Class 3 Safety Scramble Bell Ringer 1 Syllabus

Class # 3: Safety Scramble Bell Ringer 1. Syllabus and Lab Safety Contract • IF missing signatures, THEN unfortunately, you will only be able to observe the acid and fire tasks. Bring Lab Journal with signatures in tomorrow! Bell Ringer Music Video! http: //www. youtube. com/watch? v=x. JG 0 ir 9 n. Dtc

There are 4 stations: 20 minutes each • • Station 1: Pathogens (microbes that can cause disease) Station 2: Lab Safety Procedures Station 3: Using Fire Station 4: Handling Acids

Safety Matches - Demo 1. Get prepared: • Clear desk of any clutter and flammable materials near flame area. • Tie back loose hair. • Remove loose clothing like hoodies with ties that could swing into the flame. • Use goggles. 2. Use safety matches. • Use only 1 match at a time. • Close the cover before striking. • Move the match away from you when striking. 3. Blow on matches to put them out. • Do not wave them out. • Dispose of matches in water bath. NOT trash. Task 1: Each partner should practice lighting and putting out 2 safety matches.

Bunsen Burner - Demo 1. Get prepared: • Move everything you will using between you and the burner, so you will not have lean or reach across a flame. • Goggles 2. Use matches or lighters instead of strikers for lighting burners. 3. Light matches or lighter before turning on the gas. 4. Bring flame to the side of the top opening of the barrel while slowly turning on the gas. 5. Never leave anything unattended while it is being heated or is reacting rapidly. 6. Remember that the gas burner barrel remains hot long after use. 7. To extinguish burner flame, turn off gas valve.

Safe Acid Handling Demo 1. Use goggles and gloves. 2. Rehearse the entire procedure in your head, then do it. 3. Never pass chemicals hand-to-hand. • Pass chemical container to lab table top near partner. 4. Only ONE partner handles the acid. • • Hold bottle with one hand. Remove dispenser. Apply acid. FOCUS on replacing dispenser – NOT the reaction. 5. The OTHER partner is responsible for the observations. Acid Disposal Put acid material into water bath. Acid H 2 O NEVER add water to acid. Could cause an explosion, splashing or toxic fumes.

Common Colds and Flu Salmonella

Excerpt #1: Flu vs. Colds: A Guide to Symptoms: Questions Flu Was the onset of illness. . . Does your child have a. . . Is your child's exhaustion level. . . Is your child's head. . . Is your child's appetite. . . Are your child's muscles. . . Does your child have. . . sudden? high fever? severe? achy? decreased? achy? chills? Cold slow? no (or mild) fever? mild? headache-free? normal? fine? no chills? If most of the answers fell into the first category, chances are that it could be flu. If most answers were usually in the second category, it's most likely a cold. But, even doctor’s can have a hard time telling the difference between a common cold and the flu and may need to do a test to be certain! Since both can affect our respiratory systems, they can leave us coughing, sneezing, blowing our noses and feeling awful. Plus, viruses can remain active on surfaces for up to 48 hours, so it is important to: • cough or sneeze into elbows and use tissues (not fingers) for noses • wash hands and use hand sanitizer Excerpt # 2: How Strep Throat Spreads Anybody can get strep throat, but it's most common in school-age kids and teens. These infections occur most often during the school year when big groups of kids and teens are in close quarters. The bacteria that cause strep throat (group A streptococcus) tend to hang out in the nose and throat, so normal activities like sneezing, coughing, or shaking hands can easily spread infection from one person to another. • That's why it's so important to wash hands carefully and use hand sanitizers. • When coughing or sneezing, put your face in your elbow – not hands. • After using a tissue, throw it away and use hand sanitizer. Excerpt # 2: Salmonella, the name of a group of bacteria, is one of the most common causes of food poisoning in the United States. Usually, symptoms last 4 -7 days and most people get better without treatment. But, Salmonella can cause more serious illness in older adults, infants, and persons with chronic diseases. Salmonella is killed by cooking and pasteurization. Food: Contaminated eggs, poultry, meat, unpasteurized milk or juice, cheese, contaminated raw fruits and vegetables (alfalfa sprouts, melons), spices, and nuts Animals: and their environment: Particularly reptiles (snakes, turtles, lizards), amphibians (frogs), hedgehogs birds (baby chicks) and pet food and treats. Always wash/ use hand sanitizer after working with animals! Excerpt # 4: You might wonder why hand washing is so important after going to the bathroom. As one kid put it: I don't wash my hands every time I touch my stomach so why do I have to wash after every time I pee? The problem isn't necessarily with touching your own body when you go to the bathroom, though there may be more germs in those body areas than, say, your elbow. The bigger problem is that lots of people use the bathroom and they might not be as neat as you. Poop (feces), especially, contains a lot of germs including E. coli (short for Escherichia coli ) which can make you sick with stomach cramps and diarrhea. Those germs are tiny and not visible without a microscope, so they can be hiding on the faucet, doorknob, and other bathroom surfaces. In the bathroom, you can easily get some germs on your hands and, if you don't wash up properly, you just might take them with you. Those germs could get into your body and make you sick.

Station 2: Lab Safety Procedures – Cartoon Analysis Safety is very, very serious, but that doesn’t mean we can’t have some fun reviewing our lab safety procedures. The cartoon shows a science lab at Dangerville Middle School. Analyze the cartoon and answer the following questions as a table team. Use the Lab Safety Contract to help review lab rules and analyze what is going on in the cartoon of Dangerville Middle School 1. List 3 unsafe activities shown in the illustration and explain why each is unsafe. 2. List 3 correct lab procedures depicted in the illustration. 3. What should Bob do after the accident? 4. What should Sue have done to avoid an accident? 5. Compare Luke and Duke's lab techniques. Who is following the rules? 6. What are three things shown in the lab that should not be there? 7. Compare Joe and Carl's lab techniques. Who is doing it the correct way? 8. What will happen to Ray and Tim when the teacher catches them? 9. List three items in the illustration that are there for the safety of the students in the lab. 10. What is Betty doing wrong? When you are done, flip this card over to check your answers.

Station # 2: Lab Safety Procedures – Answer Key 1. List 3 unsafe activities shown in the illustration and explain why each is unsafe. Jim drinking, Sue's Hair is loose, Duke using direct sunlight, Joe is sucking up poison, Tim and Ray are engaged in horseplay, Bob is handling broken glass and a snake improperly … and others 2. List 3 correct lab procedures depicted in the illustration. John is cleaning up, Tina has safety goggles, Carl is using a pipette and wearing goggles and apron 3. What should Bob do after the accident? Bob should notify teacher that glass was broken and he was bitten by a snake 4. What should Sue have done to avoid an accident? tied her hair back. 5. Compare Luke and Duke's lab techniques. Who is following the rules? direct sunlight can damage eyes, use a desk lamp instead. 6. What are three things shown in the lab that should not be there? scissors in socket, makeup, chips. 7. Compare Joe and Carl's lab techniques. Who is doing it the correct way? Joe is sucking toxic chemicals with his mouth, Carl is using a pipette. 8. What will happen to Ray and Tim when the teacher catches them? answers vary, depends on classroom rules, In my class horseplay isn't tolerated, at all, and they would get a Friday School. 9. List three items in the illustration that are there for the safety of the students in the lab. first aid kit, fire extinguisher, blanket. 10. What is Betty doing wrong? never put makeup on in the lab

Task 1: Safe Acid Handling Procedure. Acids can cause burns! Task 3: The p. H of Common Acids and Bases You need goggles and gloves! Never breathe in fumes. Call for teacher if there any spills or accidents of any kind. Task 2: Practice Safe Acid Technique Task 4: Acid Reactivity Test with H 2 O (water). with HCl (hydrochloric acid).

Task 1: Review Safe Acid Handling Procedure. 1. 2. 3. 4. 5. Use goggles and gloves. Rehearse the entire procedure in your head, then do it. Never pass chemicals hand-to-hand. • Pass chemical container to lab table top near partner. Only ONE partner handles the acid. • Hold bottle with one hand. • Remove dispenser. • Apply acid. • FOCUS on replacing dispenser – NOT the reaction. The OTHER partner is responsible for the observations. Acid Disposal Put acid material into water bath. Acid H 2 O NEVER add water to acid. Could cause an explosion, splashing or toxic fumes. Task 2: Practice with H 2 O. Materials: goggles & gloves H 2 O in bottle with eye dropper. broken seashells test well strip Procedure: 1. Place one piece of seashell in wells # 1 -6. 2. Each partner should practice using Safe Acid Procedure to drop 2 drops (2 ml) of H 2 O into 3 wells. 3. The other partner should observe and record observations. 4. Disposal: Gently place test well strip in water bath. Swish gently to clean the test well strip and dry with paper towel. Repeat procedure, until all table partners have practiced 3 times. Task 3: Acids and Bases Scientists use something called the p. H scale to measure how acidic or basic a liquid is. p. H focuses on concentrations of hydrogen ions (H+) and hydroxide ions (OH-). The scale measures values from 0 all the way up to 14. Distilled water is 7 (right in the middle), so it has a neutral p. H. Most of the liquids you find every day have a p. H near 7. • Acids are found between 0 and 7. • Bases are from 7 to 14. Hydrochloric acid is a highly corrosive, strong acid with many industrial uses. Hydrochloric acid is found naturally in gastric acid. The p. H for HCl ranges between 0. 5 and 2 depending on the concentration. Seashells are primarily composed of calcium carbonate (Ca. CO 3). It is soluble (it can be dissolved) by acids. The formula for the chemical reaction between HCl (hydrochloric acid) and seashells (calcium carbonate) is: 2 HCl + Ca. CO 3 + --> H 2 O + CO 2 + Ca. Cl 2 Task 4: Use an acid in a chemical reaction. Materials: Procedure: 1. 2. 3. 4. 5. goggles & gloves Hydrochloric acid (HCl) in bottle with eye dropper. broken seashells test well strip paper towel Place the test well strip on a paper towel. Place 1 piece of seashell in wells # 1 -6 1 st Partner: Drop 2 drops (2 ml) of HCl into wells #1 -3. Replace stopper. 2 nd partner: Observe and record observations. Safely pass the HCl and repeat procedure. Partner # 2 should repeat procedure for wells # 4 – 6. 1. Disposal: Place the test well strip in water bath. Swish gently to clean the test well strip and dry with paper towel. Put paper towel in trash can. Reset your lab table. It should look exactly like it did when you sat down.

Safety Matches Portable Bunsen Burner Keep matches in the science classroom! Gas Valve # 1 Carrying matches in school, outside of our classroom, is a serious violation of school rules. Make sure the numbered match boxes are put on the Front Desk after your team is done. Flame Test Metal Salts Flammability Testing: A flame test is a procedure used to test qualitatively for the presence of certain metals in chemical compounds. When the compound to be studied is excited by heating it in a flame, the metal ions will begin to emit light. Based on the emission spectrum of the element, the compound will turn the flame a characteristic color. This technique of using certain chemical compounds to color flames is widely used in pyrotechnics to produce the range of colors seen in a firework display! Lab Partners # 1 & 2 Test A: Magnesium using forceps Lab Partners # 3 & 4 Test B: Mystery Metal Salt using wood strip

Using the Bunsen Burners Safety Matches 1. Get prepared: • Clear desk of any clutter and flammable materials near flame area. • Tie back loose hair. • Remove loose clothing like hoodies with ties that could swing into the flame. • Use goggles. 2. Use safety matches. • Use only 1 match at a time. • Close the cover before striking. • Move the match away from you when striking. 3. Blow on matches to put them out. • Do not wave them out. • Dispose of matches in water bath. NOT trash. 1. Get prepared: • Move everything you will using between you and the burner, so you will not have lean or reach across a flame. • Goggles 2. Use matches or lighters instead of strikers for lighting burners. 3. Light matches or lighter before turning on the gas. 4. Bring flame to the side of the top opening of the barrel while slowly turning on the gas. 5. Never leave anything unattended while it is being heated or is reacting rapidly. 6. Remember that the gas burner barrel remains hot long after use. 7. To extinguish burner flame, turn off gas valve. Task 1: Each partner should practice lighting and putting out 2 safety matches. Flame Test A flame test is a procedure used to test qualitatively for the presence of certain metals in chemical compounds. Qualitative Data = Deals with descriptions. • Data can be observed but not measured. • Colors, textures, smells, tastes, appearance, beauty, etc. Quantitative Data = Deals with numbers. • Data which can be measured. • Length, height, area, volume, weight, speed, time, temperature, humidity, sound levels, cost, ages, etc. The flame test for metals to identify colors is a ________________ data test. Partners 1 & 2: Test A Procedure: Magnesium 1. 2. 3. 4. 5. Light match. Turn on burner. Use forceps to pick up 1 piece of magnesium and hold over flame. DO NOT look DIRECTLY at the flame. Place ash and hot tipped forceps on aluminum foil. Partners 3 & 4: Test B Procedure: Mystery Metal 1. 2. 3. 4. 5. 6. Light match. Turn on burner. Remove wood strip from solution. Hold tip over the flame. Observe color. Use table to identify the mystery metal. 1. Record data in Lab Journal. 2. Use the Metal Table to identify the mystery metal.

Station #1: Pathogens - Read each excerpt and summary the key safety point. 1. If I have to blow my nose, sneeze or cough, I should: • cough or sneeze into my e_____________ and use ti__________ (not fingers) for noses • wash h_______ and use hand s____________ 2. How can strep throat spread? _________________ 3. Salmonella can spread from _____________and ___________. Therefore , I will always wash ______ /use s__________ after working with animals. 4. I should wash _________ after using the restroom to prevent an infections from _______________. Station # 2: Lab Safety Rules – Use the Lab Safety Contract as a resource for your analysis of the cartoon lab situation. 1. List 3 unsafe activities shown in the illustration and explain why each is unsafe. 1) ____________ 2) ____________ 3)___________________________ 2. List 3 correct lab procedures depicted in the illustration. 1)____________ 2) ____________ 3) ___________________________ 3. What should Bob do after the accident? ______________ 4. What should Sue have done to avoid an accident? __________ 5. Compare Luke and Duke's lab techniques. Who is following the rules? ______ What was he doing correctly? ________________ 6. What are three things shown in the lab that should not be there? ___________ _________ 7. Compare Joe and Carl's lab techniques. Who is doing it the correct way? _________ Why is his technique correct? _________ 8. What will happen to Ray and Tim when the teacher catches them? _______________________________ 9. List three items in the illustration that are there for the safety of the students in the lab. ________________ 10. What is Betty doing wrong? ___________________ Lab Safety Rules Reflection: Imagine that a new student joined your lab table team and you were assigned to be a Team Leader to help them get oriented to our class – for 5 HIP slips ! How would you explain WHY lab safety rules are really important for everyone? Station # 3: Safe Fire Practices Fill-in notes as sections are read aloud. Using Safety Matches: 1. Preparation: : • Clear ______ of any flammable materials near f_____ area. • Tie back loose h______. • Remove loose c______________ • G__________. 2. Use s________ matches. • Use only ____ match at a time. • Close c____ before s__________. • Move the match a________ from you when striking. 3. B_____ on matches to put them out. Do n_____ wave them out. • D________ of matches in w_______ bath. Not t_____! Using a Bunsen Burner: 1. Get prepared: • M______ everything you will using b_______ you and the burner, so you will not have l_______ or reach a_______ a f_____. 2. Use m_____ for lighting burners. 3. Light matches or lighter b______ turning on the g_____. 4. Bring flame to the s_____ of the top opening of the barrel while slowly turning on the gas. 5. Never leave anything unattended while burner is turned _____. 6. Remember that the gas b______ barrel r_______ h_______ long after use. 7. To e_______ burner flame, turn off g_______ v______. Flame Test: Quantitative data = _____________________________________________________ Qualitative data = ______________________________________________________ The flame test for metals to identify colors is a __________ data test. 1. Test A Result: Magnesium Observation _____________ Test B Result: Mystery Metal Observation: ____________ 2. Analysis Conclusion: The mystery metal is ____________

Station 4: Safe Acid Handling - Fill-in the notes as the information is read aloud. 1. Rehearse the entire procedure in your head, then _____. 2. Never pass chemicals ______ - to - ________ • Pass chemical container to lab t______ t_____ near partner. 3. Only ______ partner handles the acid. • Hold b________ with one hand. • Remove dispenser. • Apply acid. • FOCUS on re_________ d________ – NOT the r______________. 4. The __________ partner is responsible for the o__________. Acid Disposal 5. Put a______ material i_____ w_______ bath. A______ H 2 O 6. NEVER add w_________ to acid. Could cause an e________, splashing or t______ f____________. Task 2: Use Safe Acid Procedure. Data Table 1: H 2 O Practice Results Test Well # Observations Task 3: Acids and Bases Fill-in the notes as the information is read aloud. 1. Scientists use the _____ scale to measure how a______ or b______ a liquid is. 2. p. H focuses on concentrations of h_____ ions (H+) and h_________ ions (OH -). 3. The scale measures values from _____ all the way up to ______. 4. Distilled water is ______ (right in the middle), so it has a n________ p. H. 5. Most of the liquids you find every day have a p. H near 7. • Acids are found between ______. • Bases are from _________. Task 3: Use Safe Acid Procedure. Data Table 2: HCl Reactivity Results Test Well # Observations 1 2 3 1 4 2 5 3 6 4 5 6 Reflection Question: Looking at the chemical reaction equation for HCl and the calcium carbonate in the shells, what gas was in the bubbles? ______________