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The Redox Chemistry of Iron—Blended Learning Solution for Chemistry, 1-Year Access

By: The Flinn Staff

Do you ever wish you had more time to spend on labs, that your students could be more independent in their progress through experimental procedures and that labs better connected to the things students experience in their lives? Flinn’s blended learning solution kits for chemistry address these questions by thoughtfully combining hands-on chemistry with digital enhancements.

In this lab, students discover why iron(III) is the more stable of the two oxidation states of iron and gain practice in determining oxidation numbers. Then, they use that information to test for the presence of iron(II) or iron(III) in an unknown iron solution.

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Easily distinguish solutions of iron(II) from iron(III) ions by performing redox reactions between iron’s two oxidation states. Discover why iron(III) is the more stable of the two states. Simply add various complex ions to solutions of iron(II) or iron(III) and observe the formation of the Prussian blue precipitate or a deep blood-red complex, the confirming test for iron(III)! Students will gain practice in determining oxidation numbers and use that information to test for the presence of iron(II) or iron(III) in an unknown iron solution.

Complete for 30 students working in pairs.

Individual Flinn blended Learning Solution Kits include experiment supplies and 1 year of digital content access to one lab for 30 users. Digital features include: 

  • Anytime, anywhere digital access to prelab, technique and summary videos that help students focus on understanding core chemical concepts and progress through experiments independently.
  • Digital procedures optimized to work, with embedded assessments and real sample data and enough materials for 24–30 students working in small groups to complete each experiment
  • Unique takes on core chemistry concepts and clear connections to the things students experience in their everyday lives.
  • Virtual reality simulations that place students “inside the beaker” to connect the atomic and macroscopic scales and browser-based simulations that allow students to generate digital emission spectra and pH indicator tables. 
  • Built-in safety training—videos and assessments on pre-lab safety, proper PPE, safety equipment, procedure safety, chemical disposal, hazard recognition and emergency response.

Correlation to Next Generation Science Standards (NGSS)

Science & Engineering Practices

Analyzing and interpreting data
Developing and using models

Disciplinary Core Ideas

HS-PS1.A: Structure and Properties of Matter
HS-PS1.B: Chemical Reactions

Crosscutting Concepts

Systems and system models
Structure and function

Performance Expectations

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-PS1-4. Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.
HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
HS-PS1-6. Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.