2.1: Instructor Guidelines
- Page ID
- 117984
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Purpose
The purpose of this lab is to review the general chemistry concepts students will need for the majors biology series. Students will practice using pipettes, micropipettes, graduated cylinders, and volumetric flasks for measuring volumes. Students will also practice using a laboratory scale to measure mass, calculate and prepare solutions of differing concentrations, and compare and contrast accurate versus precise measurements. Students will also be introduced to the hand refractometer in order to determine the relationship between specific gravity and the concentration of a saline solution.
Tasks
Students will need to turn in their signed biosafety sheets (if applicable) before beginning the lab.
For each lab, we separate our class into 6 groups of students (2 groups per bench). There should be no more than 5 students in each group, so all students will be able to participate. All of the items on our lab pull sheets should account for 6 groups per section. If you have fewer or more groups, please let our lab techs know so they can modify the lists and materials accordingly.
Instructors should begin the lab by providing a brief introduction to the next lab and any homework associated with or due during the next lab. In our context, the next lab will cover pH and buffers, so students will need to be able to calculate pH, pOH, [H+], and [OH-] prior to beginning that lab. Remind students to bring a scientific calculator for the next lab on pH and buffers (we’ll also have a few extras available to them in lab – ask the Lab Tech for them, if needed).
Then, introduce students to today’s lab on measurement. Review each section of the Lab 2: Measurement and Equipment for students, reviewing the materials around the room and how to use them properly. They may need a more detailed intro to micropipettes, the hand refractometer, and a review of vocabulary terms: precision vs. accuracy, but the rest of the lab should be a review of their pre-requisite chemistry course, so instructors can cover these materials briefly and walk around the room and help students as needed once they begin the lab.
Please have students rinse and replace all glassware for the next lab section to use. For the final lab section (afternoon or night lab / the last lab of the day), please have students rinse and place used materials on a cart for the lab tech so that they can set up for the next course the following morning.
For this lab only, we may have students pour the red solution (water + food coloring) back into the beakers for the next class to use. This is done to help out our lab techs prepare fewer materials. Students should note that this is a rare exception and that we generally do not pour any reagents back into the original container.