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Iron Corrosion—Guided-Inquiry Kit

By: The Flinn Staff

Item #: AP7186

Price: $57.75

In the Iron Corrosion Oxidation and Reduction Guided-Inquiry Kit, students brainstorm what may affect corrosion. Students observe a standard test method for iron corrosion and examine the evidence for the electrochemical model of corrosion.

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Product Details

Rust is expensive! The cost of iron corrosion for equipment maintenance, repair and replacement tops $300 billion per year in the United States alone. What kinds of conditions or treatments will reduce or prevent the corrosion of iron? In this guided-inquiry lab, students observe a standard test method for iron corrosion and examine the evidence for the electrochemical model of corrosion. When iron nails are placed in agar containing indicators, different colors develop at the sites of oxidation and reduction, respectively. Students brainstorm what kinds of chemical treatments, surface coatings and combinations of metals may inhibit or prevent corrosion. They then design a “fair test” experiment, using the standard method, to determine the validity of their hypothesis. By reviewing results with those of other groups, students are able to compare the effectiveness, advantages, and disadvantages of various methods of corrosion protection. Includes Teacher Notes with complete sample data, comprehensive background information, reproducible student handouts and all chemicals and consumable supplies needed to perform a variety of guided-inquiry lab tests.

Complete for 30 students working in groups of three.


Materials Included in Kit: 
Agar, 20 g
Aluminum wire, 6", 2
Ammonium chloride solution, 0.5 M, 200 mL
Copper wire, 6", 2
Hydrochloric acid solution, 0.1 M, 200 mL
Iron nails, 3" long, 40
Lead metal strip, 6", 2
Magnesium metal ribbon, 12"
Phenolphthalein solution, 1% in alcohol, 50 mL
Potassium ferricyanide solution, 0.1 M, 50 mL
Sodium bicarbonate solution, 0.5 M, 200 mL
Sodium chloride solution, 0.5 M, 200 mL
Sodium oxalate, reagent, 20 g
Tin strip, 6", 2
Zinc foil strip, 5", 2
Culture (petri) dish, 90 x 15 mm, 20
Dishes, weighing, 1.5 g, 3½" x 3½" x 1", 10
Sandpaper sheet, 9" x 11"

Correlation to Next Generation Science Standards (NGSS)

Science & Engineering Practices

Asking questions and defining problems
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Constructing explanations and designing solutions
Obtaining, evaluation, and communicating information
Engaging in argument from evidence

Disciplinary Core Ideas

MS-PS1.B: Chemical Reactions
HS-PS1.B: Chemical Reactions
HS-ETS1.A: Defining and Delimiting Engineering Problems

Crosscutting Concepts

Cause and effect
Systems and system models
Energy and matter
Structure and function
Stability and change

Performance Expectations

MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
HS-PS2-2: Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
HS-PS3-1: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.