A laboratory guide for general applied chemistry

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A LABORATORY GUIDE FOR GENERAL APPLIED CHEMISTRY

A P r o je c t P re s e n te d to th e F a c u lty o f th e S chool o f E ducation The U n iv e rs ity o f S o u th ern C a lif o r n ia

I n P a r t i a l F u lf illm e n t o f th e R equirem ents f o r th e Degree M aster o f S cien ce i n E d u catio n

by Ja c k C h a rle s Hlleman August 1950

UMI Number: EP46360

All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.

Dissertation Rucmsnsng

UMI EP46360 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code

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Th is p r o je c t report, w ri t te n under the direction o f the candidate’s ad v is e r an d a p p r o v e d by him, has been pres ente d to and a c ce pt e d by the F ac u lty of the S c h o o l of E du c ati on in p a r t i a l fu lfillment of the requirements f o r the d e g re e of M a s t e r of Science in Education. ..................

.........................

Adviser

Dean

ii

TABLE OF CONTENTS

CHAPTER

PAGE

INTRODUCTION....................................................

, iv

PREFACE TO STUDENTS..................................................................... i x PART I , ORIENTATION HOW TO GET A GOOD START IN THE LABORATORY 1.

FAMILIARITY:

How to be a t home in th e la b o r a to r y .

2

2.

MATERIEL::

How to s e c u re chem icals and equipm ent. .

9

3.

NEATNESS: o rd e rly

How to keep th e la b o r a to r y c le a n and ................................... . . . . . .

4.

SAFETY:

5.

PROJECT SELECTION: How to choose in d iv id u a l ex p erim en ts ............................ .......................................... 35

6.

BACKGROUND: How t o o b ta in p e r tin e n t in fo rm a tio n and s k i l l s ........................................................................................ 4 4

18

How to avoid a c c i d e n t s ...........................................25

PART I I . PROJECTS HOW TO SOLVE INDIVIDUAL PROBLEMS 7.

PERSONAL PROJECT: How to p re p a re sunburn p re v e n tiv e s .................................................................. . 5 4

8.

HOME PROJECT: How to m a in ta in f e r t i l e s o i l i n y o u r g a rd e n . . . . . . . ................................................. 60

9.

VOCATIONAL PROJECT: How to e l e c t r o p l a t e m e t a l l i c o b je c ts . . . .....................

75

CHEMISTRY PROJECT: How t o m easure th e c o n c e n tra tio n o f a c id s . • ...................... . . . . . .

85

10.

STUDENT SELF-RATING SCALE BIBLIOGRAPHY...............................................

......................

.9 7 98

iii

LIST OF FIGURES

FIGURE

PAGE ...........................................

.18

1.

CHEMICAL APPARATUS.

2.

SDRW OF STUDENT INTEREST......................................................37

iv

INTRODUCTION

Background o f th e problem *

Many ju n io r c o lle g e s and

u n i v e r s i t i e s a re o f f e r in g c h e m istry co u rses d e sig n e d to meet th e needs o f s tu d e n ts se e k in g a g e n e ra l te r m in a l edu catio n * Such

cot

arses a ls o a ffo rd s tu d e n ts an o p p o rtu n ity to remove

h ig h s c h o o l s c ie n c e d e f i c ie n c i e s , and to r e c e iv e c o lle g e c r e d i t f o r c h e m istry as a p r e - r e q u i s i t e to s e m i-p ro f e s s io n a l c u rric u lu m s .

S t i l l a n o th e r f u n c tio n o f th e o rd in a ry g e n e ra l

o r a p p lie d c h e m istry c o u rse i s to p ro v id e e x p e rie n c e s a t th e a d u lt l e v e l w hich a re o f v a lu e i n s o lv in g p r a c t i c a l problem s co n n ected w ith home o r p e r s o n a l s itu a tio n s * The te a c h in g approach u t i l i z e d i n th e n o n - p r o f e s s io n a l c h e m istry co u rses v a r ie s c o n s id e ra b ly from sc h o o l to s c h o o l, depending upon th e o th e r c h e m istry co u rse s o f f e r e d and upon th e p h ilo so p h y g u id in g c u rric u lu m c o n s tru c tio n *

The h i s t o r ­

i c a l ap p ro ach , th e Mb ro ad su rv e y ” approach, and th e l e e t u r e d e m o n stra tio n ap p roach, i n v a rio u s form s and co m b in atio n s, w ith o r w ith o u t la b o r a to r y work, a re examples o f th e d iv e r ­ s i t y o f o p in io n co n cern in g th e b e s t way to o rg a n iz e a co u rse o f c h e m istry f o r g e n e ra l and te r m in a l e d u c a tio n . L a b o ra to ry c l a s s e s , e i t h e r as s e p a r a te co u rse s o r as s e c tio n s o f a l a r g e r c o u rse o f s tu d y , have l i t t l e d i f f i c u l t y i n d e c id in g what ex p erim ents a re to be done and w hich s k i l l s

V

a re to be le a r n e d .

T his I s n o t b ecause t h e r e i s c l e a r - c u t

agreem ent about th e c o n te n t to be in c lu d e d , b u t r a t h e r be­ cause t h e r e i s sim ply no r e a l ch o ice i n th e m a tte r , due to th e c lo s e s i m i l a r i t y o f c o n v e n tio n a l la b o r a to r y m anuals. These la b o r a to r y m anuals a re w r i t t e n f o r f u t u r e c h e m ists, so t h a t th e y may d ev elo p a l o g i c a l , d e t a i l e d overview o f th e te c h n iq u e s used in th e v a rio u s s u b d iv is io n s o f c h e m istry . The u se o f th e word ”g e n e r a l” i n c h e m istry m anual t i t l e s has n o th in g to do w ith ’’e d u c a tio n f o r a l l .American y o u th .” I n s te a d , i t r e f e r s to th e g e n e ra l la b o r a to r y te c h n iq u e s , th e g e n e ra l e x p e rim e n ta l p ro c e d u re s, and th e g e n e ra l chem ical th e o r ie s t h a t a re v a lu a b le to chem ists i n th e p u r s u it o f t h e i r p r o f e s s io n s .

S tatem en t o f th e problem .

There e x i s t s a r e a l , immedi­

a t e need f o r i n s t r u c t i o n a l m a te r ia ls and te c h n iq u e s by which n o n p ro fe s s io n a l s tu d e n ts can u se c h e m istry to s o lv e t h e i r own problem s r a t h e r th a n th o s e o f c h e m is ts .

T his i s e s p e c i a l­

ly tr u e i n th e c a se o f la b o r a to r y p ro c e d u re s, because i t i s ex trem ely easy to lo s e s i g h t o f th e p r a c t i c a l a p p lic a tio n s o f ch em ical te c h n iq u e s i n th e maze o f a n a l y t i c a l s k i l l s w hich th e c o n v e n tio n a l la b o r a to r y m anuals aim to d e v e lo p .

The

grow ing r e a l i z a t i o n t h a t chem ical s k i l l s do n o t a u to m a tic a lly t r a n s f e r to p r a c t i c a l problem s must le a d to th e developm ent o f la b o r a to r y p ro c ed u res w hich em phasize problem s o lv in g

Vi

in s te a d o f s k i l l le a rn in g * However, th e v a r ie d i n t e r e s t s , n e e d s, and a s p i r a ti o n s o f s tu d e n ts e l e c ti n g g e n e ra l o r te r m in a l cu rricu lu m s make i t u n lik e ly t h a t a s i n g l e s e r i e s o f la b o r a to r y e x p e rim e n ts, no m a tte r how ’'p r a c tic a l* ' th e y may b e, w i l l seem v i t a l to each member o f a c l a s s .

Each s tu d e n t sh o u ld be p e rm itte d to

s o lv e h i s own problem s as d eterm in ed by h is u n ique combin­ a t i o n o f c irc u m s ta n c e s , and he sh o u ld be allow ed to s o lv e th e problem s in d e p e n d e n tly o f th e a c t i v i t i e s o f th e r e s t o f th e c la s s *

P e d a g o g ic a l te c h n iq u e s , perhaps s i m il a r to th o s e

by w hich u n i v e r s i t y g ra d u a te s tu d e n ts a r e guided in th e s e l e c t i o n and co m p letion o f in d iv id u a l m a ste rs p r o j e c t s , must be d ev elo p ed which a re so d e t a i l e d and u n d e rsta n d a b le t h a t th e s tu d e n t h im s e lf can s e l e c t , i n v e s t i g a t e , and s o lv e h is own problem s by means o f th e m a te r ia ls a v a ila b le i n th e chem­ i s t r y lab o rato ry * . S u b o rd in a te to th e id e a o f a llo w in g in d iv id u a l e x p e r i­ m e n ta tio n i n th e ch e m istry la b o r a to r y a r e th e problem s o f im plem enting s tu d e n t s e l e c t i o n o f s u i t a b l e ex p erim en ts and o f p ro v id in g o r i e n t a t i o n i n s t r u c t i o n s by w hich s tu d e n ts may become f a m i l i a r w ith th e a r ra y o f a p p a ra tu s , c h e m ic a ls, and la b o r a to r y r e g u la tio n s t h a t so f r e q u e n tly le a d to b e w ild e r­ m ent.

One fu n c tio n o f th e c o n v e n tio n a l la b o r a to r y m anual i s

to o r i e n t s tu d e n ts to t h e i r new su rro u n d in g s*

However, i f

th e m anual i s to be re p la c e d by a f i l i n g c a b in e t c o n ta in in g

v ii

in d iv id u a lly ‘bound, p ro b le m -c e n te re d e x p e rim e n ts, th e o r ie n t a ti o n i n s t r u c t i o n s sh o u ld be made a v a ila b le by some o th e r m eans.

O rg a n iz a tio n o f th e p r o j e c t .

P a r t I o f th e fo llo w in g

p r o je c t i s d e sig n e d t o o r ie n t s tu d e n ts t o th e la b o r a to r y o f a th r e e h o u r s e c tio n o f G en eral A pplied C hem istry a t E l Camino C o lle g e ,

T echniques f o r s e l e c ti n g c h e m istry p r o je c ts

and f o r o b ta in in g s i g n i f i c a n t background in fo rm a tio n a re o u tlin e d i n d e t a i l . P a r t I I o f th e p r o je c t c o n ta in s c h e m istry experim ents by w hich s tu d e n ts may s o lv e problem s th e y f a c e .

Each chap­

t e r r e p r e s e n ts t h a t w hich w i l l be e v e n tu a lly a s e p a r a te la b o r a to r y p r o je c t to be s e le c te d by a s tu d e n t i n term s o f h is p a r t i c u l a r i n t e r e s t s and n e e d s.

The e x p e rim e n ta l

p ro ced u res have been o u tlin e d i n s u f f i c i e n t d e t a i l to perm it th e s tu d e n t t o com plete th e p r o je c t w ith v ery l i t t l e a d d i­ t i o n a l i n s t r u c t i o n d u rin g th e la b o r a to r y p e r io d .

The

ch e m istry p r o je c ts i n P a r t I I a re su b m itte d as sam ples o f many s i m il a r p r o j e c ts from w hich s tu d e n ts may choose, and th e y a r e grouped i n t o c a ta g o rie s t h a t r e p r e s e n t th e o b je c ­ t i v e s o f th e ch e m istry c o u rse :

p e rs o n a l p r o j e c t s , home

p r o j e c t s , v o c a tio n a l p r o j e c ts , and p r o je c ts d e sig n e d to p re p a re s tu d e n ts f o r advanced c h e m istry c o u rs e s .

v iii

M ethodology o f th e p r o j e c t .

S p e c if ic problem s o f b e g in ­

n in g ch e m istry s tu d e n ts a t E l Camino C o lleg e were s o l i c i t e d from a c la s s o f such s tu d e n ts d u rin g th e simmer o f 1950. The s tu d e n ts w ro te t h e i r problem s upon 3M x 4M s l i p s o f o rd in a r y , u n lin e d p a p e r, and th e s l i p s w ere s o r te d i n t o p i l e s w hich e v e n tu a lly d eterm in ed th e c h a p te r arrangem ent o f P a r t I*

The c h a p te rs o f P a r t I I a r e based on s i m i l a r s l i p s

o b ta in e d from ch e m istry s tu d e n ts a t T orrance High S chool and E l Camino C o lle g e , from g ra d u a te s tu d e n ts a t The U niver­ s i t y o f S o u th ern C a l i f o r n i a , and from r e p o r ts o f p re v io u s s tu d ie s o f a s i m il a r n a tu r e w hich a re a v a ila b le in e d u c a tio n ­ a l li te r a t u r e * .

Acknowledgements*

S p e c ia l acknowledgement o f th e

s a c r i f i c e s o f tim e and energy by. w hich my w ife , R uth, met th e f i r s t - d r a f t d e a d lin e can n e v e r be a d e q u a te .

I n a d d itio n ,

Mrs. Kay H eyer, la b o r a to r y te c h n ic ia n a t E l Camino C o lle g e , p ro v id ed much u s e f u l m a te r ia l p e r ti n e n t to la b o r a to r y s u p p lie s and re g u la tio n s ;-

Mrs. C h a r lo tte E l l i o t t , s tu d e n t a t E l

Camino C o lle g e , r e lie v e d z e ro h o u r a n x ie ty by a c c e p tin g th e ty p in g assignm ent o f th e f i n a l c o p ie s ; and D r. Ted Gordon, I n s t r u c t o r i n E d u catio n o f The U n iv e rs ity of S o u th ern C a l i f ­ o r n ia , s u p p lie d th e s tim u la tio n , th e p ro c e d u ra l Mknow ftowM, and th e c r i t i c a l guid ance w hich made p o s s ib le th e com pletion o f th e p r o je c t i n a six -w eek summer se ssio n *

ix

PREFACE TO STUDENTS

What a re y o u r problem s?

Are you d is g u s tin g ly h e a lth y ,

d e l i r i o u s l y happy, and su p e rb ly a d ju s te d to th e s o c ie ty in w hich you l i v e ?

P ro b ab ly n o t .

f i n d o u t th e re a so n s why?

But have you e v e r t r i e d to

P erhaps some o f them a r e d i r e c t l y

caused by th e c o n tr ib u tio n s ch e m istry has made t o th e w o rld . Atomic en e rg y , Nylon, j e t- p r o p u ls io n , and s y n th e tic d e te r g e n ts w ere th e Mm ir a c le s ” o f l a s t g e n e r a tio n ’s s c ie n c e , b u t th ey a re m erely to k en s o f y o u r g e n e r a ti o n 's s ta n d a rd o f liv in g .

You a r e th e i n h e r i t o r s o f a way o f l i f e so complex

and t e c h n i c a l t h a t th e s l i g h t e s t r e g r e s s io n tow ards th e p a s t c r e a te s problem s w hich to th e u n s k ille d te c h n ic ia n a re co m p letely b e w ild e rin g and f o r w hich th e r e seems to be no p o s s i b i l i t y o f s o l u t io n . Why n o t u se th e same te c h n iq u e s t h a t c r e a te d many o f th e problem s to s o lv e them?

The te c h n iq u e s o f th e ch em istry

/

la b o r a to r y . Your la b o r a to r y work in ch e m istry can open doors to p ro b le m -so lv in g s k i l l s t h a t can be in v a lu a b le in y o u r home, y o u r community, y o u r v o c a tio n , and y o u r p e r s o n a l l i f e . Through th e s o l u t io n o f y o u r own problem s, you and thousands more who w i l l be th e le a d e r s o f tomorrow can develop th e re s o u r c e f u ln e s s and s k i l l s r e q u ir e d to keep c i v i l i z a t i o n p r o g r e s s in g .

1

PART I .

ORIENTATION

HOW TO GET A GOOD START IN THE LABORATORY

You n e e d n 't l e t w eird sm e lls and odd a p p a ra tu s throw y o u r la b o ra to r y work f o r a s in g le l o s s .

Nor

sh o u ld w o rrie s about th e c lo th e s to w ear, th e chemi c a ls to av o id , o r th e ex p erim en ts to conduct cau se s l e e p le s s n i g h t s .

J u s t as t e t r a - e t h y l - l e a d ( th e

" E th y l” i n E th y l g a s o lin e ) d e c re a s e s th e knocks i n y o u r au to m o b ile e n g in e , t h i s s e c tio n o f th e g u id e w i l l smooth o u t th e bumps in your p a th to la b o r a to r y s u c c e s s .

2

CHAPTER 1 .

FAMILIARITY

HOW TO BE AT HOME IN THE LABORATORY

A.

REWARDS:

A dvantages you -w ill r e c e iv e by g e tt i n g a c q u a in ­

te d q u ic k ly -with th e la b o r a to r y .

1.

SURENESS:

You w i l l n e v e r develop t h a t b e w ild e re d ,

“freshm an” f e e l i n g so common t o new s u rro u n d in g s , i f you a re f a m i l i a r w ith th e “t e r r a i n , "

2.

EFFICIENCY:

There need be no l o s t m otion in y o u r

la b o r a to r y p e rio d i f you a re a b le to ta k e th e r u le s and r e g u la tio n s i n s t r i d e .

S.

STYLE:

I f you know t h a t you a r e d re s s e d in th e

l a t e s t la b o r a to r y f a s h io n , i t i s n ' t n e c e s s a ry to be squeem ish about u s in g c h e m ic a ls.

B.

DIRECTIONS:

S u g g estio n s to make you b e t t e r a c q u a in te d

w ith th e la b o r a to r y .

1.

How to f in d y o u r way around th e room. a.

L ocate th e m ain f e a tu r e s o f th e la b o r a to r y in r e fe re n c e to y o u r a ssig n e d la b o r a to r y d esk .

3

b.

(1)

E n tran ce and e x i t d o o rs.

(2)

In s tru c to rs ' o ffic e s .

(3)

Equipment and su p p ly rooms.

(4)

Chem ical s to r a g e sh e lv e s i n th e la b o r a to r y

(5)

B alance t a b l e s .

(6)

Fume hoods.

(7)

F irs t-a id k i t .

O rie n t y o u r s e lf w ith a d ja c e n t b u ild in g s to g e t a f e e l i n g o f d i r e c ti o n ,

c.

F ind and in s p e c t th e re st-ro o m f a c i l i t i e s and th e d rin k in g f o u n ta in s .

d.

Walk around th e room and ask fe llo w s tu d e n ts about th e p u rp o ses o f s tr a n g e a p p a ra tu s , (1)

You w i l l f l a t t e r them and make them f e e l a t ease.

(2)

They may s u r p r i s e you and g iv e you th e a n s­ w er.

e.

In tro d u c e y o u r s e lf to s tu d e n ts having desks a d ja ­ c e n t to y o u rs .

2.

How to be " b e s t d r e s s e d ." a.

Run, d o n 't w alk, to th e s tu d e n t s t o r e and pu rchase a la b o r a to r y ap ro n . (1)

Do n o t w a it to r u i n a garm ent t h a t would c o s t th e p r ic e o f many a p ro n s.

4

(2)

S e le c t a p l a s t i c o r r u b b e r iz e d - f a b r ic ap ro n , depending upon y o u r pock et-b o o k and p re fe re n c e .

(3)

Be s u re th e apron ex ten d s w e ll below y o u r knees and f i t s h ig h up on y o u r c h e s t.

(4)

Keep y o u r apron a t y o u r d esk , a v a ila b le f o r u se a t a l l tim e s .

b.

Wear c o m fo rta b le , lo w -h e e le d shoes to le s s e n th e s t r a i n o f th r e e co n tin u o u s hours o f la b o r a to r y work.

c.

Use a sm ile f o r glam or and p u t y o u r w atch es, r i n g s , and o th e r je w e lry out o f th e re a c h o f ch em ical s o lu tio n s and fum es.

d.

Avoid w earing f r i l l y o r lo o s e ly f i t t i n g c lo th e s ( t i e s , s le e v e s , e t c . ) t h a t can drgg i n chem icals o r g e t caught i n equipm ent.

e*

Women sh o u ld av o id s in g e in g long h a i r by p in n in g i t up o r w earing a bandana.

3.

How to comply w ith la b o r a to r y r e g u la ti o n s . a.

S ecu re p e rm issio n from la b o ra to r y i n s t r u c t o r s to work wo u t - o f - c l a s s M i n th e la b o r a to r y . (1)

C la sse s r e g u la r l y a ssig n e d to a c e r t a i n tim e have f i r s t p r i o r i t y on la b o r a to r y fa c ilitie s .

(2)

Adequate s u p e rv is io n m ust be in e f f e c t to p r o te c t b o th you and th e sc h o o l in th e ev en t o f an a c c id e n t.

I f you? experim ent i s such t h a t equipm ent must be l e f t in p la c e lo n g e r th a n y o u r a ssig n e d la b o r a ­ to r y p e r io d , r e s e r v e th e a re a ( a t th e i n s t r u c t o r s ' o f f i c e ) b e fo re you b eg in th e ex p erim en t. D o n 't u se th e la b o r a to r y f o r group co n feren c es w ith y o u r f r i e n d s . A tten d la b o r a to r y c la s s e s as r e g u la r ly and f u l l y as you do l e c t u r e c l a s s e s , th e y a re an im p o rta n t p a r t o f th e ch e m istry c o u rs e . (1)

Even a t la b o r e r s ' w ages, you a re p u ttin g about |5 0 .0 0 w orth o f you? tim e in to th e la b o r a to r y .

(2)

The sc h o o l has in v e s te d hundreds o f d o lla r s p e r s tu d e n t to make th e la b o ra to r y f a c i l i ­ t i e s a v a il a b le .

R equest in d iv id u a l a s s is ta n c e from th e i n s t r u c ­ t o r s o n ly when you have ex h a u ste d o th e r so u rce s o f in fo rm a tio n made a v a ila b le to you. (1)

The i n s t r u c t o r 's tim e f o r in d iv id u a l a s s is ta n c e must be d iv id e d among a la r g e number o f s tu d e n ts .

6

(2)

You -w ill develop more s k i l l i n th e la b o r a ­ to r y i f you le a r n t o r e ly on y o u r s e l f .

f.

S ecu re th e i n s t r u c t o r s ’ a p p ro v al b e fo re proceed­ in g w ith ex p erim en ts o r working w ith t o o ls t h a t a re p o t e n t i a l l y d an g ero u s.

g.

C.

Never smoke i n th e la b o r a to r y .

ACTIVITIES:

P ro ce d u res t h a t w i l l in c r e a s e y o u r e f f e c t i v e

n ess in th e la b o r a to r y .

1.

Buy a la b o r a to r y apron and s e l e c t y o u r w ardrobe f o r th e f i r s t la b o r a to r y p e r io d .

2.

Act as a g u id e to f a m i l i a r i z e l a t e e n r o lle e s w ith th e la b o r a to r y environm ent and r e g u la ti o n s .

3.

In te rv ie w a p re v io u s ch e m istry s tu d e n t to o b ta in h is recom m endations about la b o r a to r y a p p a re l and p ro c e ­ d u re s , and m odify y o u r w ardrobe and a c t i v i t i e s to in c o rp o r a te any b e n e f i c i a l recom m endations.

D.

EVALUATION:

Checks on y o u r u n d e rsta n d in g o f la b o ra to r y

r e g u la ti o n s .

1.

TRUE-FALSE:

P la c e an X in th e sp ace marked T i f you

b e lie v e th e fo llo w in g sta te m e n t to be T rue, and in

7

th e sp ace marked F, i f you c o n s id e r th e sta te m e n t to he f a l s e ,

a.

. T ( )

F ( )

You sh o u ld r o l l lo o se f i t t i n g sle e v e s above th e elbows w h ile perform ing e x p e rim e n ts,

b.

( )

( )

I t i s w ise to g a th e r many s tu d e n ts around y o u r desk to g iv e you a d v ice on e x p e rim e n ta l p ro c e d u re ,

c.

( )

( )

P l a s t i c la b o r a to r y aprons a re s a t i s ­ f a c t o r y p r o te c tio n a g a in s t chem icals w h ile you a re w orking in th e la b o r a ­ to ry ,

d.

( )

( )

Rings and w ris t-w a tc h e s sh o u ld n o t be worn w h ile you a re w orking w ith chemi­ c a ls ,

e.

( )

( )

I n o rd e r to see th e l a b e l s o f chem icals on th e s h e l f , you sh o u ld w ear h ig h o r "cuban11 h e e ls .

f.

( )

( )

I t i s b e s t to le a v e y o u r equipm ent on th e to p o f y o u r bench so t h a t th e sp ace w i l l be a v a ila b le when you come to work a f te r c la s s .

HATING SCALE:

I n d ic a te w ith an X any o f th e fo llo w ­

in g s te p s you have ta k e n to g a in f a m i l i a r i t y w ith th e la b o ra to ry * a.

( )

P urchased a la b o r a to r y apron*

b.

( )

Met s tu d e n ts a t a d jo in in g desks*

c.

( )

L ocated th e s a n it a r y f a c i l i t i e s *

d*

( )

S e le c te d c lo th e s s u i t a b l e f o r la b o r a to r y a c tiv itie s *

e*

( )

Found th e f i r s t a id k it*

f.

( )

In s p e c te d th e ch em ical s to ra g e sh elv es*

(

)

TOTAL

9

CHAPTER 2 .

MATERIEL,

HOW TO SECURE CHEMICALS AND EQUIPMENT

A.

REWARDS:

B e n e f its you* 11 r e a l i z e from h av in g s u p p lie s a t

your fin g e r t i n .

1.

PERFECT EXPERIMENTS:

The s tra n g e n e s s o f w eird e q u ip ­

ment and odd lo o k in g chem icals v a n ish e s when you r e a l i z e th e y have been e s p e c i a lly d e sig n e d by e x p e rts to do j u s t th e job y o u r experim ent r e q u i r e s .

2 . FEW INTERRUPTIONS:

You can av o id th e e x a s p e ra tin g

e x p e rie n c e o f h av in g to

i n t e r r u p t a c r u c i a l in v e s ­

t i g a t i o n to g e t s u p p lie s by making s u re e v e ry th in g you need i s on hand when you s t a r t ,

B.

DIRECTIONS:

Recommended p ro ced u res f o r g e t t i n g and

m a in ta in in g a su p p ly o f m a t e r i a l s .

1.

How t o o b ta in a "sta n d a rd * s e t o f lo c k e r s u p p lie s , a.

S ecu re a key to th e (1)

draw er o f y o u r a s sig n e d d e sk .

Never le a v e y o u r desk u n locked w h ile you a re o u t o f th e la b o r a to r y .

10

(2)

B rin g your key to th e la b o r a to r y f a i t h f u l l y , o r you may n o t g e t y o u r draw er opened i n tim e to f i n i s h y o u r a s sig n e d work*

(3) F i l l o u t a “l o s t key" s l i p to g e t an immedi­ a te rep lacem en t o f l o s t k e y s , b u t don’ t pay f o r th e l o s t key u n t i l th e end o f th e sem ester* b*

Open y o u r d esk draw er and compare i t s c o n te n ts w ith th e “l i s t o f s tu d e n t equipm entw p ro v id ed in S e c tio n D o f t h i s ch ap ter*

c*

Make s u r e a l l o f th e in d ic a te d item s a re on hand and i n u s e a b le c o n d itio n * (1)

Ask f o r o n -th e - s p o t re p la cem en ts o f any item s n o t i n p e r f e c t w orking o r d e r .

(2)

E s p e c ia lly cheek f o r crack ed g la ss w a re .

(3)

Remember you a re ex p ected to r e tu r n th e perm anent equipm ent a t th e c lo s e o f th e se m e ste r and to pay f o r damaged o r l o s t ite m s .

(4)

P a s te l a b e ls on equipm ent w hich m ight g e t mixed up w ith t h a t o f o th e r s tu d e n ts , and w r ite y o u r name and draw er number on th e la b e ls *

11

d.

I f you have d i f f i c u l t y in re c o g n iz in g th e eq u ip ­ ment from i t s name, r e f e r to th e diagram s o f common a p p a ra tu s shown i n F ig u re 1*

e.

Some o f th e m a t e r i a l i n your draw er i s expendable and need n o t be accounted f o r .

f.

(1)

F i l t e r p a p e r.

(S)

Litmus i n d i c a t o r p a p e r.

(3 )

M atches.

New equipm ent, t o re p la c e b re a k a g e , sh o u ld be r e q u is i t i o n e d Im m ediately by means o f an Meq u ip ­ ment re p la c e m e n t” s l i p , b u t payment i s postponed u n t i l th e end o f th e s e m e s te r.

2.

How to s e c u re c h e m ic a ls. a.

O b tain o rd in a ry ch em icals from th e c o n ta in e r s on th e la b o r a to r y s h e lv e s . (1)

C o n c e n tra te d a c id s a r e in 250 m l, g l a s s sto p p e re d re a g e n t b o t t l e s on th e s h e l f above y o u r la b o r a to r y d e sk .

(2 )

P re p a re m ost o f th e a c id s o lu tio n s u sed i n ex p erim en ts from th e c o n c e n tra te d a c id s .

(3 )

D ilu te , s ta n d a r d iz e d s o lu tio n s o f a c id s and o th e r chem icals a re s to r e d on th e s h e l f b e s id e th e stockroom d o o r.

GLASS SQUARE

/ //

/

u TEST TUBES

GRADUATE

STIRRING ROD

BRUSH

W IR E GAUZE

BUNSEN 8URNER

W ATCM i GLA SS

TEST TUBE H O LD ER

BoeETTE.

RING VJTH

CUANVP

CLAFt-P

TONGS

F IL.E

FORCEPS

17---------

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