Printable Resources
Dyes that Bind
Appendix A: Pre-Test/Post-Test and Answer Key
Appendix B: Peace Discussion Resources
Appendix C: Dye Investigation Lab
Appendix D: Radial Chromatography Lab
Appendix E: Symmetry Lab
Appendix F: Artifact Design Assessment & Rubric
Appendix G: Student Presentation Checklist
Appendix H: Additional Resources on Natural Dyes
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Appendix A: Pre-Test/ Post-Test
1. a. Draw a polar molecule using either a line structure or a Lewis Dot structure.
Identify partial charges or dipole moments. (2 pts.)
b. Draw a nonpolar molecule using either a line structure or a Lewis Dot structure.
Identify partial charges or dipole moments. (2 pts.)
c. What kind of intermolecular behavior would occur between the molecules drawn
in a. and b.? Explain. (2 pts.)
2. Describe the process of making a dye bath in detail. (2 pts.)
3. Explain in terms of its chemical properties why a permanent ink would not work well
when using chromatography (water is used as a solvent). (2 pts.)
4. What is the relationship between a solute and a solvent? What must be true about
their chemical structures? (3 pts.)
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5. Emma, a chemical engineer, is using a chromatograph to separate dyes. She places
an unknown dye into the chromatograph and her results indicate that no separation
into various colors occurred. What conclusion can Emma make about the unknown
dye? (2 pts.)
6. a. Draw an example of rotational symmetry (2 pts.)
b. Draw an example of reflectional symmetry (2 pts.)
c. Draw an example of asymmetry. (2 pts.)
7. Give an example and explain how the concept of polarity is used in a real-world
manufacturing process. (2 pts.)
8. Identify and give a brief summary of a civil rights issue that might elicit messages of
peace? (2 pts.)
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Answer Key
1. a. Answers will vary. Acceptable responses might include:
b. Answers will vary. Acceptable responses might include:
c. The molecules in a and b will NOT interact. In order for solubility and/or
miscibility to occur, the molecules must have similar structures.
2. Pre-Test: Soaking a material in a solvent for an extended period of time,
Post-Test: Material should be allowed to simmer in distilled or deionized water for an
extended period of time depending on desired shade of dye. Students should
describe in detail the process including mention of why distilled or deionized water
should be used, the heating method and the role of time in the procedure.
3. Permanent ink is a nonpolar substance. When water is used as a solvent, the ink is
not soluble in water. Therefore, no separation will occur.
4. A solute is a substance that dissolves into a solvent. The solvent is the material that
allows the solute to break down into its smaller components. The two must have
similar polarities.
5. The dye is not a mixture of several hues.
6. a. Answers will vary, but might include:
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b. Answers will vary, but might include:
c. Answers will vary, but might include:
7. Answers will vary, but must include discussion that polarity must be considered when
determining solutes and solvents for various tasks.
8. Answers will vary.
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Appendix B: Peace Discussion Resources
A long way gone/Memoirs of a boy soldier by Ishimael beah (Movie Blood Diamonds
goes well with this)
Anne Frank Remembered by Miep Gies, Alison Leslie Gold
Bait by Alex Sanchez (Bullying)
Bang by Norah McClintock (easy read/short) (Character gets mixed up with wrong
person and is used as a scapegoat)
By the Time You Read This, I’ll Be Dead by Julie Anne Peters
Devil’s Arithmetic by Jane Yolen (Holocaust)
Fish (easy to read but may be offensive to some due to actual incidents that take place
in prisons) (Modern)
Freedom Writer’s Diary with Erin Gruwell
He’s My Brother/Black Activist and a Former Klansman tell their stories by John Perkins
and Thomas A. Tarranto with David (Wirntsigh)
I am Apacho by Tanya Landeman
If I should die before I wake by Han Nolan (Holocaust)
Left to Tell by Immaculee Ilibagiza with Steve Erwin (Rwanda)
Letters to a Bullied Girl: Messages of Healing and Hope by Olivia Gardner, Emily Buder,
and Sarah Buder
Life in Prison by Stanley “Tookie” Williams (easy read/short) Notorius gang member
sentenced to death penalty. Message to Bloods and Crips to stop fighting.
Maus I: A Survivor’s Tale: My Father Bleeds History by Art Spiegelman
Maus II: A Survivor’s Tale: And Here My Troubles Began by Art Spiegelman
Monster by Walter Dean Myers (written in play form) (Teen on death row)
Monster/The Autobiography of a L.A. Gang Member by Sanyika Shadur aka Monster
Kody Scott (Modern)
Night by Elie Wiesel (Holocaust)
Night John (super easy read) (Slavery Time Period)
Number the Stars by Lois Lowry (Holocaust)
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Please Stop Laughing at Me: One Woman’s Inspirational Story by Jodee Blanco
(Bullying)
Red Scarf Girl by Ji-lo-Jiang (Chinese Cultural Revolution)
Say you’re one of them by Uwem Akpan (children in Africa)
Soldier X by Don Wulffson (Holocaust)
Teen CyberBullying Investigated: Where Do Your Rights End and Consequences Begin? by
Thomas Jacobs
The Boy in the Striped Pajamas by John Boyne (Holocaust)
The Wave by Todd Strassa (Holocaust)
Thick by Colin Neenan (easy read/short) (learning disabled student who is bullied)
Suggested Movies:
Blood Diamond
Crash
Darfur Now
Devil’s Arithmetic
Downfall
Escape from Sobibor
Freedom Writer’s
Holocaust (Meryl Streep)
Hotel Rwanda
Paperclips
Redemption
Schindler’s List
Sophie Scholl: The Final Days
Swing Kids
The Boy in the Striped Pajamas
The Diary of Anne Frank (1959)
The Hiding Place (1975)
The Pianist
Additional Sources
www.tookie.com/tookie_fact_sheet_10.18.05.pdf
Stanley Tookie Williams: Biography from Answers.com
www.answers.com/topic/stanley-willams
Stanley “Tookie” Williams #1003
www.clarkprosecutor.org/html/death/US/williams1003.htm
Stanley Tookie Williams Home Page
www.tookie.com
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You Tube: Redemption (Tookie talks to Crips and Bloods)
www.youtube.com/watch?v=htch6d4-5GQ&feature=related
You Tube: Interview with death row inmate…Stanley Tookie Williams
www.youtube.com/watch?v=ZphoRcfdulw&feature=related
You Tube: RARE Stanley Tookie Williams Interview Part I
www.youtube.com/watch?v=V4vhZzHzVA&feature=related
You Tube: RARE Stanley Tookie Williams Interview Part 2
www.youtube.com/watch?v=450vdwLDHyg&feature=related
You Tube: Redemption: The Stanley Tookie Williams Story
www.youtube.com/watch?v=nPQCTNwPU8w
Tookie Williams: Gang Founder Versus Nobel-Nominated Peacemaker (Dec. 8, 2005)
www.abcnews.go.com/US/LegalCenter/story?id=1377890
The Life and Death of Stanley Tookie Williams
www.hip-hop-music.com/StanleyTookieWilliams.html
Genocide
www.jewishworldwatch.org/educate/pdf/Teaching%20Tools/
United States Foreign Policies Toward Genocide and Crimes against Humanity
www.enotes.com/genocide-encyclopedia/united-states-foreign-policies-toward-genocide
Note: The above site is a great source for inquiry among students. Suggested
questions: Should the U.S. intervene in countries that practice genocide? What is the
UN doing to stop genocide in other countries? What countries have been involved in
genocide?
Facing Evil: Genocide in Darfur
http://www.friendsjournal.org/node/95/print
The Rwanda Commemoration Project: Genocide In Our Time
www.wcl.american.edu/humright/center/rwanda/rwanda.pdf
Rwanda: You Go, Girls! By Margaret Fay
www.thirteen.org/edonline/wideangle/lessonplans/rwanda/procedures.htmo
Hotel Rwanda trailer
www.hotelrwanda.com/intro.html
Encourage students to support the women and children of Rwanda
http://www.rwandawomennetwork.org/
Holocaust Teacher Resource Center
http://www.holocuast-trc.org
NOW: “The Politics of Sudan”
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http://www.pbs.org/now/politics/sudan2.html
Genocide Watch
http://www.genocidewatch.org
The Committee of Conscience: Darfur:
http://www.ushmm.org/conscience/alert/darfur/
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Appendix C: Dye Investigation Lab
Name: _____________________________________________________________
Materials:
Dried yellow onion skins
Carrot roots
Hibiscus petals if available
Coffee (fresh or instant)
Beets
Spinach
Bay leaves
Blueberries
Red cabbage
Strawberries
Strips of filter paper cut about four centimeters wide
400 mL beakers
Distilled or soft water (about 2-4 liters, enough for several beakers)
Hot plates
Procedure:
Natural dyes can be used to add color to your artifacts. After testing materials you will be
able to select dyes to use in your artifact design.
Place your assigned material in a 400 mL beaker. Cover with distilled or soft water (1
part material: 2 parts water). Bring to a boil and allow to simmer as long as possible.
Predict the color that will be produced using the natural materials.
Test the dye baths using strips of filter paper. What do you observe?
Material
Prediction
Actual color
Beets
Coffee
Onion skins
Carrot tops
Hibiscus
Bay leaves
Spinach
Blueberries
Red Cabbage
Strawberries
Note additional observations for each test.
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Material
Observations
Beets
Coffee
Onion skins
Carrot tops
Hibiscus
Bay leaves
Spinach
Blueberries
Red Cabbage
Strawberries
Which of the dyes will you use when developing your artifact? Why?
What do you think will happen if the dye baths were allowed to soak overnight?
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Appendix D: Radial Chromatography Lab
Name __________________________________________
Materials:
Permanent markers
Washable markers
Natural Dyes (from Day 2)
2 small cups per group or student
2 filter paper circles per group or student
¼ of a filter circle per group or student
Water
Solvent (Rubbing Alcohol)
Pencil
(2 or 3 L bottle cutoff, plate – Styrofoam, paper, or aluminum pie plate)
Safety: Students should wear goggles at all times. Solvent is flammable. Use proper
lab procedures for use of this chemical. Lab aprons are optional. Room should be well
ventilated.
Procedure:
1.
Fold both of the filter paper circles in half twice (but don’t crease too strongly) in
order to find their centers. Push a pencil point through the center to make a
small hole.
2.
Lightly draw a circle of radius 1 cm round the center hole of both filter papers.
3.
Choose 8 dyes to test (ones that you will likely use in creation of your T-shirt or
artifact. Record in the table below an identity number for each of the dyes with its
color and type - such as noting #3 as the red, washable marker.
4.
Spread evenly around the pencil circle of each filter paper write the numbers 1 to
8 with pencil then place a dot of each dye above the number. (Allow the natural
dyes to dry)
5.
Add a small amount of distilled water to one cup, and a small amount of rubbing
alcohol to the other.
6.
Tear the ¼ filter circle into two wedges to act as wicks. Roll each up and stick
the tip of each into the whole in the center of a filter circle.
7.
Place each filter circle on a cup so that its wick is in the liquid.
8.
If available, set each cup on a plate containing some of the same liquid as in the
cup and place a large cut off soda bottle over the cup and filter circle.
9.
Wait a while till the liquid has spread out to the edge of each filter paper circle.
(May not spread that far if you couldn’t do step 8.)
10.
Record observations in the table below.
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Dye #
Color
Type
Which liquid
moved this ink?
Describe the colors produced.
1
2
3
4
5
0 cm
6
7
1 cm
8
Analysis and discussion:
1. Which type of dyes were moved strongly by the water?
2. Which type of dyes were moved strongly by the solvent?
A principle known to chemists is “Like dissolves like.” This means the substances with
similar chemical properties mix together well, whereas substances with different types of
molecular properties tend to not mix with each other. Two types of substances that
follow this principle are called polar and nonpolar. Water is a polar substance.
3. What type of substance would water dissolve?
4. What type of substance would move along paper by water?
5. Look at your answer to question 1 above.
What type(s) of markers contain polar substances as inks?
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6. Look at your answer to question 2 above.
What type(s) of markers contain nonpolar substances as inks?
Look at the areas of colors produced by the dark inks after they were spread by the
liquids.
7. Did the dark inks each consist of only one substance?
8. How do you know?
Several of the inks in fact showed that they were actually mixtures of more than one
colored substance that were spread differently by the liquids. This difference in
spreading rate of the different component colors is due to the fact that each colored
substance holds on to the paper with somewhat different amounts of attraction and also
is attracted by the liquid moving it to varying degrees. This allows for the separation of
the substances in mixtures by paper chromatography.
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Appendix E: Symmetry Lab
Name:______________________________________________
Materials:
10 x 12 card stock (one sheet per group or student)
4 x 4 piece of cotton fabric (at least one per student)
Small plastic cups (one per group)
Vis a Vis washable markers (several per group)
Compass (one per student)
Protractor (one per student)
Ruler (one per student)
Procedure
Each group gets one piece of card stock, one ruler, four pieces of cotton fabric, several
markers, one protractor and one compass per person.
Step One:
Use the ruler to mark four equal quadrants on the card stock.
Step Two:
Label the cardstock with the following headings:
First quadrant
Second quadrant
Third quadrant
Fourth quadrant
No symmetry.
Reflectional symmetry
Rotational symmetry only (5 or 6 fold rotational symmetry only.)
Both Rotational and Reflectional symmetry.
Step Three:
Each student should sketch on scrap paper a figure that fits the criteria for one of the
quadrants.
Share drawings with others in the group.
Each member of the group must agree that the figure fits the criteria of the quadrant
assigned.
Step Four:
Once the sketch of the figure is approved, the shape should be centered on the fabric
and drawn in pencil.
Step Five:
Measure any angles carefully.
Use a straight edge to draw any lines. Lines of symmetry should be marked in pencil.
The compass should be used to draw circles.
The group should review each other’s drawing to make sure the figure fits the criteria.
Step Six:
Once the figure on the fabric is approved, outline the figure with washable markers.
The following instructions are similar to the chromatography lab.
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Step Seven:
Make a small hole in the center of the fabric pieces. The quarter circle filter paper should
be rolled into a tight cone with the tip of the cone inserted into the hole through the back
of the fabric. The tip of the cone should only protrude 1-2 mm through the hole of the
fabric.
Step Eight:
Lay the fabric with the drawing across the top of the plastic cup so that only the end of
the cone is in the water. The water will be absorbed slowly into the fabric giving the
original drawing a tie dyed effect.
Step Nine:
Does the symmetry remain after the pigment separates?
Step Ten:
After absorption is done, remove the cone and let the fabric dry. Once dried, staple the
fabric to the appropriate space on the quadrant paper.
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Appendix F: Artifact Design Assignment & Rubric
CATEGORY
4
3
2
1
Use of Class Time
Always on task. Usually on task. Sometimes off
task.
Usually off task.
Types of Symmetry
The artifact
clearly and
accurately
displays two
types of
symmetry.
The artifact
accurately
displays two
types of
symmetry but
one may be
unclear.
The artifact
displays two
types of
symmetry but
they may be
unclear.
The artifact
displays one
type of
symmetry.
Dye Selection
The artifact has
a clear color
theme and
appropriate
dyes were
selected to
achieve the
theme.
The artifact has
a somewhat
clear color
theme and
appropriate
dyes were
selected to
achieve the
theme.
The artifact has
a somewhat
clear color
theme, but
better dyes
could have been
chosen.
The artifact has
a somewhat
clear color
theme and
appropriate
dyes were
selected to
achieve the
theme.
Use of
Chromatography
Appropriate
solvents were
used to execute
all areas on the
design.
Appropriate
solvents were
used to execute
some areas on
the design.
Appropriate
solvents were
used to execute
some areas on
the design.
Appropriate
solvents were
used to execute
few areas on the
design.
Peace Issue
Statement
Graphics are all
in focus and the
content easily
viewed and
identified from 6
ft. away.
Most graphics
are in focus and
the content
easily viewed
and identified
from 6 ft. away.
Most graphics
Many graphics
are in focus and are not clear or
the content is
are too small.
easily viewed
and identified
from 4 ft. away.
Three of the
following are
correctly
labeled: polar
and nonpolar
molecules,
reflectional and
rotational
symmetry.
Two of the
following are
correctly
labeled: polar
and nonpolar
molecules,
reflectional and
rotational
symmetry.
Chemistry/Symmetry All four of the
Key
following are
correctly
labeled: polar
and nonpolar
molecules,
reflectional and
rotational
symmetry.
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One of the
following are
correctly
labeled: polar
and nonpolar
molecules,
reflectional and
rotational
symmetry.
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Appendix G: Student Presentation Checklist
Name_______________________________________________
Following completion of your T-shirt or artifact, you will be giving a brief presentation of
your design. You may choose to create a poster, PowerPoint or any other approved
method of presentation. (TOTAL: 60 pts.)
Your presentation must include information about the following:
_____Peace Statement Description (10 pts)
Provide background details of a civil rights issue that led to the
development of your peace statement.
_____Types of Symmetry (15 pts.)
Identify each area of reflectional symmetry, rotational symmetry,
asymmetry and both reflectional and rotational symmetry used in
your design.
Explain what happened to the symmetry of your design before and
after chromatography was performed.
_____Description of Dyes (15 pts.)
Identify which dyes were chosen and what physical and chemical
properties they have that made them the best choice for your
design.
For each dye chosen, explain the process used to create it.
Identify whether the dyes are mixtures or not and explain the
process used to determine this.
Describe the general chemical structure of the dyes based upon
their intermolecular behavior with the solvents.
_____Description of Solvent(s) (15 pts.)
Identify which solvents were chosen and what physical and
chemical properties they have that made them the best choice for
your design.
Describe in detail the chemical structures of the solvents. Include
either line structures or Lewis Dot structures to illustrate this.
Describe what would happen if the wrong solvent were used.
(Attach any trials with filter paper or cotton).
_____Description of Engineering Process (5 pts.)
Describe the engineering process used during the creation of their
T-shirt and how it enhanced the final product.
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Appendix H: Additional Resources on Natural Dyes
LINKS
Chemical background of textiles and dyes
http://www.colour-experience.org/teknicolour/teknol_textile_dyeing/teknol_textile_dyeing_1.htm
Historical timeline for dyes from 2600 BC to present
http://www.straw.com/sig/dyehist.html
Dye molecules mini lesson
http://www.pburch.net/dyeing/chemistry_reactivedyes_lesson.shtml
Little quiz on dyes with some calculations and questions for introductory discussion
http://www2.gsu.edu/~mstnrhx/edsc84/dyesinlife.htm
Best site for chemistry of dye process shows structures and bonding for dyes and fabrics
http://www2.uwsuper.edu/jlane/320/dyeing.pdf
List of dyes and origin with links for specific dyes
http://www.chemistrydaily.com/chemistry/Dye
Chemistry and art site
http://www.sewanee.edu/chem/chem&art/
Dyes chemistry lab for high school students
http://scioto.dublin.k12.oh.us/academics/science/bolles/CHEM_ONE/16_DYES/Dye_binding_la
b.pdf
Link to radial chromatography lab with Sharpie pens to make t-shirts
http://www.stevespanglerscience.com/experiment/00000032
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