|Address||P.O. Box 219 Batavia, IL 60510|
This item can only be shipped to schools, museums and science centers
Materials Included in Kit:
Boric acid, 70 g
Calcium acetate, 25 g
Calcium chloride solution, 0.1 M, 500 mL
Copper(II) chloride solution, 0.05 M, 500 mL
Ethyl alcohol, 95%, 500 mL
Fluorescein solution, 1%, 30 mL
Iron(III) chloride solution, 0.1 M, 250 mL
Potassium thiocyanate solution, 0.1 M, 100 mL
Sodium alginate, 4 g
Blotting paper, 12" x 9", 10
Bottle & trigger sprayer, 8 oz
Cotton swab, 10
Pipet, Beral-type, extra large bulb, 7
MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.