MICROSCOPE

MICROSCOPE MODULES 

Watch Microscope Modules & complete the hand-out

 1 PARTS OF A MICROSCOPE I

2  USING A MICROSCOPE

3  PARTS OF A MICROSCOPE II

4  PARTS OF A MICROSCOPE III

5 PARTS OF A MICROSCOPE IV

6  PARTS OF A MICROSCOPE V

7  MICROSCOPE SLIDES

8  PARTS OF A MICROSCOPE VI

9

FIRE SAFETY

LAB EQUIPMENT TERMS & USES

 P A S S 
Pull the Pin at the top of the extinguisher. The pin releases a locking mechanism and will allow you to discharge the extinguisher.  

Aim at the base of the fire, not the flames. This is important - in order to put out the fire, you must extinguish the fuel. 

Squeeze the lever slowly. This will release the extinguishing agent in the extinguisher. If the handle is released, the discharge will stop.

Sweep from side to side. Using a sweeping motion, move the fire extinguisher back and forth until the fire is completely out. Operate the extinguisher from a safe distance, several feet away, and then move towards the fire once it starts to diminish. Be sure to read the instructions on your fire extinguisher - different fire extinguishers recommend operating them from different distances. 

Remember: Aim at the base of the fire, not at the flames!!!! 

 How To Use a Fire Extinguisher 

PASS = Pull, Aim, Squeeze & Sweep with a Fire Extinguisher

It's easy to remember how to use a fire extinguisher if you can remember the acronym PASS, which stands for Pull, Aim,Squeeze, and Sweep. 

	Pull the pin. This will allow you to discharge the extinguisher.
	Aim at the base of the fire. If you aim at the flames (which is frequently the temptation), the extinguishing agent will fly right through and do no good. You want to hit the fuel.
	Squeeze the top handle or lever.  This depresses a button that releases the pressurized extinguishing agent in the extinguisher.
	Sweep from side to side  until the fire is completely out. Start using the extinguisher from a safe distance away, then move forward. Once the fire is out, keep an eye on the area in case it re-ignites.

LAB SAFETY VIDEO

LAB SAFETY VIDEO

LAB SAFETY SITUATIONS & CARE RESPONSE

SITUATION	SAFE RESPONSE
Burns	Flush with cold water
Cuts & Bruises	Treat as directed by instructions included with first aid kit
Fainting or collapse	Provide person with fresh air, have him recline in a position so that his head is lower than their body; if necessary, provide CPR
Fire	Turn off all flames and gas jets, wrap person in fire blanket; use fire extinguisher to put out fire. DO NOT use water to put out fire.
Foreign Matter in Eyes	Flush about 15 min with plenty of water, then go to the doctor
Poisoning	Note the suspected poisoning agent, contact the teacher for antidote; call poison control center if more help is needed
Severe bleeding	Apply pressure or a compress directly to the wound and get medical attention immediately
1. Spills, general 2. Acid burns 3. Base burns	1. Wash area with plenty of water, use safety shower if needed 2. Use sodium hydrogen carbonate (baking soda) 3. Use boric acid or vinegar

LAB SAFETY VIOLATIONS - STORY

LABORATORY SAFETY RULES   

  

• Read the following story; 
• on notebook paper list all lab safety violations, number each one.  
• highlight on this handout the broken safety violations.
• DUE:  9/10/2013, TUESDAY

The bell rang, students sat in their seats, and they began to write down their homework.  Ryan eagerly asked Mrs. Remis, “What are we doing today?”  Mrs. Remis impatiently said, “As always Ryan grab your chair, check on the white board and let me get us all started.”  Ryan responded, “Oh yeah, there it is, we have a Chemistry lab.”  Mrs. Remis gave the class a brief overview of what they would be doing during the lab and she stressed to the class, “Please be sure to follow appropriate lab safety procedures.”   

Ryan and John sprinted to a lab station, yelling, “We got this station!” Once at the station, Ryan asked John if he read the lab last night for homework to which John replied, “Nope, did you?”  Ryan responded to John’s question by saying, “Are you serious, I never read anything for this class.” They both looked at each other and decided to just start the lab. “Ryan, you go get the chemicals and I’ll light up the Bunsen burner,” said John. Even though all of their classmates went to the safety goggle cabinet prior to starting the lab, Ryan and John decided not to go.  John said in a smug way, “Forget the goggles; we are too cool to wear those things.”  Ryan walked up to the front lab bench where the chemicals were, removed the lids, picked up the flasks, and started to smell the different chemicals. “I am just going to bring back the ones that smell the best,” said Ryan. Little did Ryan know that one of the chemicals was sulfuric acid, and after taking a deep breath, he thought that his nose hairs were on fire.   “Hey Ryan, you didn’t even put the lid back on,” yelled Mrs. Remis.  Ryan ignored Mrs. Remis and somehow he made it back to his lab station without passing out. Upon making his way back to the lab station, Ryan saw John trying to light the Bunsen burner. “John, John, your hair!” Ryan yelled in an excited voice.

“That was a close one,” said John. “My mother has been telling me to get a haircut. I guess I really need one now that I just lost a big chunk of my hair.” The two partners then proceeded with the lab. Ryan reached across the flame in order to get a beaker filled with acetic acid while John grabbed a test tube to put the chemical in.  “Oops!” said Ryan, “I just spilled some of the chemicals on the tabletop. I’ll just wipe it up with my shirt sleeve.”  “Should you tell Mrs. Remis?” John asked.  “No, it isn’t a big deal, I already wiped it up,” Ryan nonchalantly said. A few seconds later, Ryan said, “Man, my arm is warm.”  In an excited voice, John said, “Oh my Gosh, look at your shirt, there is a hole in it. That chemical you wiped up must have eaten through your shirt. How is your arm?”  Ryan said, “It hurts a little, but I will be fine.”  “Should we tell Mrs. Remis?” asked John.  “No, I’ll be fine,” Ryan said confidently. The lab partners then poured some chemicals into a test tube to begin heating. “Ryan, do you see that crack in the test tube?” questioned John.  “Who cares,” Ryan whispered. “As long as the test tube is not leaking, it must be fine.” The boys proceeded to heat the test tube. Ryan asked, “Is anything happening?”  “I don’t know, point the test tube in this direction so that I can look into the opening,” John replied.  “Maybe we should just add some of the other chemicals if nothing is happening yet,” said Ryan.  “Should we ask Mrs. Remis?” wondered John. “No, she is annoying,” Ryan smugly said. Ryan then continued, “She will first ask us if we read all of the procedures and then he will say, ‘I put a lot of time and effort into writing these labs for you guys and the least you could do is read them. If you have read it and then have additional questions, I would be more than happy to help you, but you have to do your part first.’  I certainly don’t want to hear all of that, do you?”  “Definitely not, I hate when teachers go ranting,” said John.  The lab partners proceeded to add some random chemicals to the test tube.  Shortly thereafter, the contents of the test tube began to bubble over. “Wow that was amazing!” Ryan yelled.  “Yeah, that was pretty cool, but it is everywhere,” John said in a concerned voice. “Good thing we have all of these papers laying around our lab station because most of the chemicals have just spilled onto them. We can just throw all of the papers into the garbage,” Ryan said confidently.  “Hey, it got onto my planner,” John said in an annoyed voice.  “Who cares, just go to guidance and buy another one for four dollars and fifty cents. Oh, I’m sorry, I mean you can get one for four dollars and Fitty Cent. Get it, Get it!” Ryan said in a joking manner.  The students began to clean up the spilled chemicals when John said, “This stuff smells really good, kind of like lemonade.”  “Well, if it smells like lemonade, it must be lemonade, just taste it,” Ryan said in a convincing manner.  John proceeded to taste the chemical mixture by sipping what was left in the test tube.  “Oh man, the bell is going to ring soon,” Ryan said in a rushed voice.  “Just leave it, I really want to go to lunch because it is Taco Day,” John said.  “Are you sure?” Ryan questioned.  “Yeah let’s just get out of here; the next class is going to be doing the lab again anyway, so they can clean it up,” John said.  Without washing their hands, Ryan and John left the classroom and headed to lunch. 

LAB EQUIPMENT - VOCABULARY REVIEW GAMES

MATCHING
http://dynamo.dictionary.com/games/447216/lab-equipment/match

CROSSWORD PUZZLE
http://dynamo.dictionary.com/games/447216/lab-equipment/crossword

FLASH CARDS

LAB SAFETY GRAPHIC WITH QUESTIONS

Complete this hand-out.  Due:  9/10

PRACTICING SCIENCE SAFETY

            Below are examples of people who are not being safe in the science lab. After each description, identify the one best science safety rule that is being broken by writing the number of the rule from the “Science Safety in Mrs. Remis’ Lab” handout.

1. During a lab activity, Fred spilled some water on the floor. When the next class came in, someone slipped on the floor.

RULE # _______

2. When Jenny was trying to read a liquid measurement on a graduated cylinder, she had difficulty seeing because her goggles kept fogging up. To help her see better, she put her goggles up onto her forehead until she was able to read and record the measurement.

RULE # _______

3. Chris just came from lunch and couldn’t find the time to stop at his locker to put away his water bottle. When he came in the science lab, he safely stored the water bottle under the lab table where no one would trip over it.

RULE # _______

4. While Mrs. Ness was giving a few directions before a lab activity, Lizzy got bored and started to poke holes in a foam lab tray with a copper wire from the tray.

RULE # _______

5. During a lab activity, Mike left a binder on the floor and Mrs. Ness tripped on in while she was making her way across the room to help another group.

RULE # _______

6. Rebecca got up during a lab to borrow a pencil from her friend. On her way back to her seat, she bumped into someone who was holding a glass beaker.

 RULE # ________

7. Bob was convinced that one of the liquids he was using during a lab activity was maple syrup, so he smelled it just to be sure.

RULE # ________

8. Sue didn’t have time the night before to read over the lab directions, so she had her lab partner read the steps off as they were working on the lab.

RULE # _______

9. At the end of a lab, a group quickly put away their materials, however, the table had paper clippings and water drops on it when they left.

RULE # _______

10. During a lab activity, David put a glass beaker down on the lab table. Because he didn’t put it close enough to the middle of the table, his partner, Greg, knocked on the floor with his elbow and it broke.

RULE # _______

LAB EQUIPMENT & SAFETY - REVIEW

Professor Absent-Mind recently moved his chemistry lab. He has a tendency to be somewhat relaxed in his organizational skills; in other words, he has NONE! He does, however, have chemistry students that have graciously volunteered to help him organize the lab. The only issue is that the Professor has been called to go on a research study in the Amazon Forest, and has left you in charge of identifying and organizing all of the laboratory equipment. You have been given a list & 24 pictures of lab equipment that the professor has in his collection.  Follow the instructions for each activity carefully!

Before you begin your task, I need to express the importance of LAB SAFETY!!!  Please take this information seriously to protect yourself and your lab partners!!!

Equipment Names Scavenger Hunt

LAB EQUIPMENT REVIEW  (Click)

INTRODUCTION:

In this activity, you can work alone or with a partner to find the names of each piece of lab equipment pictured below. 

• To help you, a list of Common Lab Equipment are listed below. Each item pictured is on the list, but some equipment listed does not have a corresponding picture.  
• Number a piece of notebook paper #1 - 24.  
• Write the name of each picture next to the corresponding number. 
• Turn in Lab Equipment paper when completed (Due:  September 9)

• 2 graphics below may help you with naming the #1 - 24 Common Lab Equipment Pictures.  Check the resource sites listed below for any extra assistance you need.

VOCABULARY TERMS & DEFINITIONS:

• use 3 x 5 cards to make your Vocab Terms & Definitions - DUE:  9/10
• On the Definition side of Card - 
• add the defintion of each Vocab Term in pink from the list below 
• also add at least one use of the tool/instrument.
• the Resource Sites will give you extra information to complete the Vocab Cards

1. Name of equipment (side 1)
2. Explain this equipment’s use in the lab (side 2)
3. What safety precaution must be taken with this piece of equipment? (side 2)

Equipment Names Scavenger Hunt

LAB EQUIPMENT REVIEW

Common Lab Equipment Pictures
1	2	3	4
5	6	7	8
9	10	11	12
13	14	15	16
17	18	19	20
21	22	23	24

Common Lab Equipment Names beaker beaker tongs bunsen burner buret buret/iron-ring stand c-clamp clay triangle conical flask cork crucible & lid cover crucible tongs dilution plate Erlenmeyer flask evaporating dish filter paper flat-bottomed flask (Florence) forceps/tweezers funnel glass stirring rod graduate cylinder hand lens hot plate litmus paper medicine dropper microscope microscope slide microscope cover slip micro plate mortar & pestle pH paper petri dish & cover pipette & bulb reagent bottle round bottomed flask rubber stopper safety glasses/goggles spatula spot plate spring scale balance striker test tube test tube brush test tube holder test tube rack thermometer tongs triple beam balance tripod tubing clamp utility clamp volumetric flask watch glass wash bottle weigh paper weight scale wire gauze

Resource Sites - Lab Equipment (review)

• LAB EQUIPMENT INFORMATION 2

• LAB EQUIPMENT INFORMATION 3

• LAB EQUIPMENT INFORMATION 4

FIRE SAFETY

FINAL STEP:
When you feel confident in your ability to name & understand uses of commonly used Lab Equipment & Safety Symbols, 

• take each of the quizzes. 
• The quizzes may be taken as many times as needed to achieve a proficiency level of 90%.  
• Turn in Quiz Sheet (notebook paper) completed with quizzes scores!  
• Due:  September 9

Click on Each Title to take QUIZZES.

  #1 - Lab Equipment Names Test

 #2 -  LAB EQUIPMENT USES

#3 -   LAB SAFETY SYMBOLS

#4 -    LAB SAFETY SYMBOLS -2

#5 -   LAB SAFETY EQUIPMENT

#6 -   LAB SAFETY EQUIPMENT - 2

LAB EQUIPMENT

REVIEW OF LAB EQUIPMENT

Interactive Lab Equipment 

Common Laboratory Apparatus

	1.Test Tube 2.Test Tube Rack		Test Tube Holder
	Reagent Bottle		Beaker
	Bunsen Burner		Stand and Clamp
	Crucible		Measuring Cylinder
	Dropper		Electronic Balance
	Evaporating Dish		Filter Funnel
	Flat Bottomed Flask		Safety Glasses
	Mortar and Pestle (used for grinding paste or powder)		Round Bottomed Flask
	Spatula		Tripod
	Plastic Wash Bottle		Wire Gauze
	Triple Beam Balance