2014 environmental engineeringlabmanual

ENVIRONMENTALENGINEERING LABORATORY MANUAL – Don Marek – Lab Manager-TAMUK

[2014]

[This document is written to provide some information to students about the lab equipment and other materials that are used in laboratory environment. It is not a manual with lab experiments but a guide of tools, equipment, and materials.]

[Updated October 2014]

EVEN 3321 LABORATORY MANUAL

Table of ContentsGuidelines for Laboratory Reports-EVEN3321..............................................................................2

Lab Report Grading Guidelines...................................................................................................6Lab Safety........................................................................................................................................7Safety in the Laboratory with Chemical and Physical Hazards......................................................8Grades and Purity of Chemicals....................................................................................................10Lab Equipment in the Environmental Laboratory.........................................................................11Care of pH Probes and Meters.......................................................................................................29Filtering Material...........................................................................................................................30Using a Balance.............................................................................................................................31What type of tape do I use?...........................................................................................................32De-Ionized (DI) Water...................................................................................................................35pH and DI Water............................................................................................................................36Tools in the Laboratory.................................................................................................................37Ordering Supplies and General Purchasing...................................................................................39

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Guidelines for Laboratory Reports-EVEN3321

One of the main goals of lab reports is to gain experience and a deeper understanding of technical writing. Reports are the primary means by which an investigator/scientist communicates the findings of an experimental or theoretical study to other persons interested in the work.

THE BASICS

A lab report usually has five parts: Introduction, Procedure, Results, Discussion & Conclusions, and Acknowledgments.

1. Introduction

In an engineering lab report, the introduction is a section that states both the purpose and the scientific background of the experiment. When describing the purpose, be sure to talk about the real-world context of the experiment. Answer the question: Why was this experiment created? In discussing scientific background, describe the theory and/or mathematics of the experiment to the best of your abilities.

2. Procedure

In paragraph form, describe the method used to obtain your results. Note that this section should not be a set of instructions, but a more general description of the experimental procedure. To strike a balance between reiterating the lab manual versus over generalizing, write this section so that it’s possible for a peer to replicate the experiment, using a bit of creativity to fill in the blanks.1 Lab reports, and most especially the procedure section, are usually written in the passive voice and not the active.

Example:Active Voice: We poured the acid into the test tube.Passive Voice: The acid was poured into the test tube.

3. Results

This is the most important part of the lab report. Results do not mean raw data! Show manipulated data, charts, and graphs that you used to derive your experimental results/conclusions, and explain in words what those data and figures mean. Compare your results to expected values. If your results do not meet expectations, you must provide plausible reasons for the discrepancies.

1 “Writing a Lab Report: Notes to Student Experimenters.” Adapted by D. Mowshowitz from an article in Biochemical Ed. by D. Blackman, 7: 82 (1979) <http://www.columbia.edu/cu/biology/ faculty/mowshowitz/howto_guide/lab_report.html>

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4. Discussion & Conclusions

In this section, summarize your findings and address the ramifications of your results. Relate your findings to the big picture. Since this is an engineering lab, discuss the question: What real-life problem does this technology solve? Also use this section to delve into related topics that might interest the reader. What other variables would be interesting to test? What if certain aspects of the experiment were tweaked? What are some other applications of this technology?

5. References

If applicable, use this section to identify materials referenced to make your point or locations or web sites used to obtain any data for analysis or comparisons.

These are the five sections of the lab report. Note that these sections are generally used but are not absolute. It might make more sense to combine Procedure and Results, or Results and Discussion. Furthermore, if a laboratory has two parts, you will have to decide whether it is better to combine the parts into one report, to divide the report into Part A and a part B, or to write two separate reports.

STYLE2

1. Figures and Tables Figures and tables are to be referenced in the text BEFORE they appear in the document. Reference them by the figure (or table) number. Try not to use such phrases as “In the table below...”. Instead say “In Table 1, it can be seen that...”. It is desirable to have the reference to the figure and the figure itself on the same page. If that can’t be done, the artwork should be on the next page.

The text on figures must be legible! Do not shrink an original so much that one can’t read the text. Print in Landscape mode if the artwork does not fit in Portrait mode. Titling a figure as “Fig. 1” is insufficient. It must have a descriptive title such as: “Fig. 1 pH for Values for…”. The title for a chart/table is typed ABOVE the table. The title for a figure is typed BELOW the figure.

After referencing a table in the text, it is better to print the entire table on the following page rather than printing half on the reference page and half on the following. If a table is very long and must flow onto a second page, then repeat the table headings on the second page.

2. Use of the Word “Etc.” Using the word “etc.” implies some knowledge by the reader and should be avoided. In technical writing, the writer tries to convey information and the

2 Many of the following comments on style are adapted from Senior Design Report guidelines, http://www.ese.upenn.edu/ee442/Reports.pdf written by Phil Farnum

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http://www.ese.upenn.edu/ee442/Reports.pdf


less the reader has to fill in, the smaller the chance of his misunderstanding something. If “etc.” is used, it should be preceded by at least three items in the series and the remaining items (though not mentioned) should be obvious.

For example, how would you feel if you went into a clothing store and the salesman said, “We have lots of colored shirts: Red, etc.”? You wouldn’t have the faintest idea if he carried blue or green shirts. If, however, he had said, “Our shirts come in every color of the rainbow: Red, orange, yellow, etc.” then you might have more confidence in finding that blue or green shirt.

3. Use of the Words “I” and “We” With few exceptions, one does not use personal pronouns in technical writing, particularly in a proposal. It’s O.K. if one is speaking for the corporation such as the General Manager does in his cover letter to the proposal or if one wishes to avoid needless repetition of terms such as corporate names, customer titles, or job titles. One could argue that “we” is permissible when speaking about an entire lab group, but the passive voice is more useful in avoiding this situation.

4. Use of the Words “He”, “She”, and “He/She” With very few exceptions pronouns denoting gender are not used in technical writing, particularly the politically correct “He/She”. That form may be OK for a legal document but not for a technical one. Instead of saying “The operator adjusted his/her chair so that he/she could see the monitor more easily” say “The operator adjusted the chair so that the monitor could be seen more easily,” or try to reword everything in the passive voice.

5. Spelling There is no excuse for misspelled words when spell-checkers are readily available.

6. Acronyms Unless an acronym is well know (“USA”) and commonly used in everyday speech, it should be introduced before being used in text. This introduction is done by spelling the full name of the acronym and then immediately enclosing the acronym in parenthesis [“Gel permeation chromatography (GPC) was used to determine…”].

7. Numbers/Percents Write out all numbers less than 10. Write out the word “percent” unless it is being used in a table.

8. Leading Zero Missing on Decimal Numbers Less Than One It is too easy to miss a decimal point in text if your eye is not looking for it. There is little distinction between a decimal point and a stray spec or decimal point. The best way to avoid this problem is to place a “zero” in front of the decimal point for all decimal numbers with a magnitude less than one.

9. Humor Avoid humor in technical writing, as it is often misinterpreted and appears unprofessional.

10. Superfluous Wording Delete “fluff” statements such as “I’m happy and excited about this experiment as it will be the culmination of my wonderful Management and Technology Summer Institute experience at TAMUK, bringing together all the knowledge I’ve gained in the past three weeks.”

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As with all technical writing, your lab reports must be clear and concise. Convince your reader that you are a competent experimenter and that your results are legitimate. Also, try to keep your reader interested.

For this course, assume that your reader has basic knowledge of physics, chemistry, and mathematics. However, do not assume that your reader is familiar with the laboratory equipment and techniques in the area of the experiment.

MISCELLANEOUS

Formatting

Reports should be sized appropriate to the experiment depending upon number of the appropriate tables, illustrations, and graphs placed in the report or are additional and do not count towards the page limit. Number your pages!

Use 12 point Times New Roman font for the body of the report. Appropriate margins are 1.25 inches left and right and 1 inch top and bottom.

Labels

Make sure your report has a title. Identify the sections of the report. Use numbered labels for figures (i.e. graphs and illustrations) and tables so you can refer

to them more easily within the text.- It’s best to place figures and tables where they are referenced in the text, although

placing these in an appendix is permissible if appropriate. - Numbered labels should be placed underneath figures but above tables. - Figures have Arabic numerals and tables have Roman numerals.- A caption should appear underneath figures and tables.

Tenses

Use past tense to describe your experiment (“the beaker was placed…”) and present tense for permanent truths (“the speed of light is approximately…”).

Generally use the passive voice (especially for the procedure section). However, it’s fine to use an active voice when discussing results and when the passive voice becomes too awkward/wordy.

References

Cite your sources! Number your citations using superscripts, brackets, or parentheses.

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A reference must provide enough details so that the reader can find it if he or she wants to check sources or find additional information. One recommended format for doing is the Chicago Manual of Style.

See: http://www.chicagomanualofstyle.org/tools_citationguide.html

Lab Report Grading Guidelines

Section Possible Points Score GuidelinesIntroduction 10 pts Gives enough background information,

assuming the reader already has a general knowledge of introductory mathematics/science.

Procedure 10 pts Good overview, primarily in the passive voice, of the experimental procedure. Enough information is given to enable the reader to replicate the process, without giving too much superfluous detail.

Results 30 pts Manipulated data, charts, graphs, and other figures presented with minimal, if any, raw data. If raw data is essential to the report, it ideally should be placed in the appendix. Accuracy may also be taken into consideration, depending on the lab.

Discussion/Conclusion 30 pts Findings are summarized and the implications of these results are explained. How does this affect real-world scientific fields? What other experiments could be performed/what additional variables need to be tested? Were the questions assigned covered adequately?

Miscellaneous 20 pts Proper format, length, style, etc followed as listed in the "Lab Report Guidelines." This section also includes pre-lab assignments, if any.

100 pts

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http://www.chicagomanualofstyle.org/tools_citationguide.html


Lab Safety

Lab safety is regarded as a serious issue by TAMUK university and TAMU university system.

This is why a student is required to take an online course and quiz for this material. If necessary, the lab manager and faculty advisor has the discretion to require additional online training in a specific area.

For the most part, the important things to remember are:

1. No eating or drinking in the labs.

2. Closed toed shoes (no sandals, or flip-flops).

3. Pants or shorts/skirt beneath the knee. A lab coat can also work but not provided. Ask your faculty advisor you work for to purchase one for your work.

4. Eye shields/goggles.

5. Label any and all solutions created so they can be identified for proper disposal. If leaving something on the table, leave a note identifying who owns it.

6. Clean up after yourself. The lab manager and his assistants are not the dishwashers or clean-up crew.

7. If using sample vials, dispose of the fluid contained. Do not throw the vial out with any liquid still inside.

8. Satellite waste collection area is the counter next to the right of the fume hood in Lab 239. If you are working on a project and not sure how to dispose of a solution, save it in an appropriate container and label it.

9. It is the student’s responsibility to read MSDS’s for the chemicals they may be working with and to understand the necessary precautions.

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Student's Name: _________________________Student's K Number: ________________

Safety in the Laboratory with Chemical and Physical Hazards

To the student: You are required to read and understand TAMUK's Chemical Hygiene Plan and take an online lab safety training. Your signature indicates your willingness to abide by these precautions while working in the laboratory.

1. Work in the laboratory as authorized by your instructor. Do not perform unauthorized experiments.

2. You are required to were safety goggles/eye hields when performing lab procedures or operating equipment.

3. Learn emergency procedures and the location of the eyewash and showers and chemical cleanup materials.

4. If you are injured or any type of accident or fire occurs, immediately notify the lab manager or other person in charge of the lab.

5. It is your responsibility to know the procedures and risks for your research project and to plan your work.

6. Wear appropriate clothing and shoes (long pants preferred followed by shorts or skirt below the knee) and closed toe shoes.

7. Read the MSDS for the chemical you will be working with and familiarize yourself with the hazard codes.

8. Do not eat, drink, or smoke in the laboratory. Never pipette by mouth.

9. When mixing or heating, point the container away from people. Do use open sources of flame in the vicinity of flammable liquids. Follow guidelines for storing flammables.

10. Neutralize all acid or alkaline solutions before disposing down the sink.

11. Compressed gas cylinders will be secured to a clamp or the wall. Always remove the regulator and move cylinders with the cap on.

12. When mixing acid and water, add the acid TO water.

13. Do not dispose organic solvents into the sink. Otherwise, dispose of all chemicals in manner consistent with federal, state, and local waste disposal regulations. Containers can be provided for disposal.

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I have read and will comply with all provisions of the TAMUK online Chemical Hygiene Plan, and I have completed the online Safety Training. I understand that I am responsible for and will comply with all of the safety rules on this sheet. I realize all chemicals are potentially dangerous and will exercise care in handling them. If I am unsure of any potential hazards of any chemical I will discuss with my adviser or lab manager prior to using the chemical in question.

If I have a medical condition such as, but not limited to, hypo- or hyperglycemia, diabetes, epilepsy, pregnancy, heart ailments, or any other medical condition which may cause sudden loss of consciousness, I certify that I am under a doctor's care and that my doctor has given me explicit permission to participate in laboratory work. I understand that I must also inform my adviser or lab manager of any such medical condition.

I understand that I must follow all safety precautions when working in the laboratory with chemicals or laboratory equipment (atomic absorption, ICPMS, gas chromatography, liquid chromatography, etc).

Sign the student acknowledgment form and return to the lab manager for forwarding copies to the Environmental Health and Safety Office.

Signature: ______________________________ Date: ________________

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Grades and Purity of ChemicalsThere are thousands of chemicals manufactured for analytical, pharmaceutical, and laboratory uses. Always check with the method instructions as to grade and purity of chemicals required to perform an experiment. If an ultra-pure chemical is important, do not substitute for one of lesser standard. For gases, the initials ‘UHP’ mean ‘ultra-high purity’. If UHP is not needed, specify ‘industrial’ grade instead.

Type of Chemical Grade

Use

ACS The chemical meets the requirements of the American Chemical Society Committee on Analytical Reagents.

AR Analytical reagent grade for all general laboratory workAR Primary Standard

A specially manufactured analytical reagent of exceptional purity for standardizing volumetric solutions and preparing reference standards.

AR Select High-purity acids for trace element analysis.Certified Applies to stains certified by the Biological Stain Commission and bears

their label of certification.ChromAR Solvents specially purified for use of chromatographyGenAR Use by biotechnology or genetic laboratories.Mercury Free Chemicals

Use for mercury determination.

Nanograde Specially controlled for electron captured gas chromatographic (Ge) techniques, such as pesticide residue analysis, etc.

NF The grade meeting the requirements of the National FormularyNitrogen-free chemicals:

Used for nitrogen compounds analysis.

OR Oq,aTI.ic laboratory chemicals of suitable purity for most research work and for most general laboratorypurposes. It is the highest grade of the particular chemical generally

ScintillAR Used in liquid scintillometry.SilicAR Used for column and thin layer chromatography.SpectrAR Used for Spectrophotometry.Stand AR A line of prepared solutions including various titrants and atomic

absorption (AA) standards.TAC/FCC Tested additive chemical/ food chemical codex. Meets the requirement for

foodch"milcal codex and satisfactory for approved food uses.

Technical A grade suitable for general industrial uses.USP A grade meeting the requirements of the U.S. Pharmacopeia

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Lab Equipment in the Environmental Laboratory

Instrument Use/Description Additional InstructionsBALANCE DIGITAL . This instrument allows the user

to quickly and accurately measure the mass of a substance to a level of accuracy impossible for traditional balances to achieve. This is especially important in experiments that require precise amounts of each substance to achieve the desired results.

CAUTION: Balances are delicate pieces of equipment. Never bump or press on the pan and never exceed the weight capacity of the balance. Also, never put a container that is extremely hot or cold on the pan.

1. Place the electronic balance on a flat, stable surface indoors. The precision of the balance relies on minute factors and wind, shaky surfaces, or similar forces will cause the readings to be inaccurate.2. Press the "ON" button and wait for the balance to show zeroes on the digital screen.3. Use tongs or gloves to place the empty container you will use for the substance to be measured on the balance platform. Fingerprints and other greases from your hands add mass and must be avoided for accurate measurements.4. Press the "Tare" or "Zero" button to automatically deduct the weight of the container from future calculations. The digital display will show zero again, indicating that the container's mass is stored in the balance's memory.5. Carefully add the substance to the container. Ideally this is done with the container still on the platform, but it may be removed if necessary. Avoid placing the container on surfaces that may have substances which will add mass to the container such as powders or grease.6. Place the container with the substance back on the balance platform if necessary and record the mass as indicated by the digital display.

7. Be patient! Give the balance about 30 seconds to a minute to stabilize.

BEAKERS Beakers are useful as a reaction container or to hold liquid or solid samples. They are also used to catch liquid from titrations and filtrates from filtering operations.

A Beaker is a cylindrical container with a pour spout used for mixing and pouring chemicals.

A beaker is used in chemistry to mix different chemicals or compounds together. It is also used to pour specific amounts of a mixture into a test tube.

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BINOCULAR MICROSCOPE

To observe the microscopic object like plant cell, animal cell etc

Put the object which you want to observe, covered it by glass plate. You can set the objective lens, and observe the object.

BOD BOTTLE Typically 300-mL. Used to conduct biochemical oxygen demand test by incubating water sample spiked with nutrients to determine the amount of oxygen consumed.

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BUNSEN BURNER Its source of heat.

For most work, a hot plate is preferred.

If doing biological work, great sterilizing small items.

Note: The environmental labs do have a natural gas supply available.

Lighting the Bunsen burner - Make sure the rubber tubing is connected to the Bunsen burner and the gas jet. Turn the gas valve until it is parallel to the gas jet. You should be able to hear the gas flow. Use a flint striker to cause a spark and ignite the gas. Adjusting the Bunsen burner - First, adjust the height of the flame using the gas valve at the bottom of the burner. For a clean burning flame, more air is required than is available from the gas exhaust. The air vents can be adjusted to produce an inner blue cone in the flame with no yellow tip. Too little air produces a sooty, orange-yellow tipped flame that is quite noisy. Too much air supply may cause the flame to separate from the burner and even blow itself out. The ideal working flame is bluish-green with a light blue cone and it burns quietly.

BURETTE WITH CLAMP AND STAND

A burette, or buret, is a uniform-bore glass tube with fine gradations and a stopcock at the bottom, used especially in laboratory procedures for accurate fluid dispensing and measurement.

Clamp and stand :The clamp stand is used to hold equipment while they are being used

Fix the burette into the burette holder, taking care that it is vertical and stable. Place a beaker underneath the burette. 2. Close the tap, and run some de-ionised

water into the top of the burette. Let the water clean the inside of the

burette. Open the tap, and allow the water to drain out. Repeat.

3. Close the tap, and (using the funnel) run some of the required reagent, e.g. acid, into the top of the burette. Open the tap, and allow the reagent to drain through into the beaker. Repeat.

4. Close the tap, and fill the burette to just above the 0.00 cm3 mark with the required reagent. Remove the funnel. Make sure that there are no air bubbles inside the burette.

Slowly open the tap, and allow the reagent to run down to (or just past) the 0.00 cm3 mark. Close the tap.

5. Remove the beaker, and place a white tile under the burette. Put a conical

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flask under the burette, and adjust the height of the burette so that the tip is just above the lip of the conical flask.

The burette is now ready for use.CENTRIFUGE A centrifuge is used for separating

components in a liquid that have different weights.

Make a counterbalance for the centrifuge tube you want to put in the centrifuge. The masses, not volumes, of the tubes should be as close as possible! Unbalanced tubes may permanently damage the centrifuge.Put the tubes opposite each other in the centrifuge. If you have more than two tubes, only the ones opposite each other have to be equal in mass.Enter your settings such as rotations per minute.Remove the tubes carefully after the centrifuge has completely stopped spinning. This is so that the different suspensions do not mix again.

CLAY TRIANGLES A clay triangle is a piece of laboratory equipment used in the process of heating substances. It is used in conjunction with other lab equipment to create a stable framework in which to place a substance -- usually a solid chemical -- while it is heated to a high temperature.

The Clay triangle is placed into the open triangle gives stability to the set up to prevent tipping and spilling the molten contents.

CRUCIBLE WITH LID A crucible is a container that is used to hold things whilst they are heated to very high temperatures and typically melted.

In the school chemistry lab they are usually small ceramic pots. A substance is placed in the crucible. A lid may be used to cover it. The crucible is heated, typically with a Bunsen burner. A support system is usually used (such as a triangle of pipe clay on wire placed on a tripod) to minimize the risk of burns.

A crucible is used to hold small amounts of chemicals during heating at high temperatures. The lid covers the bowl so nothing escapes, or to keep oxygen out of the reaction.

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DESICATOR GLASS The dessicator is a very usual laboratory instrument used to dry substances or to store dry substances.Desiccators are sealable enclosures containing desiccants used for preserving moisture-sensitive items. A common use for desiccators is to protect chemicals which are hygroscopic or which react with water from humidity.

The contents of desiccators are exposed to atmospheric moisture whenever the desiccators are opened. It also requires some time to achieve a low humidity. Hence they are not appropriate for storing chemicals which react quickly or violently with atmospheric moisture such as the alkali metals. A glovebox or Schlenk-type apparatus may be more suitable for these purposes.

Desiccators are sometimes used to remove traces of water from an almost-dry sample. Where a desiccator alone is unsatisfactory, the sample may be dried at elevated temperature using Abderhalden's drying pistol. In laboratory use, the most common desiccators are circular, and made of heavy glass. There is usually a removable platform on which the items to be stored are placed. The desiccant, usually an otherwise-inert solid such as silica gel, fills the space under the platform.

A stopcock may be included to permit the desiccator to be evacuated. Such models are usually known as vacuum desiccators. When a vacuum is to be applied, it is a common practice to criss-cross the vacuum desiccator with tape, or to place it behind a screen to minimize damage or injury caused by an implosion.

To maintain a good seal, vacuum grease is usually applied to the flanges.

DROP PLATE a place to test the chemistry reaction inlarge quantities.

Put the small substances in drop plate by dropper/pipette

DROPPERS A dropper is used to dispense small amounts of a liquid. It is especially useful when the amount to be added is very small and needs to be measured accurately.

Squeeze the rubber part, put in liquid, let go of rubber part- you have liquid in dropperslowly squeeze out drops

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DRYING TUBE A drying tube or guard tube is a tube-like piece of apparatus used to house a disposable solid desiccant, wherein at one end the tube-like structure terminates in a ground glass joint for use in connecting the drying tube to a reaction vessel, for the purpose of keeping the vessel free of moisture from the air from entering a reaction flask.. The tube-like structure is often bent and can also widen to form a bulb/desiccant reservoir. If the drying tube is bent the bend is oriented so that solid desiccant does not fall into the reaction vessel.

useful as a molecular sieve for running anhydrous reactions.

EVAPORATING DISH As a container for small amounts of liquid being evaporated.

Put the liquid/substances in the evaporating dish

FLASK, ERLENMEYER Are useful to contain reaction or to hold liquid samples. They are also useful to catch filtrates.

Commonly, we can use it by hold the flask on the neck of it.

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http://www.answers.com/topic/chemical-reactor-2

http://www.answers.com/topic/ground-glass-joint

http://www.answers.com/topic/desiccant-1


FLASK, FILTERING FLASK WITH COLLAR AND VACUUM TUBING

Vacuum flask can keep heat, because there is a gap between the inner and outer walls of the flask. During the manufacturing process the air in the gap is extracted and the opening is sealed - creating a vacuum between the walls. Heat transmits rapidly through air - but a lot less rapidly, in fact only very, very slowly, through a vacuum. A vacuum flask not only keeps heat in, it also keeps it out. If you put iced water into a vacuum flask it will stay cold for a very long time.

A filter flask is a flask fitted with a side arm for connecting to a vacuum source. The flask is used with a Buchner funnel (a funnel with a flat, porous bottom). By drawing a vacuum on the flask, the filtration can be caused to be faster. The filter flask looks like a thick glass version of an Erlenmeyer flask with a side arm for attaching the vacuum source.

FLASK, VACUUM (OR FILTERING)

With a funnel setup and vacuum pump, this is used to filter water or other liquids.

These are typically made of heavier or thicker glass or sometimes a plastic. Always wear eye protection.

FLASK, VOLUMETRIC A volumetric flask is a container that is used to measure the volume of a liquid with extremely high accuracy. It is the best way to measure a specific quantity of a liquid.

It cannot be used to measure just any volume (unlike a graduate cylinder) -- each volumetric flask is designed to measure one specific volume. Because of that they come in a variety of sizes, such as 1 mL, 5 mL, 10 mL, 25 mL, 50 mL, 100 mL, 250 mL, 500 mL, 1000 mL, 2 L, and 5 L.

A volumetric flask is tear-drop shaped, with a very long neck and a round section at the bottom (and a flat bottom so that it stands upright on a flat surface)

In a volumetric flask, you should also fill the flask until the bottom of the

Example on an experiment : Multiply the molarity by the volume of

the solution and the molar mass of the compound to calculate the mass of the substance needed. In our example, the molar mass of sodium hydroxide is 40 g/mole and the solution volume is 0.5 L (500 ml). The mass of sodium hydroxide is 2 mole/L x 0.5 L x 40 g/mole = 40 g.

Weigh the calculated amount of the compound (step 1) on the analytical scale. Carefully transfer sodium hydroxide into the "500 ml" volumetric flask.

Add about 400 ml of the distilled water into the volumetric flask. Gently swirl the flask until the sodium hydroxide gets completely dissolved.

Add the distilled water slowly to the volumetric flask until the level of the liquid almost reaches the volume mark on the flask neck.

Fill in the plastic pipette with the

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meniscus is at the level of the marked ring around the neck of the flask. Hold the flask at eye level and carefully add liquid (drop by drop if necessary) until the bottom of the meniscus is exactly at the level of the marking on the neck of the flask.

distilled water.Lift the volumetric flask to bring the volume mark to the eye level. You will see the curved solution meniscus.Add the distilled water from the pipette drop by drop until the bottom of the solution meniscus lines up exactly with the volume mark.

FLASK, FLORENCE FLASK, FLAT BOTTOM

Another type of flask. It has a spherical shape but flat bottom.

FORCEPS To pick up or hold small objects.

Great for setting up and removing filters from a filtration.

FUNNEL, BUCHNER are for funneling liquids from one container to another or for filtering when equipped with filter paper.

Buchner funnels are used to conduct filtrations very quickly

Essentially, the Buchner funnel simply speeds up the separation of solid/liquid mixtures by drawing off the liquid under vacuum and catching the solid component on a piece of filter paper. This basic concept can save significant amounts of time compared to the much slower process of gravity filtration.

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FUNNEL, LIQUID & FUNNEL, SOLID

Glass and HDPE available.

GLASS PLATE To hold the specimen You put a specimen on a glass plate and then view the specimen under a microscope. It acts sort of like a slide.

GRADUATED CYLINDERS

Used to accurately measure varying amounts of liquid If accuracy is important, use this instead of an Erlenmeyer flask or beaker.

If glass, try not to let it fall over. To prevent tipping or knocking it over, place inside a ring stand.

HOT PLATES A hot plate is an adjustable heating source which is ideal for heating beakers, Erlenmeyer flasks, hot water baths, and other flat-bottomed containers. It is essentially an electric stove top that is used in the laboratory.

A hot plate or heating mantle should always be used in place of a Bunsen burner or other open-flame source to heat a flammable liquid

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HYDROMETERS Used to measure the specific gravity (relative density) of different liquids.

IRON RING

LIEBIG CONDENSER Used to separate two liquids and find out what both of them are.

Not typically used in environmental work.

The liebig condenser is used in distillation. It allows cold water to run in the condenser so that the vapour passing through it can condense.

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MICROPIPETTE Adjustable pipette for very accurate dispensing of material. This will still depend upon the user’s skill.

Always store upright!

MICROSPATULA Always use a different spatula for different chemicals.

Disposable spatulas is the recommended best practice to prevent cross contamination of chemicals.

MORTAR AND PESTLE Used to crush samples or chemicals.

PETRI DISH Used to grow bacterial cultures on agar or other material.

May be plastic or glass and come pre-sterilized.

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pH METER Used to measure acidity or alkalinity of a liquid.

These must be calibrated every so often for an accurate value. Refer to the manual for more information.

Never ever store a pH probe in DI water or dry. Store the probe in an electrolyte storage solution, or in a ph buffer of 4 or 7. Again, refer to the equipment’s manual for proper storage of the pH probe.

PIPETTE PUMPS Used to dispense small quantities of liquids.

Insert the cotton-filled end of a sterile pipette into the end of a plastic pipette pump. o Both pipettes and pumps come in different sizes. Be sure to use a pump that can "suck" the quantity of liquid you want (e.g. 10 ml pump with a 5 ml or 10 ml sterile pipette). Using the wheel at the top of the pump, raise the white top of the pump approximately 1 cm BEFORE inserting the pipette into the liquid. o This step is necessary in order to create additional air pressure in the pipette as you expel the liquid. Next, place the tapered tip of the pipette into the liquid. The tip should be within the liquid during the pipetting. Hold the pipette pump with one hand--your thumb should be placed on the wheel. Use your thumb to rotate the wheel downward. This will cause the liquid to rise into the pipette. Do this carefully and watch the meniscus of the liquid rise to your desired level. o Remember: Measure the level of the liquid at the BOTTOM of the meniscus. Next, take the tip of the pipette out of the liquid and move the entire apparatus to the place where you desire to put the measured liquid.

Use your thumb to rotate the wheel upward. This will cause the liquid to be dispensed from the pipette. Lower the white top of the pump all the way to the pump shaft. Because you created the extra space before pipetting, the entire contents of the pipette should be now be dispensed!

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PIPETTE, DISPOSABLE are used to dispense small quantities of liquids.

Squeeze the bulb before inserting the tip of the pipette into the liquids of choice.

Insert the pipette into the liquid to be moved.

Release your grip on the bulb. The liquid will be sucked into the pipette.

Move your pipette to the next container and squeeze the bulb. Its contents will be pushed into the container.

PIPETTE, MOHR Mohr pipettes are measuring devices that have multiple graduation lines, so you can use them to measure and dispense volumes of liquid that you cannot do with a standard volumetric pipette.

Insert the non-tapered end of the Mohr pipette into your pipette aid, so that it fits snugly and is able to remain inserted without you having to hold the pipette itself.Draw up the fluid you want to transfer vertically into the Mohr pipette using the pipette aid, so that the the bottom of the curve created by the top of the fluid (also known as the meniscus) is precisely at the top graduation mark. No matter what size Mohr pipette you are using, the top graduation mark on it will be 0 milliliter (ml).

Determine, based on the amount of fluid you want to transfer, at which graduation mark on the Mohr pipette you should stop the meniscus of the fluid while you are dispensing. For example, if you want to transfer 6 ml of fluid from a full 10 ml Mohr pipette, you will want the meniscus to stop at the 6 ml graduation mark.

Dispense the fluid in your Mohr pipette using the pipette aid, stopping when the meniscus reaches the graduation mark that corresponds to the volume of fluid you want to transfer.

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PLASTIC WASH BOTTLE For dispensing small quantities of distilled water or other liquid.

Press the bottle and then the water will be go out

REAGENT BOTTLE

RING STAND WITH RING CLAMPS

are for holding pieces ofglassware in place.In chemistry, a ring stand places a heated sample above the direct flame of a Bunsen burner.

Clamps and ring stands are used to hold glassware and apparatuses in place. For example, clamps are frequently used to hold round-bottom flasks, condensers, thermometers, addition funnels, etc. Ring stands may be used for larger diameter items, including separatory funnels, filter funnels, wire gauze etc.

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SEPARATORY FUNNEL Used to separate liquids of two different densities. Typically to separate aqueous from organic solvents that are not miscible in water.

SPECTROPHOTOMETERS measure the absorbance or tran smittance of a liquid sample.

Follow manufacturer’s instructions.

These will require vials made from a specific glass. Always make sure to remove prints with a Kimwipe or other material for wiping glass without scratching it.

STIRRER/HOT PLATE AND STIR BARS

The function of hot plate with stirrer :a) Stirring a solution with the magnetic stirrerb) Simultaneously heating the same solution

Stirring a solution with the magnetic stirrerb) Simultaneously heating the same solution

Stir bars :A magnetic stir bar is used to stir a mixture on a stir plate. The stir plate contains a magnet that spins, causing the magnetic stir bar to spin and stir the mixture. Many hot plates also have this feature

Magnetic Stirrer :Place the magnetic stir bar into the flask or beaker by gently sliding it along the wall of the vessel. Make sure that the plate is relatively cool initially, and that the stirrer is off before placing the vessel onto the plate.Place the flask onto the plate and turn on the stirrer. Use a low setting at first, and increase the rate of stirring if necessary. Do not stir the solution too rapidly. If using thermometer, clamp it in place so that the thermometer's tip does not come into contact with the stir bar or the sides of the vessel.Hot Plate :

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built in. Place the vessel containing the liquid to be heated on the plate. If the liquid should be stirred while it is being heated, the vessel should contain a magnetic stir bar. Turn on the hotplate using the heating control knob. The red light to the left of the knob flashes to indicate the heat setting.

STIRRING RODS

SYRINGE Used to dispense precise amounts of a liquid. Glass syringes used with gas chromatography.

CAUTION! Exercise prudence when using a syringe. Do not poke yourself or a colleague. Always point away from others. Dispose of syringe tip in a plastic container labeled for sharp objects.

TEST TUBE BRUSH made with nylon bristles attached to a twisted-wire shaft, used to knock the bottoms out of test tubes.It is a brush that is long and narrow to clean the inside of glassware, in particular test tubes.

make test tube brush get in and get out from test tube to clean the test tube.

TEST TUBE RACK

A test tube holder is used in a laboratory and it is used to hold/support test tubes containing chemicals waiting for further operations. Although it is called a test tube holder, it is also used to hold/ support pipettes, etc.

Since a test tube has a rounded

Test tube racks are used to support the test tubes but unlike the test tube holder, it can store the test tubes without anyone who will hold the rack.

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bottom, it cannot stand by itself; the rack is a convenient and necessary piece of laboratory equipment for the storage of test tubes.

TEST TUBES

TONGS are similar in function to forceps but are useful forlarger items. Laboratory tongs are large pincers for grasping and lifting vessels of heat-resistant material used in high temperature chemical reactions. They can be used to hold or pick up many items, but work best as tongs for picking up a hot evaporating dish. Crucible tongs are welded steel tools used to lift a hot crucible from a furnace or for other items you may not want to handle with your hands. Crucible tongs may also be used to prevent any inaccuracies regarding mass measurements as any moisture or oil will affect the readings and accuracy. Beaker tongs are best used to hold a hot beaker.

Pick up hot glassware without heat protection and your skin will be injured. This is as true in the laboratory as it is in your kitchen. Lab tongs, part of a range of laboratory safety equipment, help you move hot ceramics and glassware safely. Lab tongs are a type of forceps designed to grip laboratory items used during a heating process. Opening and closing lab tongs is an intuitive action. You will avoid accidents by always using the tongs during heating experiments. You can handle lab tongs safely by complying with some basic safety procedures.

VACUUM PUMP With some rubber or vinyl hose connections, these are typically used to provide a vacuum for filtering material through a filter.

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WATCH GLASS for holding small samples or for covering beakers or evaporating dishes.

WIRE GAUZE WITH CERAMIC CENTER

Wire gauze can be used to support a container (such as a beaker or flask) during heating. When the bunsen burner flame is beneath it, with a tripod, the wire gauze helps to spread the flame (and heat) out evenly over the container.

It is frequently used in combination with an iron ring and ring stand with a bunsen burner underneath it (see the Related Questions for more information about an iron ring, ring stand, and bunsen burner & tripod).

A clay triangle serves a similar purpose, except that a clay triangle is used for a crucible instead.

On a bunsen burner tripod. It is for the beaker or other container.

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Care of pH Probes and MetersAlways follow the manufacturer’s instructions for the care and handling of a pH probe and meter. The cost of a pH meter with probe can be anywhere from a few hundred dollars up to two or three thousand.

The replacement pH probe for some most meters is anywhere from $150 to $300. Proper storage will prolong the life of the pH probe.

Do’s:• Be sure you always store your pH probe in a moist environment, at

the least, to prevent it from drying out.• Water-saturated air is the minimum you would need to store your

probe in a short-term situation. Short-term is three weeks or less.• The best way to store your probe when not in use is submerged in pH

4 buffer or pH storage solution. This is also recommended for long-term storage, which is longer than three weeks.

• Do develop a routine maintenance program that includes reconditioning the pH probe prior to the field season.

• Do maintain good calibration records to track your probes performance.

Don’ts:• Never store pH Probe submerged in DI water. It will dilute the internal

electrolyte and shorten the probe’s life. • Never allow your probe to sit in dry air for extended periods of time.

If the probe has been improperly stored or allowed to dry out, it is very likely the probe will need to be replaced.

• Be sure to prevent probes from being subjected to below freezing temperatures or exposed to excessive heat.

• When cleaning, avoid using a brush or any other material that could scratch the surface of the glass bulb. Scratches will affect your probe’s stability.

Reference: http:// www.ysi.com/media/support/YSI-Making-Good-pH- Measurements-web.pdf

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http://www.ysi.com/media/support/YSI-Making-Good-pH-Measurements-web.pdf




Filtering Material

Equipment: Filtration glassware, lab stand, (2) laboratory clamps, a vacuum flask, rubber stopper, 0.45 micron filter paper or glass fiber.

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Using a Balance

There are various models of balances used in the environmental laboratories. Beware of the weight capacity of any scale that is used. For example, some balances can only go up to 200g to 600 grams more or less. Check the nameplate on the balance for model number and the maximum capacity of the scale. The balances can cost up to $3000 or more depending upon application and extra features.

Too heavy a load on the pan can damage the balance!

The scales are all electronic, so typically there is Mylar keypad that has power button and a ‘Tare’ button for adjusting back to zero. Some of the scales are on a heavy stone to reduce vibration.

When weighing, be gentle and give some time for the scale to adjust to a stable value since it is affected by vibrations or breath of air.

To check for accuracy of the scale, ask the lab manager about the metal weights to check the scale.

Another way to measure for accuracy of the scale is take exactly 1-mL of DI water and weight it in a container after taring the scale. Remember, 1-mL of DI water is exactly 1-gram.

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What type of tape do I use?

There are several different type of materials identified as ‘tape’. There is duct tape, electrical tape, Teflon tape, Scotch (cellophane) tape, laboratory tape, etc.

TAPE RECOMMENDED USESDuct Tape Great all around for a temporary fix to

hold a couple things together or patch a hole. Does not last long out in the heat or sun.

Do not use to cover electrical connections.

Electrical Tape Primarily used to cover bare electrical connections. Can be used to temporarily fasten other things together as well.

Always use this for electrical connections (200VAC, 110VAC, 12VDC) since it is rated for electrical use to provide insulation and resistance to high temperatures.

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Cellophane Tape This is the stuff for sticking pieces of paper or cardboard together or maybe fixing a pair of broken glasses temporarily. Does not hold up well to heat or sunlight.

Do not use to cover electrical wiring connections.

Laboratory Tape Typically used to put labels on glassware, plastic containers, and other items in the lab. A black marker or pen will usually work to write on this material. Does not hold up well to heat or sunlight.

Do not use to cover electrical connections.

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Teflon Tape Not really ‘tape’ since it does not have a sticky side or any adhesive material. It comes in small rolls as pictured and is typically used to provide a leak proof connection on threaded materials like iron pipe, copper pipe, PVC pipe. If connecting a brass or copper thread into stainless steel or screwing together to SS fittings, Teflon tape should be used. Wrap a about 1 or 2 times but not too thick to create a tighter seal.

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De-Ionized (DI) Water

Water specifications are described by ASTM (American Society for Testing and Materials) D1193, ASTM D5196, ISO (International Organization for Standardization) 3696 and CLSI®(Clinical and Laboratory Standards Institute (formerly NCCLS)C3-A4. For the engineering labs, ASTM D1193 is our guide.

There is recirculating DI water system that outputs Type I water at 18 Mega-Ohms to each of the labs. The DI faucet is mounted to the left side of the sink, the cold and hot taps mounted at the rear.

In Lab 239, there is Barnstead ultra-pure unit plumbed from the DI water faucet. It is used to provide another level of purity and this water is typically used for the ICPMS, Ion Chromatography, HPLC and biological preparations. It is designed to provide 0.055 us/cm conductivity water.

Figure 1: Barnstead water unit.

This unit is limited to only a few liters per day of water, so don’t try to fill more than a couple liters at a time.

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pH and DI Water

Since DI is an abbreviation for ‘De-Ionized’ water, it stands to reason there should be almost no ions available to measure an accurate pH.

Here are a couple links about the topic of pH and DI water:

http://www.vernier.com/til/1286/

Why doesn't my pH Sensor read pH 7 in distilled or deionized water?

“pH electrodes will NOT give accurate pH values in distilled or deionized water. This is because distilled and deionized water do not have enough ions present for the electrode to function properly. The readings will drift and be essentially meaningless. pH buffers are the best solutions in which to test your pH electrodes. Tap water usually has enough ions present to allow a pH electrode to function properly. Because of this, tap water is a good short term (~24 hours) solution for storage.

Also, keep in mind that water (distilled, deionized, or tap) is NOT "pure" (i.e., pH equal to 7). The moment it comes in contact with air, CO2 gas begins dissolving into it, forming carbonic acid. The actual pH, therefore, will often be slightly less than 7.

If you need to accurately measure the pH of a very pure sample of water, the ionic strength of the water can be adjusted without changing the pH of the water. These pH Ionic Strength Adjusters (pHISA), can be purchased from Thermo Scientific, www.thermo.com.”

http://www.coleparmer.com/TechLibraryArticle/556

“Water that has very few ionic species is said to be low in alkalinity, ionic strength, or to have low conductivity/high resistivity, such as with distilled or deionized (DI) water. And due to the varying junction potentials that develop across the reference junction, when attempting to measure DI water it is common to attain different pH values even with new, sealed electrodes that calibrate perfectly in pH buffers.”

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http://www.coleparmer.com/TechLibraryArticle/556

http://www.vernier.com/til/1286/


Tools in the Laboratory

This is too broad topic to cover with this manual, but here is a link to a free 368 page PDF document that explains the difference between a crescent wrench and allen wrench, a phillips screwdriver from a flathead screwdriver and many other tools. It also has many pictures.

http://www.hnsa.org/doc/pdf/tools.pdf

1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2. Safety and safety equipment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3. Reading measuring scales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4. Toolboxes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5. Dividers.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6. Calipers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7. Micrometers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8. Rules and steel tapes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9. Miscellaneous measuring tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10. Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11. Plumb bobs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12. Scribers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13. Squares. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14. Surface, depth, and height gages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15. Ring and snap gages and gage blocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16. Miscellaneous measuring gages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17. Pliers and tongs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18. Vises. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19. Clamps.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20. Jacks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21. Hammers, mallets, and mauls. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22. Screwdrivers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23. Manual drills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24. Screw and tap extractors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25. Wrenches.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26. Chisels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27. Punches.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28. Files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29. Grinders and sharpening stones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30. Scrapers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31. Awls.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32. Bolt and cable cutters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33. Glasscutters.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34. Knives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35. Pipe cutting and threading tools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36. Tube cutting and flaring tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .*This manual supersedes TM 9-243.14 September 1960, and TO 32-l-101.19 April 1945.Change 1 iTM 9-24337. Shears and nippers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38. Taps and dies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39. Reamers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40. Benders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41. Pullers.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42. Bars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43. Mattocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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http://www.hnsa.org/doc/pdf/tools.pdf


44. Gasket cutters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45. Chopping tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46. Saws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47. Brushcutting tools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48. Timber handling tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49. Climbing tools.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50. Planes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51. Digging tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52. Electrical power tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53. Miscellaneous tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .APPENDIX A References.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ALPHABETICAL INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Ordering Supplies and General Purchasing

Here some sites and places the department uses. These are not exclusive and we do have the option to purchase from other vendors.

VWR: https://us.vwr.com/

This company has a vast supply for chemicals and gloves, and other stuff. We get free shipping on most things and a discounted price. One has to have a log in account to check if there is a price discount.

Fisher Scientific: http://www.fishersci.com/

Same as VWR.

Grainger: http://www.grainger.com/

Grainger is an industrial supply company with thousands of products. This also includes safety equipment like VOC masks and gloves. They also sale plumbing, tools, fans, pumps, and too many other things to list. TAMUK gets a 10% discount but we still pay shipping.

Cole Parmer: http://www.coleparmer.com/

We have no state contract for free shipping, but this site has some stuff we can’t find elsewhere.

McMaster Carr: http://www.mcmaster.com/#

Locally: Sears, Lowe’s, HEB, Tractor Supply Company, Wal Mart, , McCoy’s, Radio Shack, Harbor Freight (Corpus Christi), Interstate Batteries (Corpus Christi)

Cathey and I have a credit card so we can help you order items for your project. Remember when ordering something make sure to be specific (description, catalog number, price). We also need an account number to charge to if applicable.

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http://www.mcmaster.com/

http://www.coleparmer.com/

http://www.grainger.com/

http://www.fishersci.com/

https://us.vwr.com/

2014 environmental engineeringlabmanual

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Transcript of 2014 environmental engineeringlabmanual