Bell Ringer
Class # 3: Safety Scramble
1. HW #2: Syllabus , Lab Safety Contract, and
Textbook Page
• 3 points each and 1 point for on-time = 10
points
• IF signed Parent/ Guardian, THEN put a STAR
on Name Card on Lab Journal cover
•
IF missing signatures, THEN unfortunately, you will only
be able to observe the acid and fire tasks. Bring Lab
Journal with signatures in tomorrow! 
2. Class # 2: Procedure Hunt – Use KEY to check your
answers. Raise hands for a treat when team is done.
Bell Ringer Music Video! 
http://www.youtube.com/watch?v=xJG0ir9nDtc
There are 4 stations: 20 minutes each
•
•
•
•
Station 1:
Station 2:
Station 3:
Station 4:
Pathogens (microbes that can cause disease)
Lab Safety Procedures
Handling Acids
Using Fire
Table Team Members Count Off! Partner # 1, 2, 3, 4
• Rotate as Reading Out Loud card readers.
• Station 4: 2 Different Flame Tests
Team Leaders – 10% EC
• All tasks completed
• Everyone gets to participate
Lab Team Leaders – Leadership Skills
• 10 % Extra Credit for Class
22/20
• Responsible for helping your team SUCCEED! 
–
–
–
–
–
–
Assigning tasks and roles
Reading directions to everyone
Making sure that EVERYONE participates
Encouraging, helping, refocusing, watching time
Raising hand for Teacher Help
Ensuring EVERYONE has completed lab with quality
results
• Rotating Opportunity  Students with mastery
class %
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.
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 
H2O
NEVER add water to acid. Could cause an
explosion, splashing or toxic fumes.
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.
Station 2: Lab Safety Procedures – Cartoon Analysis
Station # 2: Lab Safety Procedures – Answer Key
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. 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
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.
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
Common Colds and Flu
Salmonella
Excerpt #1:
Questions
Flu vs. Colds: A Guide to Symptoms:
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.
Task 1: Safe Acid Handling Procedure.
Acids can cause burns!
Task 3: The pH of
Common Acids and Bases
You need goggles and gloves!
Never breathe in fumes.
Call for teacher if there are
any spills or accidents of any
kind.
Task 2: Practice Safe Acid Technique
Task 4: Acid Reactivity Test
with H2O (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  H2O
NEVER add water to acid. Could cause an
explosion, splashing or toxic fumes.
Task 3: Acids and Bases
Scientists use something called the pH scale to measure how
acidic or basic a liquid is. pH 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 pH. Most of the
liquids you find every day have a pH 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 pH for HCl ranges between
0.5 and 2 depending on the concentration.
Seashells are primarily composed of calcium carbonate (CaCO3). 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 + CaCO3 + --> H2O + CO2 + CaCl2
Task 4: Use an acid in a chemical reaction.
Task 2: Practice with H2O.
Materials:
Materials:
goggles & gloves
H2O in bottle with eye dropper.
broken seashells
test well strip
goggles & gloves
Hydrochloric acid (HCl) in bottle with eye dropper.
broken seashells
test well strip
paper towel
Procedure:
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 H2O 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.
1.
2.
3.
4.
5.
Place the test well strip on a paper towel.
Place 1 piece of seashell in wells # 1-6
1st Partner: Drop 2 drops (2 ml) of HCl into wells #1-3. Replace stopper.
2nd 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
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
Safety Matches
Using the Bunsen Burners
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.
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
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.
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.
Student Materials
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____________  H2O
6. NEVER add w__________________ to acid. Could
cause an e_______________, splashing or
t___________ f________________________.
Task 2: Use Safe Acid Procedure.
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. pH 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_______________ pH.
5. Most of the liquids you find every day have a
pH near 7.
• Acids are found between ___________.
• Bases are from __________________.
Task 3: Use Safe Acid Procedure.
Data Table 2: HCl Reactivity Results
Test Well #
1
Data Table 1: H2O Practice Results
2
Test Well #
3
Observations
1
4
2
5
3
6
4
5
6
Observations
Reflection Question: Looking at the chemical reaction equation for
HCl and the calcium carbonate in the shells, what gas was in the
bubbles? ___________________________