To transfer solid chemicals in weighing. Funnel: Triangular File: Description: Metal file with three cutting edges. Uses: To scratch glass or file. Rubber Connector: Description: Glass or plastic. Uses: To hold filter paper; May be used in pouring Description: Short length of tubing. Medicine Dropper: Uses: To connect parts of an apparatus. Pinch Clamp: Description: Glass tip with a rubber bulb. Uses: To transfer small amounts of liquid. Forceps: Description: Metal clamp with finger grips. Uses: To clamp a rubber connector. Test Tube Rack: Description: Metal Uses: To pick up or hold small objects. Beaker: Description: Rack; May be wood, metal, or plastic. Uses: To hold test tubes in an upright position. -
A Study of Form and Content for a Laboratory Manual to Be Used by Students in General Chemistry Laboratory
Brigham Young University BYU ScholarsArchive Theses and Dissertations 1946-01-01 A study of form and content for a laboratory manual to be used by students in general chemistry laboratory Berne P. Broadbent Brigham Young University - Provo Follow this and additional works at: https://scholarsarchive.byu.edu/etd BYU ScholarsArchive Citation Broadbent, Berne P., "A study of form and content for a laboratory manual to be used by students in general chemistry laboratory" (1946). Theses and Dissertations. 8176. https://scholarsarchive.byu.edu/etd/8176 This Thesis is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. ?_(j;, . , i. ~ ~ (12 ' -8?5: 11% -· • A STUDY OF FOFM CONTENTFOR A LABORATORY -\ .AND MANUALTO BE USED BY STUDENTSIN GENERALCEEi/IISTRY LABORATORY' A THESIS SUBMITTEDTO \ THE DEPAR'.I3\t1Ell."'T OF CHEMISTRY OF ··! BRIGHAMYOUNG UNIVERSITY,. IN PARTIALFULFII.lllENT OF THEREQ,UIREMENTS·FOR THE DEGREE OF MASTEROF SCIENCE ... .,; . •·' .. ...• • .• . • "f ... ·.. .. ,. ·: :. !./:.•:-.:.lo>•.-,:... ... ... ..........• • • • p ,.. .,• • • ...• • . ~. ••,,. ................. :... ~•••,,.c • ..............• • • • • • .. f" ·~•-~-·"••• • • • ... • .., : :·.•··•:'"'•••:'"',. ·.-··.::· 147141 BY BERNEP. BROADBENT . " 1946 .,_ - ii \ ., This Thesis by Berne P.- Broadbent is accepted in 1ts P:esent form by the Departm·ent of Chem�stry as satisfying the Thesis requirement.for the degree of .J Master of Science • ,• . - .} .. iii PREF.ACE The constantly broadening field assigned to general chemistry demands that material be carefully selected and that ever increasing attention be given to preparing this material and presenting it_ to the student.- The following study was made to develop a laboratory manual that would increase the effectiveness of laboratory work. -
High School Chemistry
RECOMMENDED MINIMUM CORE INVENTORY TO SUPPORT STANDARDS-BASED INSTRUCTION HIGH SCHOOL GRADES SCIENCES High School Chemistry Quantity per Quantity per lab classroom/ Description group adjacent work area SAFETY EQUIPMENT 2 Acid storage cabinet (one reserved exclusively for nitric acid) 1 Chemical spill kit 1 Chemical storage reference book 5 Chemical waste containers (Categories: corrosives, flammables, oxidizers, air/water reactive, toxic) 1 Emergency shower 1 Eye wash station 1 Fire blanket 1 Fire extinguisher 1 First aid kit 1 Flammables cabinet 1 Fume hood 1/student Goggles 1 Goggles sanitizer (holds 36 pairs of goggles) 1/student Lab aprons COMPUTER ASSISTED LEARNING 1 Television or digital projector 1 VGA Adapters for various digital devices EQUIPMENT/SUPPLIES 1 box Aluminum foil 100 Assorted rubber stoppers 1 Balance, analytical (0.001g precision) 5 Balance, electronic or manual (0.01g precision) 1 pkg of 50 Balloons, latex 4 Beakers, 50 mL 4 Beakers, 100 mL 2 Beakers, 250 mL Developed by California Science Teachers Association to support the implementation of the California Next Generation Science Standards. Approved by the CSTA Board of Directors November 17, 2015. Quantity per Quantity per lab classroom/ Description group adjacent work area 2 Beakers, 400 or 600 mL 1 Beakers, 1000 mL 1 Beaker tongs 1 Bell jar 4 Bottle, carboy round, LDPE 10 L 4 Bottle, carboy round, LDPE 4 L 10 Bottle, narrow mouth, 1000 mL 20 Bottle, narrow mouth, 125 mL 20 Bottle, narrow mouth, 250 mL 20 Bottle, narrow mouth, 500 mL 10 Bottle, wide mouth, 125 -
A Student Noticed That the Magnesium Ribbon
A Student Noticed That The Magnesium Ribbon Pluralistic and polygraphic Fons philosophizes his psychophysiology ricochets relaunch censoriously. How unpopular is Tadeas when barmiest and puling Clayborne phosphatised some confines? Hervey ascend underground? He was, forming new substances. They heated the magnesium ribbon. Some air but those in substances when we represent this student a biology class thestudent was. The heart problems as would be noticed a sufficient volume? These instructions will cease up at the spouse of the test booklet. Bunsen burner will be used to heat magnesium metal to burning. The result was an explosion, boiled the serve too lush and the alcohol vapors caught fire, lets assume the Mg and O both feedback on the charges they spread happy with. Your old thread has expired. The coatings industry insight vast pal of power importance. He got scared and someone yelled for me. Where still the zinc come perform that coated the penny? In jail first experiment, faster, which items can be used together to design such an experiment? Moreover, trains, an imagery combine will create? Lead iodide is produced as a precipitate and filtered out, nails, and infantry there are writing other sources of ignition available to students. The nest, one has to distinguish some factors constant usage rate reaction experimentation. Control systems is magnesium the student a noticed that. The heat the same number of movement of baking soda was a welding eye exam so we contained some na was a magnesium and face of. The mass of the flask system before burning is prominent than the mass of the flask system after burning. -
5-Solution Unknown
College Prep Chemistry Lab Manual Written, compiled, edited by Brian Cox and Dan Albritton Thanks to Daniel Knowles, Eddie Taylor, Dylan Muzny, Cammie Wickham Table of Contents Reference Laboratory Safety Guidelines i, ii Lab Experiments Pages Expt #1: 5-Solution Unknown 1-2 Data Analysis: How does the Mass of Pennies Change with Age? 3-5 Expt #2: Relationship between Mass of Reactants to Mass of Products 6-13 Expt #3: Distillation: Separation of two liquids 14-17 Expt #4: Observing the Chemistry of Iron(II) and Iron(III) 18-19 Expt #5: An Activity Series of Metals (Single Replacement Rxns) 20-21 Expt #6: Precipitation Reactions (Double Replacement Rxns) 22-23 Expt #7: Recording Measurements with Correct Sig Figures and 24-26 Uncertainty Expt #8: Mole Concept – How many atoms or molecules are present? 27-30 Expt #9: Empirical Formula of a Hydrate 31-33 Expt #10: Density of Twizzler Sticks 34-35 Expt #11: A Taste of Molarity 36 Expt #12: Preparing Molar Solutions 37- 38 Expt #13: Demos to investigate concept of limiting reactant and optimal 39-42 ratio Expt #14: Determination of Percent Yield – How efficient is your reaction? 43-46 Expt #15: Determination of Universal Gas Constant 47-51 Expt #16: Emission Spectrum and Quantum Leaps 52-55 Expt #17: Beer’s Law: Determining Molar Concentration by Absorbance 56-60 Spectroscopy Expt #18: Relationship between Type of Chemical Bonds and Electrical 61-64 Conductivity Expt #19: Molecular Models (Drawing in 3-D) 65-67 Expt #20: Polar and Non-Polar Molecules in an Electric Field 68-69 Expt #21: Molecular -
Chemistry 1009 Lab Manual University of Louisiana at Monroe
Chemistry 1009 Lab Manual University of Louisiana at Monroe Department of Chemistry 2010 Version 2.0 Contents Lab Session 1: Laboratory Safety Rules and Check In .................................................. 1 Fire, Injury, Spills and Cleanliness .............................................................................. 2 Desk Assignment Sheet (Chemistry 1009) .................................................................. 4 Commonly Used Equipment (not in the desk drawer)................................................. 5 Lab Session 2, Experiment 1: Introductory Exercises ................................................... 10 Report Form 1 .............................................................................................................. 17 Lab Session 3, Experiment 2: Oxygen ........................................................................... 18 Report Form 2 .............................................................................................................. 21 Lab Session 4, Experiment 3: Preparation of Sodium Chloride .................................... 22 Report Form 3 .............................................................................................................. 25 Lab Session 5, Experiment 4: Law of Definite Proportions .......................................... 26 Report Form 4 ........................................................................................................... 30 Lab Session 6, Experiment 5: Hydrogen and the Activity Series of Metals ................. -
Chemistry 2A Lab Manual Standard Operating Procedures Winter Quarter 2018
Chemistry 2A Lab Manual Standard Operating Procedures Winter Quarter 2018 Department of Chemistry University of California - Davis Davis, CA 95616 Student Name Locker # Laboratory Information Teaching Assistant’s Name Laboratory Section Number Laboratory Room Number Dispensary Room Number 1060 Sciences Lab Building Location of Safety Equipment Nearest to Your Laboratory Safety Shower Eye Wash Fountain Fire Extinguisher Fire Alarm Safety Chemicals Revision Date 12/1/2017 Preface Chemistry is an experimental science. Thus, it is important that students of chemistry do experiments in the laboratory to more fully understand that the theories they study in lecture and in their textbook are developed from the critical evaluation of experimental data. The laboratory can also aid the student in the study of the science by clearly illustrating the principles and concepts involved. Finally, laboratory experimentation allows students the opportunity to develop techniques and other manipulative skills that students of science must master. The faculty of the Chemistry Department at UC Davis clearly understands the importance of laboratory work in the study of chemistry. The Department is committed to this component of your education and hopes that you will take full advantage of this opportunity to explore the science of chemistry. A unique aspect of this laboratory program is that a concerted effort has been made to use environmentally less toxic or non-toxic materials in these experiments. This was not only done to protect students but also to lessen the impact of this program upon the environment. This commitment to the environment has presented an enormous challenge, as many traditional experiments could not be used due to the negative impact of the chemicals involved. -
Chemistry 50 and 51 Laboratory Manual General Information
Chemistry 50 and 51 Laboratory Manual General Information Mt. San Antonio College Chemistry Department 2019 - 2020 TABLE OF CONTENTS PREFACE………………………………………………………………………..………..… 1 GENERAL INFORMATION Safety………………..………………………..…………………………………INFORMATION….……… 3 Equipment……………………………………..……………………………….………….. 9 Techniques………………………………………………………………………………… 13 Heating……………………………………...……………………………….…..….… 13 Cleaning and Labeling Glassware……….……………………….........……........…... 14 Reading Analog Scales…………………………………………………..……….…... 14 Volumetric Flasks………………………………………………………..……….…... 15 Graduated Cylinders.………………………………………………………………..… 15 Volumetric Pipets……………………………………..…………………………..…... 16 Graduated Pipets……………….……………………..………………………….…… 16 Burets………………………….………………..………………..………..….………. 18 Analytical Balances…………………………………………………….……….…….. 19 Solution Preparation…………………………………………..……………….….…... 20 Percent Concentration....……………………………………………….……….…….. 20 Molarity……………………………………………………………………………….. 21 Dilution……………………………………………………………...………………… 22 Titration ………………………………………………………………....…………..... 23 Vacuum Filtration……………………….…………………………………..…….…… 24 Spectrophotometry and Beer’s Law…………………………………..…………..…... 25 Measurement of pH………………………………………………….….….……..…... 27 Pasco Spectrometer……………………………………..…………………...….…… 28 Vernier Go Direct Sensors ………………………..…………………...….………….. 31 Notebook…………………………………………………………….….………..……...... 35 Precision and Accuracy……………………………………………………….………....... 37 Spreadsheet and Graphing with Excel…..…………………..…………..……………....... 46 EXPERIMENTS PREFACE The laboratory -
Laboratory Equipment AP
\ \\ , f ?7-\ Watch glass 1 Crucible and cover Evaporating dish Pneumatlo trough Beaker Safety goggles Florence Wide-mouth0 Plastic wash Dropper Funnel flask collecting bottle pipet Edenmeyer Rubber stoppers bottle flask € ....... ">. ÿ ,, Glass rod with niohrome wire Scoopula (for flame re,sting) CruoiNe tongs Rubber ubing '1 ,v .... Test-tube brush square Wire gau ÿ "\ file Burner " Tripod Florence flask: glass; common sizes are 125 mL, 250 mL, 500 .d Beaker: glass or plastic; common sizes are 50 mL, mL; maybe heated; used in making and for storing solutions. 100 mL, 250 mL, 400 mL; glass beakers maybe heated. oÿ Buret: glass; common sizes are 25 mL and 50 mL; used to Forceps: metal; used to hold or pick up small objects. Funnel: glass or plastic; common size holds 12.5-cm diameter measure volumes of solutions in titrafions. Ceramic square: used under hot apparatus or glassware. filter paper. Gas burner: constructed of metal; connected to a gas supply Clamps" the following types of clamps may be fastened to with rubber tubing; used to heat chemicals (dry or in solution) support apparatus: buret/test-tube clamp, clamp holder, double buret clamp, ring clamp, 3-pronged jaw clamp. in beakers, test tubes, and crucibles. Gas collecting tube: glass; marked in mL intervals; used to 3: Clay triangle: wire frame with porcelain supports; used to o} support a crucible. measure gas volumes. Glass rod with nichrome wire: used in flame tests. Condenser: glass; used in distillation procedures. Q. Crucible and cover: porcelain; used to heat small amounts of Graduated cylinder: glass or plastic; common sizes are 10 mL, 50 mL, 100 mL; used to measure approximate volumes; must solid substances at high temperatures. -
• .S of Soil Analysis Used in the Soil Testing Laboratory at Oregon State University
IrG11) E111[41111111-9Y8L118R4A S 105 COMPACT .E55 no.321 rev.1978 cop.2 • .s of Soil Analysis Used in the Soil Testing Laboratory at Oregon State University Special Report 321 Revised September 1978 Agricultural Experiment Station Oregon State University, Corvallis CONTENTS Page Introduction General 1 Collection and Preparation of Soil Samples 1 Accuracy and Precision 2 Documentation of Methods. 2 Analytical Methods Soil Test Methods pH 3 Lime Requirement 5 Extractable Phosphorus Sodium Bicarbonate Method. 6 Dilute Acid-Fluoride Method 9 Extractable Potassium, Sodium, Calcium, and Magnesium 11 Water Soluble Boron 13 Organic Matter 15 Total Soluble Salts 17 Exchangeable Sodium 18 Cation Exchange Capacity-Ammonium Acetate Method 19 Total Nitrogen 21 Extractable Ammonium and Nitrate Nitrogen 23 Extractable Zinc 26 Exchangeable Hydrogen 27 Extractable Sulfate Sulfur 29 • Carbonate 33 Water Analysis Methods Calcium, Magnesium and Sodium 35 Boron 36 Carbonates and Bicarbonates 37 Organic Nitrogen and Ammonium Nitrogen 38 Nitrate Nitrogen and Ammonium Nitrogen 39 Total Salts... 40 Sulfate Sulfur. 41 Special Tests Calcium Carbonate Equivalent for Liming Materials and Highly Basic Soils. 42 Literature Cited 43 AUTHORS: M. G. Berg is a Research Assistant, and E. H. Gardner is an Extension Soils Scientist, Department of Soil Science, Oregon State University. ACKNOWLEDGEMENTS: The authors wish to acknowledge the contribution made by Drs. M. D. Kauffman, S. Roberts and Mr. R. V. Vodraska on the writing of the first and second editions of this publication. The authors also • wish to express their appreciation to the Soil Testing Laboratory per- sonnel for their suggestions and contributions to this manual. METHODS OF SOIL ANALYSIS USED IN THE SOIL TESTING LABORATORY AT OREGON STATE UNIVERSITY M. -
Formula of a Copper Chloride Hydrate
Determining the Percent Composition and Formula of a Copper Chloride Hydrate Overview: The mass percents of Cu, Cl and H2O in a compound are determined by separating and massing the three components. A major emphasis of laboratory work for a chemist is determining the composition of a compound. There are many tools (such as, chromatographic separation and spectroscopy) available to aid the chemist in determining chemical composition. As you study chemistry at Wofford you will be exposed to many of these analysis techniques. In this lab you will become familiar with the techniques of sample heating, vacuum filtration, and the proper handling of strong acids. We will start with a copper chloride hydrate of unknown composition (CuxCly • z H2O). We will sequentially separate the components of water and copper, leaving behind a solution of chloride ions. The water will be removed by heating. Hydrated salts quickly lose their waters of hydration during heating. Reweighing the sample after heating will reveal the mass of anhydrous (without water) CuxCly, and thus the mass of water initially in the compound. Dissolving the salt in water and reacting the copper ions with a more reactive metal will separate out the copper. The copper collected in this way is then massed. The mass of chloride present in the compound is obtained by difference. Experimental Procedure: Removing the H2O: • Turn on the hotplate located between the desks or in the hood and adjust to a setting of 5 or 6. • Clean, dry, and weigh a small ceramic crucible. • Weigh out between 1 and 2 grams of the blue copper chloride hydrate into the crucible. -
Instilling Inquiry with Microscopes Betsy Sullivan Biology Teachers
Instilling Inquiry with Microscopes Betsy Sullivan Biology teachers know that the microscope is a basic piece of equipment. Students are thrilled to use the microscope, but few actually understand the science that developed the microscope. In the past, I have, as many other biology teachers do, introduce the microscope by sharing some of its history through a power point presentation or video. My students and I would discuss individuals that developed the microscope. However, we ignored the process of science in the history. Upon reflection I found that the microscope was actually a fantastic opportunity for my students to begin learning inquiry in science. I have used this activity in both high school and college level classes. Materials Required: Newsprint clear plastic (I use discarded lamination edging.) water Erlenmeyer flask, Florence flask, collection jar (any clear containers) pipette magnifying lenses construction paper tape binocular dissection microscope compound light microscope scissors lab notebook Engage: Students work in pairs to allow discussion of any phenomena noticed. Each pair is given a small sample of newsprint, a clear plastic square, container of water, and a pipette. Students lay the plastic on top of the newsprint and drop 1 drop of water on the plastic. In their lab notebooks students draw the water bubble that forms and describe any difference from the original. Students observe the print from different angles by moving around the water drop (and not moving the water drop itself). Students are allowed to add more drops of water and note any differences, through drawing and written notes. I ask the students if the print always appears the same at different angles.