DOCUMENT RESUME TITLE INSTITUTION - ERIC · ED 067 508 TITLE INSTITUTION. SPONS AGENCY PUB DATE...
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ED 067 508 TITLE INSTITUTION SPONS AGENCY PUB DATE NOTE AVAILABLE FROM DOCUMENT RESUME VT 016 769 The Chemical Technology Program: Its Inauguration, Operation, and Evaluation. New Jersey State Dept. of Education, Trenton..Div. of Vocational Education.; Rutgers, The State Univ.,. New Brunswick, N.J. Curriculum Lab. Office of Education (DREW), Washington, D.C. Jun 72 99p. N.J. Voc-Tech Curriculum Lab., Rutgers University, Building 4103-Kilmer Campus, New Brunswick, New Jersey 08903 ($2.00) EDRS PRICE MF-$0.65 HC Not Available from EDRS. DESCRIPTORS *Chemical Industry; *Chemical Technicians; *Industrial Education; *Industrial Technology; *Instructional Materials; Job Analysis; Laboratory Equipment; Manufacturing; Occupational Information; Performance Tests; School Industry Relationship; Secondary Grades; Task Analysis; Vocational Development; Vocational Education IDENTIFIERS Beginning Competence; Employment Skills; Vocational Education Act of 1968 ABSTRACT This manual will be useful to superintendents, chemical technology teachers, and students in a high school which is planning or already offering a chemical technology program. Designed to prepare students for entry-level employment as chemical technicians or further post-secondary training, these instructional materials include: (1) a discussion of the school industry relationship, (2) a job description which details advancement opportunities and working conditions, (3) job qualifications, (4) a description of a chemical technology instructor, (5) extensive job and task analyses, (6) lists of laboratory equipment, (7) an occupational competency examination for job placement purposes, and (8) teaching outlines for courses in general analytical chemistry and introductory physics, giving general and specific course objectives and suggested teaching procedures in a 3-column format. This document was developed as part of a federally funded project by educators in vocational education and leaders in chemical industries in New Jersey. (AG)
Transcript of DOCUMENT RESUME TITLE INSTITUTION - ERIC · ED 067 508 TITLE INSTITUTION. SPONS AGENCY PUB DATE...
ED 067 508
TITLE
INSTITUTION
SPONS AGENCYPUB DATENOTEAVAILABLE FROM
DOCUMENT RESUME
VT 016 769
The Chemical Technology Program: Its Inauguration,Operation, and Evaluation.New Jersey State Dept. of Education, Trenton..Div. ofVocational Education.; Rutgers, The State Univ.,. NewBrunswick, N.J. Curriculum Lab.Office of Education (DREW), Washington, D.C.Jun 7299p.N.J. Voc-Tech Curriculum Lab., Rutgers University,Building 4103-Kilmer Campus, New Brunswick, NewJersey 08903 ($2.00)
EDRS PRICE MF-$0.65 HC Not Available from EDRS.DESCRIPTORS *Chemical Industry; *Chemical Technicians;
*Industrial Education; *Industrial Technology;*Instructional Materials; Job Analysis; LaboratoryEquipment; Manufacturing; Occupational Information;Performance Tests; School Industry Relationship;Secondary Grades; Task Analysis; VocationalDevelopment; Vocational Education
IDENTIFIERS Beginning Competence; Employment Skills; VocationalEducation Act of 1968
ABSTRACTThis manual will be useful to superintendents,
chemical technology teachers, and students in a high school which isplanning or already offering a chemical technology program. Designedto prepare students for entry-level employment as chemicaltechnicians or further post-secondary training, these instructionalmaterials include: (1) a discussion of the school industryrelationship, (2) a job description which details advancementopportunities and working conditions, (3) job qualifications, (4) adescription of a chemical technology instructor, (5) extensive joband task analyses, (6) lists of laboratory equipment, (7) anoccupational competency examination for job placement purposes, and(8) teaching outlines for courses in general analytical chemistry andintroductory physics, giving general and specific course objectivesand suggested teaching procedures in a 3-column format. This documentwas developed as part of a federally funded project by educators invocational education and leaders in chemical industries in NewJersey. (AG)
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CC)C:) State of New JerseyLC1 Department of Education
Division of Vocational Education
C)1.1.1
U.S DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION
" THIS DOCUMENT HAS BEEH REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG-INATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDUCATION ro6aloN OR POLICY
THE CHEMICAL TECHNOLOGY PROGRAM
ITS INAUGURATION, OPERATION, AND EVALUATION
Project DirectorWalter Brown, Assistant DirectorVocational-TechnicalCurriculum Laboratory
Vocational TechnicalCurriculum LaboratoryRutgers the State UniversityBuilding 4103 Kilmer CampusNew Brunswick, New Jersey
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June 1972
DIVISION OF VOCATIONAL EDUCATION
STEPHEN POLIACIK, ASSISTANT COMMISSIONER (ACTING)
MORTON MARGULES, ASSOCIATE DIRECTOR
CURRICULUM LABORATORY
RUTGERS - THE STATE UNIVERSITY
BUILDING 4103 - KILMER CAMPUS
NEW BRUNSWICK, NEW JERSEY
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TABLE OF CONTENTS
PREFACE
INTRODUCTION
JOB DESCRIPTION
ACKNOWLEDGEMENTS
Page
ii
iv
CHAPTER I INTRODUCTION TO CHEMICAL TECHNOLOGY 1
What Does The Chemical Technician Do? 1
The Chemical Technician's Working Conditions 3Job Choices and Advancement 4The Future of Chemical Technology 5
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CHAPTER II WHO SHOULD STUDY CHEMICAL TECHNOLOGY 7
Needed Personal Characteristics 8
Personal Interests 9
CHAPTER III DESCRIPTION OF A CHEMICAL TECHNOLOGY INSTRUCTOR 10
Experience and Technical Training 10Personal Qualifications 11
Professional Preparation 12
CHAPTER IV CHEMICAL TECHNICIAN JOB ANALYSIS 13
Combined Job Analysis 14
CHAPTER V BEHAVIORAL ANALYSIS CHEMICAL TECHNICIAN 16
CHAPTER VI THE LABORATORY AND ITS EQUIPMENT 37
Floor Plan 38General and Analytical Equipment List 39Organic Chemistry Equipment List 40Physics Equipment List 41InstrumentationStudent Set-Ups and List 42Stockroom Supplies and Equipment 44
CHAPTER VII OCCUPATIONAL COMPETENCY PRE-PLACEMENTEXAMINATION FOR CHEMICAL TECHNICIANS 45
Use of The Examination 45Administration of the Examination 46Validation Information 47Score Interpretation 47Rating Checksheet 49Occupational Competency Examination 54Equipment Used for Administration of the Examination 61
CHAPTER VIII' TEACHING OUTLINES 63
General Analytical Chemistry 64Introductory Organic Chemistry 75Instrumentation 77Introductory Physics 80
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PREFACE
This manual is meant to assist, in several ways, a school which is planning oralready offering a chemical technology prograM.
The superintendent who is investigating the advantages and disadvantagesassociated with such a program will find the introduction, the student description, theteacher description, and the section dealing with equipment and facilities to beinformative sections. Each of these sections contains information he will wish to consider.
The chemical technology teacher will find the entire document to be useful for avariety of purposes. He will already be familiar with most of the content, but theavailability of the material in printed form will be useful'' in planning, as documentaryinformation to support requests, and as material to help orient students to theiroccupation.
The student will be interested in Chapters 1 and 2. This material will be useful tohiin-as guidance information. It can also be used in pre-selection guidance procedures.
Chapter 7, the occupational competency examination, as rudimentary as it is, willjoin the limited store of validated performance examinations. Present societal pressuresmust surely lead to the acceptance of performance examinations, and the rejection ofevaluation based upon written examinations.
INTRODUCTION
After reviewing the information obtained from testing a cross-section oftechnicians, it became evident that an open-ended summary, directed to both the schooland the industry, was needed. Personal reactions gleaned from supervisors, personnel men,and the technicians themselves added much to the detailed features of a problem.
Thomas Edison is credited as the first to hire scientific technicians in the Unitedtes. Few other employers followed Edison's lead in the differentiated use of staff until
Wo ld War II, when a sudden growth of the scientific industry in this country requireduna9ailable professional manpower. Then industry adopted the use of technicians to meetthe emergency. Edison seems to have had a desire to use any skill that came his way. Thewar- time industry just . needed hands that could speed up scientific development.Scientific technicians were defined as semi-professionals who assisted the professionalstaff. The label, general duties, and most hiring and promotion practices have stuck, butin the ensuing years the laboratory has changed completely. Now what is a checmicaltechnician? There is no definite accepted answer because of the apparent variability ofthe problem, except as a semi-professional who assists the professional scientist. Thetechnician title may cover anyone from a test-tube washer to a semi-professional whoroutinely uses equipment employing principles practically unknown in 1940 and mathwhich requires a computer to get an answer in one lifetime. The initiative involvedranges froin rote repetition to re-designing of the procedure for each trial. All, mind you,at a semi-professional level.
As the writer had long suspected, testing indicated that most scientific technicianspresently perform relatively uniform and relatively basic duties. These duties have to dowith measurement skills and manipulative skills. The .duties also commonly require aknowledge of certain basic instruments by all, and of specialized instruments by a few."Good" technicians also exhibited pride in workmanship along with a ruKed sense ofintegrity in relation to their work.
Technicians were easily divded into three groups upon the basis of the test scores:a small group of inexperienced and untrained technicians who exhibited few of theneeded skills; a large group of technicians who showed moderate skill, but little initiativeor knowledge of special instruments; and another small group of elite technicians whocould perform all skills on the test and much more. Yet technicians from each groupwere actually working at all pay levels. Most of the high-school trained technicians wereworking at the top levels, but a few were at the very lowest level. The pay levels oftechnicians in the other two groups showed little correlation with performance ability.The technicians did not show any score difference due to different kinds of assignments,including biological assignments.
This description does not fit the image stated by the supervisors and personnelmen. These people usually stated requirements of much greater specialty and skill. Theyalso thought in terms of four or five levels of skill. They select and promote technicianson the of college credits because they believe this attracts competent technicians.,The testing would indicate that this was not the case. The personnel men were alsopuzzled by a big ,turnover and the limited number of people seeking technician jobs.Finally, industry noted that good technicians are promoted to supervisory status in six toeight years. This is significant to a school because it implies the need to prepare thestudent for degree admission.
The juxtaposition of realities must be noted by the school if not by the industry.Putting it bluntly, this failure to watch realities is dynamite to the school. The industryrequests two years of training for fully qualified technicians, but will only assign them toduties which can be acquired in sixty to ninety days of serious instruction: Once thefully qualified technician is hired, he is encouraged to continue his education. In a fewmonths he is bored.by his work and by the time he makes it to top-technician duties, heis also over-qualified for and bored by them.
If the school is to succeed it must have a working relationship with industry.Such an arrangement allows the school to plan its graduation with companies who willquickly promote their graduates to the highest technician level that they can handle. Theschool must also prvare the student for college entrance,because under present practicethe student will be foreced to get a degree to avoid a dead-end job.
Industry has a much bigger problem. It must recognize that technical work hasevolved rapidly and that it is continuing to do so. There must be a choice. The choice iseither to hire unqualified technicians and give them a limited degree of training, or tohire fully qualified technicians and expand the job descriptions.. For companies whichrequire only rudimentary control and quality control procedures, the first choice wouldbe adequate arid less expensive. For research and pharmaceutical laboratories the latteralternative must at least be considered. Somehow the chemical technician slot must beconverted to an end in itself, rather than a stepping stone to better things. This willrequire an evaluation of the concept of chemical technician, but it must be that orwatch the chemical industry invest more in professional manpower to dosemi-professional work. Surely now professional and semi-professional job descriptionscan expand with the progress of the industry for greater profit and to help to make menhappy at their work.
Cat
CHEMICAL-LABORATORY TECHNICIAN(profess. & kin.) 022.281
Conducts chemical and physical laboratory tests and makes ;qualitative andquantitative analyses of materials' for purposes such as development of new products,materials, and processing methods, and for maintenance of health and safety standards,working under direction of BIOCHEMIST, CHEMICAL-LABORATORY CHIEF;CHEMIST, ANALYTICAL; CHEMIST, INORGANIC; CHEMIST, ORGANIC; orCHEMIST, PHYSICAL: Sets up laboratory equipment and instruments, such as ovens,leaching drums, gas Cylinders, kilns, vacuum chambers, autoclaves, pyrometers, and gasanalyzers. Analyzes products, such as food, drugs, plastics, dyes, and paints, to determinestrength, purity, and other characteristics of chemical content. Tests ores, minerals, gases,and other materials for preience and percentage of elements and substances, such ascarbon, tungsten, nitrogen, iron, gold or nickel. Prepares chemical solutions for use inprocessing materials, such as textiles, detergents, paper, felt, and fertilizers, followingstandard formulas.
ACKNOWLEDGEMENTS
Several organizations and people have assisted in the conceptualization and testingof this information.
Dr. Merton Margules and Mr. Benjamin Shapiro must be singled out for providingthe initial encouragement for the project, primarily because they recognize the need todevelop a variety of approaches to curriculum construction. The characteristic whichmakes this a different project, is the method of selecting items to be used in thetechnology outline. Three highly experienced technician consultants were first asked toprepare a list of skills required of chemical technicians, as in the traditional approach tocurriculum development. That list of skills was then converted into a performance testand the test was administered to a random sample of practicing chemical technicians.Thus, the technology outline consists of proven, validated items, not items someone justbelieves might be needed.
Grateful appreciation is extended to the following for their assistance:
Mr. Charles Erdlits Union Carbide Corp., Bound Brook, N.J.Mrs. Unni Warner-Lambert, Morris Plains, N.J.Mrs. Jean Simon Colgate-Palmolive, Piscataway, N.J.
J. T. Baker Chemical Co.Analytical ServicesPhillipsburg, New Jersey
Best Foods-Division of Corn Products Co.Research & Development99 Avenue ABayonne, New Jersey
C I B A PharmaceuticalsSummit, New Jersey
Colgate-Palmolive Research CenterPiscataway, New Jersey
The Mennen CompanyHanover AvenueMorristown, New Jersey
National Lead CompanyPigments and Chemicals DivisionHightstown, New Jersey
Ortho Pharmaceutical CorporationRaritan, New Jersey
Tenco, a Division of the Coca-Cola CompanyMorris Plains, New Jersey
Union Carbide CorporationResearch & Development CenterBound Brook, New Jersey
Warner-LambertResearch InstituteMorris Plains, New Jersey
The New Jersey Department of Education, Division of Vocational Educationmade the actual project possible by reviewing and selecting the project for state andfederal funding as provided in the Vocational Education Act of 1968.
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CHAPTER I
INTRODUCTION TO CHEMICAL TECHNOLOGY
WHAT DOES THE CHEMICAL TECHNICIAN DO?
The specific daily duties of chemical technicians are almost unbelievably variable.At some point it, its manufacture or growth, nearly every product on the market requiresthe services of a chemical laboratory, and these are supplied by chemical technicians. It isthe very product range that insures variety in a chemical technician's duties. These dutiesmay vary to include a complex determination of the atomic arrangement of the moleculeof a compound on one extreme, and on the same day this same technician mayhand-wrap hundreds of samples of a product just to see how people react to theproduct's appearance in that wrap. Every product requires several tests, and at least oneof these tests is likely to be unique to that product.
In some cases the chemical technician must have a second training to perform hisduties. The testing of food products may require the ability to cook. The testing offabrics may require the skills of a tailor. The testing of electronics products may requirea second skill in electronics. Subjective testing may eveli require skill in public relationsduties.
Within all of this job variety there is a certain amount of order and uniformitywhich shows as a form of standard classification. Production companies will usually fittheir chemical technicians into one of three categories: control-laboratory technician,pilot-plant technician, or. quality - control technician. Research laboratories are more likelyto categorize their chemical technicians into a combination of specialization fields andmajor product areas. The choices available in research work will be detailed in the jobchoice section.
The control laboratory is used to control the manufacturing process. Toaccomplish this, samples are submitted to the laboratory for analysis at various critical orprogressive stages of manufacture. The ,results are used as a basis fer continuing oraltering the manufacturing' process. The same laboratory may control a number ofproducts simultaneously.
The nature of the control laboratory demands a chemical technician who canobtain reasonably rapid and reasonably accurate results with a variety of tests. Eitherdelayed or wrong results could cost the employer thousands of dollars in wages andmaterials. This type of performance is facilitated by making the tests standard androutine. All tests are carefully worked out in a research laboratory and written up in astandard procedure. When the sample arrives for analysis, the control technician can readthe standard procedure and if he knows how to operate the instruments, he will know
how to do the test quickly. Such procedures are also checked to be sure that whenfollowed, the procedure followed will yield results which are accurate enough for thecontrol decisions to be made.
A pilot-plant technician also makes use of procedures worked out in a res.:archlaboratory, but the similarity in jobs ends there. The purpose of the pilot plant is to takethe research laboratory's newest product idea and try to produce it on a pilot scale.Many ideas which work well in a test tube cannot be put into production. Therefore,each new research product is "scaled up" from the test tube to semi-production by thepilot plant. The chemical technicians and the chemical engineer routinely solve new setsof problems to make a commercial product possible. If the problems cannot be solved,the potentially valuable product must be dropped. When a potential product makes itthrough the pilot plant, the plant continues to make enough product for market researchand development. If the market is favorable, a multi-million dollar plant will be built toproduce the product.
The pilot-plant technician, like the control technician, runs chemical tests, but heis also instrumental in working out the procedures for those tests. The pilot planttechnician must also be mechanically inclined, as much of his work involves therearranging of equipment and controls, frequently under trying conditions. Thistechnician should have a "feel" for the potential of the equipment he operates. Ideally,when- a process fails because of equipment limitations, he knows why and can suxest analternate for the engineer to work out. Thus, in pilot-plant operation, the satisfaction ofaccomplishing the routine well is replaced with the adventure of the constantly newsituation.
The quality control operation is somewhat different, for here rests the company'sreputatiOn. Finished batches are sampled and then await quality control approval beforethey are shipped. The quality control technician carefully employs standard procedures tobe sure the company's product meets the company's established product 'standards. Whena batch is approved by quality control, the only judge remaining is the consumer.
The quality control technician must always employ a standard testing procedurewithout ,variation. The prec.3ion of his work is very important, but there is no rush. If heI. as any doubts about a result he can run another sample, for seldom will any harm be(lone by another hour of delay in the results.
The research laboratory does not really provide a great variety of duties. Allchemical technicians do pretty much the same work, that is, tam measurements andmanipulate laboratory equipment. Of course, the natures of various types of measurementsare sci different as to obscure the point that the principles of accurate measurement donot change from test to test. The natural phenomena used in the various instruments dovary considerably and research work frequently requires a degree of expertise with agiven instrument which comes only with much usage. This is the prime reason fororganizing research laboratories by testing categories. A good research chemical technician
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is usually able to find a way to conduct some difficult test a chemist needs if the testis at all possible. Research laboratories are also product oriented for the same reason.Familiarity with a product may lead to a use which no one who wasn't highly familiarwith the product could anticipate,
THE CHEMICAL TECHNICIAN'S WORKING CONDITIONS
The chemical technician's working conditions, like his duties, will vary to someextent with the product his company makes. If the processing of the product is smelly ordirty, then the laboratory will likewise be smelly or dirty. This is a factor to considerbefore employment. A technician looking for employment should always request a tourof the area where he will be working. There are many jobs that are not smelly and 'dirty.,.
The potential chemical technician will do well to remember that he is consideringindoor work. A chemical technician usually works in a moderately crowded,air-conditioned laboratory. There are few non-air-conditioned laboratories today becauseof the types of electronic equipment in use which demand air-conditioning. But thelaboratory is indoors and the background odors are usually chemicals and not the scentof pine trees or the odors of construction, work.
The appearances of laboratories tend to vary. A,mcidern research laboratory islikely to be a place of beauty and comfort. Since everyone likes the atmosphere, theemployer can usually hire help at a slightly lower wage. A pilot plant resembles the boilerroom of a factory or ship. Everything in the pilot plant is built for easy changing, andmuch of the work requires tanks of up to 500 gallons capacity. Many pilot plants usehazardous solvents and must be made explosion-proof. Control laboratories are seldomfancy, unless they are used for visitor tours. The control laboratory is built in one ormore rooms somewhere in the manufacturing building. The technician usually has to walk
athrough the manufacturing area to get to his job and he frequently has to go out on thefloor to pick up samples. Thus, the appearance of the laboratory structure is againdetermined by the product, but in most cases the laboratory itself is quite clean.
The chemical technician enjoys moderately indirect supervision. A typical pattern isone in which the technician is assigned a series of tests and then remains unsuperviseduntil he submits the results. In a control laboratory, where the process dictates theworkload, and shiftwork is common, the technician may not receive any directsupervision for days at a time.
Most companies provide their technicians with white or pastel colored uniforms.The uniform colors frequently serve as a cue to the plant supervisors in keepingunauthorized people out of certain areas. Since the laboratory technician usually has toget into all areas, the color white is commonly used. The benefit enjoyed by thetechnician is the saving of personal clothing. The production technician need not buy
3Al e0 lJs..
work clothing. The research laboratory usually provides only a white coat which goesover the technician's own clothing.
Most beginning chemical technicians will have to work shift work. This may be afixed shift or a rotating shift. A rotating shift is used when the process is continued overthe weekend. As chemical processing equipment is quite expensive, the company cannotafford to let it sit idle sixteen hours a day. In some cases the process itself takes one ortwo days to complete and an interruption might ruin the product. Control laboratory andpilot plant technicians are usually organized in at least two and sometimes three or fourshifts. If a laboratory needs three technicians to handle the work load and it worksaround the clock, seven days a week, the company has to hire twelve technicians just tostaff that laboratory. That is why most beginning technicians have to work shift workthe greatest number of technicians are needed for shift work.
JOB CHOICES AND ADVANCEMENT
The key word in this introduction has been variety, and, the potential job choicesare no exception. The, variety is in so many directions that it will be necessary to makesome basic decisions before job hunting. For the student starting his preparation suchconsiderations now may allow more choice later.
The first choice will be one of intentions. If chemical technolOgy is only to be a"stepping-stone," the choices will be different from "lifetime" career decisions: Manygirls enter the field as a nice occupation until marriage and motherhood. A young manwho cannot afford college may enter the field for the paid college benefits offered bymany companies. There are also other good reasons to look upon chemical technology asa temporary occupation.
As a general rule, "short termers" will probably be better off to look for aresearch job. The young girl will appreciate the atmosphere and the opportunity to meeteligible young men with similar interests. The part-time college student will not be ableto work swing shifts or second shifts, so the research laboratory is a prime choice. If thegirl cannot get a research job, her next choice should probably be a pharmaceutical orother "ethical" industry. She will probably still be looking for a pleasant atmosphere anda chance to wear nice clothing. She definitely is not interested in second shift work,asthat eliminates dating. The part-time college student who misses the research job woulddo well to look for a company which does not work weekends. If he cannot find a dayshift job, he may be able to find a third shift job. If he can sleep days he is better offthan the day worker, for he has access to day and evening classes.
The life-long career technician must decide whether he is good enough to makethe top category in a limited number of years. If he thinks he is, he should .definitelyconsider a control laboratory or a pilot plant. If he thinks not, he should look for a jobthat he really likes because he is not likely to move often.
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The control laboratory, or in some cases the pilot plant, has several advantages forthe career technician who hopes to "make it to the top." Shift work offers gooddifferential pay to attract workers to the undesired shifts. Working a holiday weekendonce a year brings in an extra week's pay. More important, however, is the abundantopportunity. There is an opportunity to get experience on many different instrumentsmuch sooner than would be possible on the day shift. There is the opportunity to get toknow the supervisors and for them to get to know you. This is a big advantage when newopenings occur because they then know more of what you can do, even if you have nothad a similar assignment in the past. The opportunity to show your real ability is muchgreater in all areas, because the other technicians with experience and seniority tend toprefer the day shift. The last opportunity is indirect, but just as important. As a controltechnician you get to know the entire operation. When you are ready for theresponsibility you have a good chance of getting a supervisory position because of yourknowledge of the jobs to be supervised.
The good technician who wishes to move up must be alert to his promotionpotential. He must move up even if this means changing jobs. The first promotion shouldtake place no later than one year on the job. If the promotion does not come, he mustfind opportunities elsewhere. The second promotion should also come with no more thantwo and one half years of experience. The promotions must come by then because afterthis period of time the technician should look for a permanent day or third shift job.
After no more than three years of experience the technician must get back toschool. It will take a college degree to reap the full benefits of the experience andtraining already gained. A college degree and supervisory status will take at least six andprobably eight years to earn going to school part-time. By then you will be ready to fillthe position, probably making the step from senior technician at about age thirty.
If a technician's ambitions are not quite so high, the shift work route is still
probably best. That work will allow the technician to find which instruments he likesbest. He will also get the experience he will need to change over to research work and berespected for his expertise.
The career technician will not look for better working conditions until he hassomething outstanding to offer the, prospective employer. Then he can compete and havean edge in a crowded job market-place.
THE FUTURE OF CHEMICAL TECHNOLOGY
The chemical industry is so very central to today's life that the industry mustcontinue with an expanding future to fit our population growth. Most chemicals do notshow on the retail markets. We are aware only of the medicines, agricultural chemicalsand a few other chemicals such as food additives. The largest portion of chemicals isconsumed as necessary incidentals and ingredients in other manufacturing processes. An
example is the metals industry, which cannot function without acids, paints, and alloyingadditives. Another example is the building industry, with about forty per cent of allmaterials coming out of a chemical factory. ..v,
It is difficult to predict which portions of the industry will grow or recede over aperiod of years. The push on environmental pollution could well upset traditionalapproaches to such estimates. If pressed, there is more likelihood an industry will alter itsmanufacturing process than there is of the industry's discontinuing the product. Thus,because more chemical te.-hnicians are needed to develop the changes, the number ofchemical technicians needed is likely to increase throughout the next twenty-five years.
CHAPTER II
WHO SHOULD STUDY CHEMICAL TECHNOLOGY
The chemical technician works in a world of science and technology, where hisassignment is to accomplish a part of the technological work. There is a great differencebetween science and technology and the technician should understand the difference.
The word science comes from the latin word scio, meaning "I know." Knowledgefor the sake of knowledge is the domain of science. The pure scientist is primarilyinterested in learning why things are what they are. He has little interest in practicalapplications. The pure scientist is usually a "thinker" who requires someone else to makehis thoughts functional. There is also the applied or developmental scientist who possessesa different realm of knowledge. His realm of knowledge includes an extensive knowledge
orriow things happen, as well as the abstract theory. The how combined with the why isthe technology. Note, however, this second kind of scientist specializes in the knowledgeof technology and not in the performance of technological duties. An example of such ascientist would be an automotive engineer. He is perfectly capable of designing an engine,but does not normally assemble or service an engine and might not even be able to do so.Science deals with abstractickns and ideas.
Technology is the application of science. Technology combines the ideas ofscience, matter, and a knowledge of how to form things that are useful and functional.As you have seen, technology employs scientists to develop the plans for the "things" oftechnology. These scientists work in conjunction with technicians to turn the plans intothe actual operational "things." '
The creation of useful "things" is only a small part of technology.The larger partof technology involves the operation of the useful things. The operation is done by"hands-on" workers. These workers are technicians and operators.
Technicians are used in situation which require a degree of knowledge as to whyand how the job is being done. If the job can be reduced to following a set ofinstructions without regard for what is happening, it can be relegated to an operator.
The reader can see that the technician's role involves both science and technologywith the emphasis on technology. The chemical technician has to know just enoughscience to appreciate what his scientist supervisor is trying to accomplish and tounderstand the basic principles of his equipment and tests., On the-other hand he mustfunction in the field of technology to a very high degree. This function is difficult todescribe in exact words because much of the function borders upon being an art. In fact,if the supervisor could reduce the technician's duties to a standard description, he couldturn the work over to an operator. The chemical technician is 'a "hands-on" worker whounderstands what he is doing to the point that he knows when a reaction or test is goingwell; when, and how to make changes; and when to report malfunctions becausecorrection is undesirable or beyond the capabilities of the equipment.
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The technician is also likely to be unable to specify his future life goals because,in fact, he enjoys any and all types of technological challenge. He is comfortable with thechallenge of the uncertain because he "knows" he will somehow make the situationwork.
NEEDED PERSONAL CHARACTERISTICS
Before all else, the chemical technician must feel comfortable when working withequipment and machinery. If he feels nervous instead of confident in such anenvironment, he will never do well as a technician.
Going a step further, a potential chemical technician should be a person wholooks forward to an opportunity to work with any equipment which is new to him. Thesuccessful technician has a built-in desire to master almost any kind of mechanical device
he encounters. With such a desire, mastery and rapport quickly develop between theequipment and the technician. The term rapport is appropriate here even though theequipment is inanimate. An experienced technician can and must use his equipment withas much agility as most people use their own fingers.
The chemical technician need not be a mathematician, but should be reasonablygood at general mathematics and simple algebraic equations. Nearly all actual calculationswill be done with calculators, so there is little need for computational ability, but almostall of a technician's work involves measurement and thus numbers. The successfultechnician must also develop a sense of precision which is based upon a facility withnumbers.
A third characteristic important to success in chemical technology is everydaymechanical aptitude. Chemical technicians frequently assemble, adjust, and operate:glassware, motors, pumps, shafts, grinders, etc. Much time is spent doing tasks whichrequire everyday mechanical aptitude.
A fourth trait necessary for a successful chemical technician is persistence. Youngmen and women spend much time discussing the variety in a potential job, but the fact isall jobs are highly repetitive. A good chemical technician must obtain the same precisionon a given test whether it is the first, the one hundred first, or the one thousand firstsample. Research projects can run for months or years, and without uniformity in testing,all the effort and cost is wasted. Remember, it is the technician who must turn thescientist's ideas into fact. Unless the -fact is persistent it does not meet the needs oftechnology.
At least average intelligence is also needed for success in this occupation. Themany technical facts to be learned if: the program require ai least average intelligence tomaster. There is an adequate range of jobs in the occupation to allow for a broad rangeof intellect, though individuals of average intelligence can do very well if they applythemselves.
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PERSONAL INTERESTS
The potential chemical technician should understand that this is indoor work. Thechemical technician does not get to enjoy much sunlight while he is working. There is adefinite feeling of being cut off from the out-of-doors. This is very much like school,without the long vacation.
The work is relatively clean. The individual can go for days without really gettinghis clothing or hands dirty. Upon occasion, some assignments, such as pilot plant work,may be somewhat dirty, but this is a small part of the total career for most individuals.
The working atmosphere is usually relaxed and in most ways quite similar to highschool laboratories. If a student likes those courses he will probably like working as achemical technician.
A potential technician should understand that he will have to develop orderlywork habits. If there is an aversion to the idea of keeping everything neat, this may be anegative factor in consideration of this career. A positive feeling toward orderliness is, ofcourse, helpful.
Along the same line, a chemical technician candidate should realize that at timeshe will have to work quite closely with his supervisor and/or other technicians. A "hothead" will not last at such work. On the other hand, if a technician can hold his temperduring the few trying times, he will find that the greatest portion of his work is donewithout direct supervision. As a result, he should also be capable of working without-omeone to, check on him.
Last but far from least; -..the chemical technician gets to share a feeling ofdiscovery as part of his career. Seldom does a week go by without some kind ofdiscovery, even in production work. Production work also offers the chance to
accomplish something each and every day.
raid:. 1.. .1
CHAPTER III
DESCRIPTION OF A CHEMICAL TECHNOLOGY 'INSTRUCTOR
The educational truism which says the teacher is the most important part of theeducational process is even more true in vocational-technical education. If the rightteacher is selected, and given reasonable administrative support, the program will rapidlydevelop strength. Conversely, if the wrong teacher is selected, no amount ofadministrative support will make the program viable. What is the description of the"right" Chem:.cal Technology teacher?
EXPERIENCE AND TECHNICAL TRAINING
The first consideration is related industrial experience and technical training. Thetechnical training and industrial experience should be considered together. Collegeeducation cannot be a substitute for pradtical experience, because the college educationdoes not include many knowledges needed to run a successful chemical technologyprogram. Practical experience can be a substitute for formal training, but must beexamined carefully, as described below.
When considering an applicant's experience, examine the application for length ofexperience, balance, and variety. It is not possible to say that an applicant needs a fixednumber of years of experience, because the quality of the experience can be quitevariable. An applicant should have at least one year of experience where he knew that hehad to do this work to earn a living. Certification rules will usually allow a summation ofsummer experiences, but a summer experience is not the same as full time experience.The summer worker is not under the same pressure to hold his job; therefore, he doesnot experience many of the subtleties of the occupation and cannot advise or prepare hisstudents for these matters.
Variety of experience is critical. Ideally, an applicant should have at least a fewmonths experience on each of the major instruments and on the wet chemistry bench. Ifthe candidate had experience in each major type of work, that is, production work, pilotplant work, and research work, this would also be helpful. However, if the ideal applicantdoes not apply, the candidate chosen should have experience on at least three differentkinds of assignments which involve different major instruments. A teacher who has alesser variety of experience will have difficulty overcoming this handicap. Such anapplicant will probably have a total of at least three or four years of experience.
If an applicant does not have a great variety of experience, the balance becomesimportant. What types of duties did the experience include ?. Did the applicant have to
10
supervise others, or have to plan his own work, or did he just follow the instructions ofsomeone else? Did he have to order supplies and equipment and be responsible for thecondition of his laboratory? Did his limited sphere of experience include precise work, orwas it all rough and ready work? All of these factors must be balanced against theamount of experience.
The ideal technical training would be that of a high school science teacher with amajor in Chemistry. This training should include 8 to 12 semester hours of Physics; 8 to12 semester hours of Biology, including elementary Microbiology; and 30 semester hoursof Chemistry. If the applicant has another 18 or more semester hours of educationcourses, it will save him extra certification effort during the first few years of teaching.
Again, as with the experience, alternatives are acceptable. Many chemicaltechnicians have an Associate Degree in Chemical Technology which usually includes atleast half the science courses suggested above. A well-balanced experience record shouldprovide the additional knowledge of science needed to teach in this field. It is alsopossible for a research technician with little formal education beyond high school to behighly competent in the area of science because of his daily association with topscientists. His exposure could be even better than that which any university could offer.However, the total record must be examined to make sure the teacher applicant istechnically competent. Remember that your program will rest on this competence andthat your school is not equipped to help the teacher enrich his technical shortcomings.
PERSONAL QUALIFICATIONS
Conducting a vocational-technical shop course tends to be more strenuous andexasperating than conducing a regular classroom situation. A vocational program requiresmany extra services and a variety of special equipment. There is much more opportunityfor things to "go wrong" and they will. This extra burden requires an extra commitmenton the part of the teacher. Fortunately, if you are alert to the difference, manyapplicants will be seen to have this commitment.
The tip-off is in the reason why the applicant wishes to become a teacher. If hehas been successful in his technical career, the applicant is likely to be sincere in hisdesire to teach sincere enough to change occupations despite the temptations ofsuccess in his present technical occupation. An applicant with limited success as achemical technician, or a supervisor who is frustrated because of his own personality islikely to be looking for an easier path to success. Such a candidate is unlikely to behappy with the demanding teaching load required for a successful chemical technologyprogram..
A vocational-technical teacher should be interested in teaching the student, notthe subject. This sounds like a trite old statement, but it is really an essential
characteristic for successful vocational-technical teaching. Whether we like to admit it ornot, the student who is willing to study for the sake of knowledge or conformity is inthe college preparatory track.
The student who is most suited to study in a high school technical programusually enters as an underachiever. The vocational-technical teacher must organize thisprogram to break the underachieving pattern. This is usually done by organizingindividual instruction and using projects in place of talk to pass on the subject matter.The teacher has to get to know each student well enough to know when the studentneeds to build his confidence and when the- student is overconfident. The teacher has tobe willing to discover each student's learning style and cater to it until the style can beimproved. All of this calls for a great deal of empathy for the student and a willingness
to put the student's personal development ahead of the need to master a body ofknowledge. A teacher who places knowledge and a formal classroom atmosphere first willnever get a technical program off the ground. You are looking for a teacher who hasenough faith in people to know that they will rise above their shortcomings if givenadequate opportunity and encouragement and that they will master the required subjectmatter.
PROFESSIONAL PREPARATION
If possible, hire a teacher who meets all the above requirements and is a fullycertified teacher. Do not be surprised, though, if a fully qualified applicant does notapply. Most applicants who meet the technical and personal requirements will have littleor no preparation as professional educators. The great majority of vocational-technicalteachers start with emergency certificates and must complete up to 42 semester hours ofgeneral and professional education before they can be certified.
This problem is alleviated in most states by the presence of college programsdesigned to facilitate the certification of vocational-technical teachers. These programsusually include supervised teaching and basic methods courses early in the program.
The school should anticipate the need for close supervision for the first two years.The new teacher frequently requires some assistance in learning to organize long rangeinstruction and to execute daily lesson techniques. Fortun3tely, your school is probablyprepared to offer such assistance.
12
1
,
rr
CHAPTER IV
CHEMICAL TECHNICIAN JOB ANALYSIS
The job analysis included here is a combined job analysis produced by acommittee of three consultants and the writer. The committee was carefully selected tobe representative of all Chemical Technician employers.
Consideration was given both to type of laboratory and type of operation. Threemajor companies were chosen because, combined, they conducted every major type ofwork performed by chemical technicians. In each case a company official was asked toselect the person he considered to be the most experienced and capable chemicaltechnician on his staff. Since the people named were experienced they also had someexperience gained from previous employers. The reader may be surprised to learn thattwo of the consultants so named were women. Women have done as well as men in this
-field.
Each committee member was first asked to perform a chemical technician jobanalysis without any assistance from the other members. They were encouraged to seekassistance from their colleagues at work.
When all individual analyses were submitted, the members met It a committee.The analyses were then compared and, combined. It was immediately evident that mostduties were universal for all the companies with just a few special tasks in each case.
The initial task listings were quite specific because of their tie-in with productlines. The committee quickly agreed on changing the specifics to equivalent general terms.When this was done the universal nature of the work evidenced itself.
Some readers may question the generalizations about the operation of a variety ofelectrical appliances. After some discussion, the committee was of the opinion that thesame basic knowledges and skills were used in each case, despite a wide variety ofseemingly unrelated applications.
Each of the consultants contributed a few tasks which were not present atanother consultant's company: In each case the other consultants recognized the tasksand usually had performed a similar task, but rarely or at another job years before.
13 23
COMBINED JOB ANALYSIS
The following list of complex tasks are those identified by the three consultantsas tasks which highly competent Chemical Technicians should be capable of performing.There are many other specialty tasks which are required only of Chemical Techniciansworking with certain products. However, those specialty tasks require only break-inpractice, not new basic abilities or behaviors.
1. Select, assemble and operate standard and automatic burettes for titrations.
2. Use a variety of pH meters to determine the hydrogen ion concentration (pHreading) to the appropriate number of decimal places.
3. Keep an accurate laboratory notebook with day-to-day log of observations.
4. Synthesize and purify organic and inorganic compounds using a chemist's generalinstructions.
5. Use a refractometer to obtain the index of refraction of liquids, dissolved solids, andsome solid materials.
6. Assemble, adjust, and supervise the operation of motors and stirrers and otherrelated types of equipment.
7. Select, assemble, and operate filtration apparatus.
8. Connect, adjust, and read electrical controllers.
9. Connect and read ammeters and voltmeters in various current and voltageapplications.
10. Operate all types of balances in fashion that yields results with precision appropriateto the balance, without excess wear and tear.
11. Select, install, and care for thermometers.
12. Assemble, select, and recognize the nomenclature of standard glass apparatus.
13. Install, read, and adjust gas, vacuum, and pressure gages, regulators, and meters.
14. Use hydrometers or density columns to determine densities of materials.
15. Load and operate centrifuges.
16. Use microscopes to view magnified samples.
17. Use the various instruments which measure transmittance and absorbance values inthe visible, ultra-violet, and infra-red range. This use includes taking readings forgaseous, liquid, and solid samples as well as flame photometry for the analysis ofmetallic solutions.
14
18. Use column, paper, or gas chromatography to separate, and/or identify mixtures,compounds, or elements.
19. Assemble and operate fractionating apparatus including columns, heads, andreceivers.
20. Operate and obtain viscosities from four viscosimeters (Saybolt, Fenske, Brookfield,and Bubble Tube).
21. Assemble and operate melting point apparatus to determine a range of meltingpOints from near room temperature up to 400°C.
22. Coinnect, adjust, and read the charts of various recorders.
23. Always record all readings and determinations in a systematic. fashion.
CHAPTER V
BEHAVIORAL ANALYSIS CHEMICAL TECHNICIAN
The behavioral analysis, sometimes called a structural' analysis, is a process whichbreaks the job analysis into a learning blueprint. This blueprint can be just as useful whenbuilding an educational program as a building blueprint is in building a school structure.As with the structure, we can get along without the blueprint if we are willing to accepta chance product.
Each performance ability described in the job analysis is subdivided in terms ofimmediate prerequisite abilities needed to accomplish the described ability. Each of theprerequisite abilities is then divided, in turn, into its immediate prerequisite abilities. Thesubdivision process is repeated until the prerequisite abilities are those assumed to bepresent in an untrained person, or a beginning chemical technology student. The resultingproduct is a series of chains emanating from each performance ability described in thejob analysis.
As stated, the structural analysis is a blueprint, not a teaching outline. Thisblueprint can be used in many ways to build an effective educational program. In eachcase where a question arises, the analysis becomes the specification which must be met orexceeded. The tasks can become examination items to be used for any type ofevaluation. After the program is put into operation, such examination can even be usedto evaluate the validity of the assumed learning sequence itself through the keeping ofrecords of accomplishment at each level. The teaching outline is of primary importance inany educational endeavor, and the analysis permits construction of a clean-cut outlinewhich follows the learning sequence. This analysis also provides a framework to assessadequacy of teaching materials and equipment.
The following behavioral analysis was derived from the job analysis presented inChapter IV. This analysis has not been experimentally validated. A school may wish toconduct such an evaluation. Some resequencing of items may be indicated by such avalidation. All materials developed will still be valid when used in the new-sequence. Thedifference will be revealed as increased student accomplishment with no increase inteaching effort.
44.
isa
"41
Doe
s fu
rthe
rca
lcul
atio
nsif
inst
ruct
ed to
do
so
1E2
Doe
s no
t use
res
ults
if bu
rette
mus
t be
refil
led
befo
re e
nd p
oint
is r
each
ed
1E3
Rea
ds v
olum
e in
bur
ette
at e
ndpo
int (
read
s at
all
inte
rval
s fo
rco
nduc
timet
ricun
less
inst
ruct
edot
herw
ise)
1E4
Titr
ates
one
to th
ree
drop
s at
atim
e un
til e
nd p
oint
is r
each
edaf
ter
1E5,
and
.the
n be
yond
unt
ilas
sure
d en
d po
int h
as b
een
pass
ed(m
ay b
e in
stru
cted
oth
erw
ise
for
cond
uctim
etric
titr
atio
ns)
ti
1E5
Use
s un
iform
sm
all a
mou
nts
oftit
rant
until
end
poin
tis
appr
oach
ed
1D1
Fill
s bu
rette
with
dis
tille
d w
ater
and
allo
w: s
it to
em
pty
1 D
2W
atch
es fo
r dr
ople
ts o
f wat
ercl
ingi
ng to
sid
es o
f bur
ette
1 D
3R
ejec
tsgl
assw
are
with
clin
ging
drop
s or
cle
ans
in th
e ap
prov
edm
anne
r
I1D
4C
heck
: ins
truc
tions
for
an e
stim
-at
ed v
olum
e of
titr
ant
1D5
Ifnu
info
rmat
ion
isgi
ven,
aro
ugh
ratio
of s
ampl
e to
titr
ant
isde
term
ined
with
a g
radu
ate
cylin
der
1D6
Che
cks
stop
cock
for
free
rot
a-tio
n
1D7
Che
cks
stop
cock
sea
l for
leak
san
d re
seal
s if
nece
ssar
y
1 D
8 C
heck
s gr
ound
gla
ss fi
tting
for
clea
nlin
ess
befo
rein
sert
ion
ofif
,m
ale
fittin
g
1C1
Sel
ects
a c
lean
bur
ette
or
clea
nson
e
1C2
Sel
ects
abu
rette
whi
ch h
olds
enou
gh ti
tran
t to
finis
h th
e ru
n
Ass
embl
es th
e t.
r..-
;..tte
with
out
stop
- co
ck le
aks
C4
Rin
ses
the
bure
tte v
igth
sol
utio
nfr
om 1
06
1C1
1 C
2
1 C
.3
1C4
9F
ills
rese
rvoi
r ne
arly
full
1D10
Rin
ses
rese
rvoi
rw
ithso
lutio
nfr
om 1
06
1D11
Rec
ords
titr
atio
n vo
lum
e in
log
book
and
on
form
acc
ompa
nyin
gsa
mpl
e (t
o tw
o de
cim
als)
1D12
Sub
trac
ts fi
rst r
eadi
ng fr
om s
ec-
ond
read
ing
to o
btai
nre
sults
(vol
ume
of ti
trat
ion)
1D13
Mix
esre
acta
nts
cons
tant
lyby
hand
or
mag
netic
stir
rer
1D14
Titr
ates
to a
nd b
eyon
d en
d po
int
105
Fill
sth
ere
serv
oir
with
the
stan
dard
ized
titr
ant f
rom
106
106
Pre
pare
sa
stan
dard
ized
titra
ntac
cord
ing
to th
e pr
oced
ure
inst
ruct
ion
or u
ses
prep
ared
ti-
tran
t
1C7
Acc
urat
ely
mea
sure
s on
e or
mor
esa
mpl
es o
f the
sam
ple
as in
stru
c-te
d
w tsa
3,C
UD
.0
(1)
)3t2
2a
vs CU
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CD
crI
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CD
CD
;4"
5 tD
0.
22 -r
1C8
Add
s th
e in
dica
tor
or a
ssem
bles
the
cond
uctit
netr
ic a
ppar
atus
as
inst
ruct
ed
C.3
of N ct
,'
7gu
4111
n
1D15
Fill
s, th
e bu
rette
unt
il th
e m
en- 1.
.....
iscu
s is
on
scdo
nea
r ze
ro
j
1C9
Fill
s th
e bu
rette
and
titr
ates
the
sam
ple
to a
nd b
eyon
d th
e en
dpo
int
1C10
Cle
ans
the
appa
ratu
s at
end
of
titra
tion
or r
uns
anot
her
sam
ple
383 Records all readings in a log bookwhen it is provided
382 Records all readings in a systematicfashion until the results are completeif a log book isnotprovided
381 Records automatic instrument read-ings and calculations on a log sheetprovided and writes log numbers onthe corresponding trace
2B4 Takes meter reading estimating lastdecimal place
2B3 Rinses electrodes in distilled waterbefore and after each use
2B2 Uses buffer solution to calibrate themeter before first use of the day andas instructed during the day
l281 Turns on meter anaFlos it to warm I
cav until there is no needle drift411110.111.
an1
CJOIDI
4B7 Avoids mixing strong acids and alkalisin concentrated form
""'"1"1 Pours slowly while mixing4C6
4B6 Pours more dense liquids into lessdense liquids when diluting or mixingchemicals
4C5 Allows any heat buildup to dissipate
4C4 Washes down any splashes that do4B5 Avoids splashing corrosive materials occur
I
4C3 Uses a mild neutralizing agent whenappropriate
4B4 Wears safety goggles when handlingcorrosive materials
4B3 Does not mix materials without in-structions unless the results are knownto be safe
Works in hood when using or generat-ing poisonous, choking or odiferousgases
4B1 Uses extreme care in the use oflammable or explosive gases
19
29
H 4C1 Maintains ventilation to prevent adangerous buildup of gas
6B3 Disassembles, cleans, and replacesequipment in the case of routinestoppages
1..6B2 Adjusts motor speeds and other re-
lated equipment, as instructed, tomaintain desired conditions
6C3 Can tell by observation when adjust-ments are needed
6C2 Can convert instrUC:tiOnt into operat-ing conditions speed, tirrn, etc.and maintain them
6B1 Assembles stands and associated 6CI Is familiar and at ease with mechani-equipment for stirrers, mixers, rota- cal adjustment and simple toolsters, etc.
564 Takes instrument readings and recordsthem as a 5 digit four-decimal number
5B3 Adjusts instrument for the sharpestreading and best light
5B2 Converts index of refraction readingswith the use of tables or conversionfactors
___I 5B1 Cleans and dries the optical surfaceswith distilled water and lens tissue
20
30
7.3
7D1
Dis
card
s pa
per
with
trac
es o
f res
idue
or a
ll of
res
idue
as
ther
e is
gen
eral
lyno
con
cern
for
amou
nt lo
st o
n pa
per
7C1
Use
s as
pira
tor
or v
acuu
m w
ith s
inte
red
glas
s fil
ter
17C
2 U
ses
grav
ity o
r as
pira
tor
with
pap
er
7D2
Pum
ps li
quid
to b
e fil
tere
d an
d fil
ters
it un
der
pres
sure
7C3
Gen
eral
filtr
atio
n w
ith b
uild
-up
ofre
sick
ie, u
ses
the
corr
ect g
rade
of
pape
r-
7D3
Inst
alls
in-li
ne fi
lter
and
uses
vac
uum
on r
ecei
ver
7C4
Larg
e vo
;um
e pi
lot p
lant
, use
s a
com
-m
erci
al c
artr
idge
type
filte
r
7D4
Use
s as
pira
tor
flask
to s
peed
filtr
a-tio
n, o
r us
es a
long
er n
eck
funn
el
7D5
Sel
ects
coa
rses
t gra
de o
f pap
er c
onsi
s-te
nt w
ith p
artic
le s
ize
of r
esid
ue
7C5
500
ml u
p to
sev
eral
lite
rs, n
o bu
ild-
up o
f res
idue
, sel
ects
and
use
s an
in-li
ne fi
lter
7C6
Ana
lytic
alw
ork-
sele
cts
the
corr
ect
grad
e of
ash
-fre
e fil
ter
pape
r
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;i4Q
:%
.ti.
Cd
CO N
c.)
0co
12
oc33g.41ceoc
9B3 Reads meter with correct precision
9B2 Connects the ammeter in series withthe circuit
0
9B1 Selects an ammeter with a mid scalerange at the desired current for theapplication
8B2 Adjusts the controller to fulfill in-structions
861 Connects the electrical controller inseries with the controlled motor orother application
3222
19C4Looks straight at needle to avoidparallax
9C3 Reads appropriate number of decimalsestimating only one
0
E
E
cal.c
00a. In
0
12
C
2'7,
-cF. 0
C'En
cu
2 al>.
cu
Ada0
omO
10C11 Is able to read any balance includingestimation of the final decimal
I 10C10Converts reading to a decimal numberwhen'recording readings
10C9 Does not place more than .01g on theanalytic balance with the pans down-.001g for some
1008 Loads balance with the pan supportsup
1007 Cleans a dusty balance and places loadon a tare sheet or container
.c
01:2
C
17
a)CC
0
O
CO
03
pc
an
O
E
"000
0CUCU
E
o2CO0O
1006 Places load on the balance withoutdropping it
1005 Avoids banging and rattling of bal-ances
10C4 Uses pan balances for rough weighingto the nearest gram
10C3 Uses torsion balances to weight loadsbetween 100-500g with second deci-mal precision
10C2 Uses a general analytical balance for0-100g with four decimal place pre-cision
1001 Uses special analytical balances forgreat precision
23 44.1%.1
rnC
IA
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C
rnCC03
Cl
ICE.rco al
2N a
=.cC3 co
C4
0
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CO
.c
0
cc
co
O
j1184 Cleans and returns thermometer tocase or drawer immediately after eachuse
11B3 Installs the thermometer in the cor-rect position for the application
11C8 Inserts the thermometer to the cor-rect depth if the temperature of aliquid is to be determined
11B2 Selects a thermometer with the de-sired scale marking for the accuracy(precision) requirement of the appli-cation
11C7 Inserts the bulb in the center of thegas flow if the temperature of a gasflow is being monitered
1106 Uses a conductor block if the temper- 1
ature of a solid is to be determined
1105 Checks instructions to find the degreeof precision needed
11B1 Selects a thermometer with the de-sired temperature scale and range
11C4 Selects a scale range which has theprecision needed by estimating thelast decimal
11C3 Checks the length of the thermometerso that the desired portion of thescale is not covered or blocked
11C2 Reads the abbreviation to select be-tween Farenheit, Centigrade andKelvin scales
344
11C1 Selects a temperature range thatplaces the anticipated reading mid-scale
12C
1S
elec
ts th
e co
rrec
t mea
surin
ggl
assw
are
to m
eet i
nstr
uctio
ns
12C
2S
elec
ts th
e co
rrec
t siz
e an
d ta
per
ofgr
ound
-gla
ss p
iece
s as
inst
ruct
ed
12C
3S
elec
ts th
e co
rrec
t pie
ce o
f spe
cial
but s
tand
ard
glas
swar
e as
inst
ruct
ed
12C
4S
elec
ts th
e co
rrec
t pie
ce o
f gen
eral
cont
aini
ng g
lass
war
e as
inst
ruct
ed
C.
12C
5C
onne
cts
fittin
gs a
nd s
uppo
rts
so th
atfin
al a
ppar
atus
is s
tabl
e an
d fir
m
12C
6U
ses
rubb
er fi
tting
s to
mak
e12
01B
utts
pie
ces
of tu
bing
to e
xpos
em
inim
um a
mou
nt o
f rub
ber
atco
nnec
tions
appr
oved
type
fitti
ngs
ifal
l-gla
ssfit
tings
are
not
ava
ilabl
e
12C
7Is
abl
e to
ben
d re
gula
r gl
ass
tubi
ng to
1202
Fits
sto
pper
s to
gla
ssw
are
with
a s
nug
leak
-tig
ht c
onne
ctio
nge
t a fi
t
12C
8U
ses
all -
glas
s fit
tings
if p
ossi
ble
12C
9F
ollo
ws
inst
ruct
ions
in b
uild
ing
glas
s
N)
LE
I 3 0 n 0 3 3 0
labo
rato
ry a
ppar
atus
from
ILco
mpo
nent
s
7 0
Cl)
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o
5a
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2' agi
LIM
MIN
OM
IP
13B
1 S
elec
ts a
nd in
stal
ls a
ppro
pria
te g
age
orm
anom
eter
tode
term
ine
the
syst
ems
pres
sure
13A
Sel
ects
, ins
talls
, and
rea
ds g
auge
s, m
anom
eter
s, a
ndflo
w m
eter
s, a
nd a
djus
ts v
alve
s or
con
trol
lers
toco
ntro
l flo
w a
nd p
ress
ure
1
13B
2 S
elec
ts a
nd In
stal
ls fl
ow m
eter
ac-
cord
ing
to fl
ow r
ange
to b
e us
ed
2 0 C
0 3 3- n 0
C4
12.
3 in
132
I7M
I C
O 0303
Ce
CT C ess4
;s: 0 C
-33
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CT
12
CU
S.
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o 0
V C
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l a31
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,
3- 0.
C4 C4
4* C
Din
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ds 3
Cgn
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CD
CD
03
93R c C
D
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M a ct,
g cr71
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Vs
0C
D
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.
12,
as a
* Cu,
CD
13D
4 C
heck
s cy
linde
r th
read
and
pic
ksid
entic
al m
eter
thre
ad
....1
13D
1 C
heck
s fit
tings
with
soa
p so
lutio
n if
leak
s ar
e da
nger
ous
or im
port
ant
tens
gag
eirm
y w
itw
renc
but d
oes
not s
trai
n
4: "13
D3
Che
cks
thre
ads
for
cros
sing
by
finge
rst
artin
g co
nnec
tions
11
13B
Adj
usts
val
ves
or p
ress
ure
cont
rols
tova
ry fl
ow o
r pr
essu
re a
s de
sire
d
13E
WF
s th
e, g
age
orflo
p m
eter
as
need
ed o
r 1
at s
peci
fied
inte
rval
s as
inst
ruct
ed
GJ
Cr
7,1
CD
0, let
COCD
in
3 0 70 o s
o o Cw
.3
3N
n 0 -4,
O.
og; 0 3 C
D
Nal alE c
E>0
C a )
0C 0,AC
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Cri
C a)
ID tan) 5c.)
;)r nCC a)
co "0
03
14C10 Fills a container of known volumewith powder
14C9 Weighs sample and subtracts tare ofcontainer
14C8 Calculates weight per unit volume tofind density
14C7 Prepares the column according toinstructions including temperaturecontrol
14C6 Inserts calibration beads
14C5 Prepares a calibration chart from thebead readings
14C4 Drops individual samples in columnand takes readings when they cometo rest
14C3 Uses a wide-range hydrometer to getthe approximate density
14C2 Selects a narrow-range hydrometer ifmore precise readings are desired
14C1 Reads scale at surface of liquid
27
37
15D
1Is
at c
entr
ifuge
wai
ting
a fe
w s
econ
dsbe
fore
tim
e
15C
1C
lose
s lid
befo
re tu
rnin
g ce
ntrif
uge
on
15C
2U
ses
a tu
be w
ith w
ater
if th
ere
is a
nod
d nu
mbe
r of
sam
ples
15C
3E
qual
izes
the
bala
nce
in lo
adin
gva
rious
sam
ple
cups
15C
4C
heck
s ce
ntrif
uge
cups
for
clea
nlin
ess
and
clea
ns th
em if
they
are
dirt
y
15C
5A
llow
s ce
ntrif
uge
to c
ome
to r
est
with
out j
arrin
gif b
rake
is u
sed
it is
rele
ased
as
cent
rifug
e sl
ows
to a
near
sto
p
can
07 VI r- C
D
CD ri gi
15C
6In
abs
ence
of s
peci
fic in
stru
ctio
nssa
mpl
e is
che
cked
for
clar
ity a
ndse
para
tion
1_15C
7C
heck
s in
stru
ctio
ns a
nd s
ets
cent
rifug
e fo
r co
rrec
tr.
p.m
.sif
cent
rifug
e sp
eed
is v
aria
ble
15D
2C
heck
s in
stru
ctio
ns fo
r sp
in ti
me
15C
8T
urns
cen
trifu
ge o
ff at
spe
cifie
d tim
ein
terv
al to
mai
ntai
n un
iform
sam
ples
116C2 Reflects light from opaque samples
rn
co
co
16C9 In absence of instructions prepares samplein a slice thin enough to transmit light, ifpossible
16C8 Prepares samples, as directed
c.)
.0 CD4-0 au, E4-c.)0
(93 f_,
O
rn
0C.)C.)
c.)
o '0
4-
04-0
NC .Ct7
4.
E
1071
cOft
16C7 Places sample on a glass slide with a coverglass, if possible
16C6 Centers sample in field with lowest powerobjective
16C5 Adjusts focus with low powerobjective
16C4 Switches to other objective asneeded
16C3 Shines light through transparent samples
H16C1 Shines light from below .7.fisteril structuresfor outlines
29
39
17D
1D
ilute
s in
to a
vol
umet
ric fl
ask
17D
2 A
ccur
atel
y us
es p
ipet
tes
for
aliq
uots
117D
3D
ilute
s in
a v
olum
etric
flas
k
417C
1M
akes
acc
urat
e di
lutio
ns if
req
uire
d
17C
2 W
eigh
s a
solid
sam
ple
if re
quire
d
17C
3F
ilter
s or
cen
trifu
ges
if re
quire
d
117D
4
Dis
solv
es a
ll of
sol
id b
efor
e fil
ling
volu
met
ric fl
ask
117D
5T
rans
fers
all
of s
ampl
e w
ithou
t los
sof
wei
ght
I17D
6
Writ
es a
ll ad
j,:st
men
ts a
nd th
e sa
m-
ple
num
ber
on th
e ch
art
I17D
7
Est
ablis
hes
aba
selin
e fo
r th
ere
cord
er
17D
8 U
ses
the
reco
rder
to a
ccom
plis
h th
epu
rpos
e of
17C
5 an
d sa
ves
the
grap
h fo
r fu
ture
ref
eren
ce
m VI 0 3 C) In 0 t)
m 0 CD- CD 3
m 0 0 CD 0 0 0
I
=1 m 0 0 CD C) 0. 411
VI
m Frs
CD as CD 0
06...
......
...
17C
4 C
ompa
res
read
ings
to a
sta
ndar
di-
zatio
n gr
aph
and
conv
erts
rea
ding
sto
con
cent
ratio
ns
I...
117C
5T
akes
rea
ding
s, e
stim
atin
g la
st d
e-ci
mal
, or
runs
rec
orde
r
17C
6A
djus
ts w
avel
engt
h to
des
ired
set-
ting,
or
to th
e st
art o
f a s
wee
p
17C
7F
or r
efer
ence
-bea
m in
stru
men
ts p
re-
pare
s a
blan
k w
ithso
lven
t and
in-
sert
s it
into
the
refe
renc
e be
am
17C
8 C
heck
s th
e st
abili
tyof
the
in-
stru
men
ts' e
lect
roni
cs b
efor
e st
and-
ardi
zatio
n
17C
9R
uns
a bl
ank
whe
n us
ing
sing
le-
beam
inst
rum
ents
17C
10 P
lots
the
read
ings
on
a gr
aph
11.17
C11
Use
s a
serie
s of
kno
wn
conc
entr
a-tio
ns o
f the
mat
eria
l to
get
stan
dard
izat
ion
read
ings
for
the
inst
rum
ent
18D
6M
arks
sam
ple
with
sam
ple
iden
ti-fic
atio
n an
d sp
ottin
g po
int
118D
7P
lace
s sp
ot o
f sam
ple
18D
1W
atch
es fr
ont m
ovem
ent a
nd r
e-m
oves
pap
er a
s in
stru
cted
'-18C
1S
pots
chr
omat
ogra
m p
aper
with
sam
-...
.1pl
e
I18C
2S
elec
ts o
r as
sem
bles
jar
with
che
mi-
cals
acc
ordi
ng to
inst
ruct
ions
18C
3P
lace
s pa
per
into
jar
susp
ende
d, w
ithsp
ot e
nd d
ippe
d in
to m
obile
-pha
seso
lven
t
li18
D2
Mar
ks fr
onts
whi
le th
ey a
re s
till
wet
18D
3M
easu
res
fron
t dis
tanc
es fr
omsp
ottin
g po
int
18C
4R
emov
es p
aper
bef
ore
lead
fron
t goe
sof
f the
far
end
18D
4C
alcu
late
s R
F fa
ctor
from
fron
tdi
stan
ces
E_
18D
5S
ubm
its p
aper
por
tions
for
furt
her
anal
ysis
unl
ess
othe
rwis
e in
stru
cted
18D
8T
urns
on
carr
ier
gas
and
adju
sts
flow
18D
9T
urns
on
the
pow
er a
nd a
llow
s I.
inst
rum
ent t
o re
ach
tem
pera
ture
18D
10 A
djus
ts s
ensi
tivity
as
inst
ruct
ed
18D
11P
repa
res
reco
rder
for
run
H
1:18
C14
18C
5C
alcu
late
s fa
ctor
s or
cut
s pa
per
for
furt
her
proc
essi
ng a
ccor
ding
toin
stru
ctio
ns Sam
e as
18C
1 th
ru 1
8C5
18B
1U
ses
pape
r ch
rom
atog
raph
yto
sepa
rate
mix
ture
s an
d id
entif
y pa
rts
of m
ixtu
res
whe
n a
proc
edur
e is
pro
-vi
ded
1....
..18
C6
Sub
ject
s m
ater
ial t
o fu
rthe
r te
sts
as in
stru
cted
or
note
s co
lors
18C
7E
lute
s or
rem
oves
mat
eria
lsab
sorb
edon
res
in o
r re
sins
as
inst
ruct
ed
18B
2U
ses
thin
-laye
r ch
rom
atog
raph
y to
sep
-ar
ate
mix
ture
s an
d id
entif
y pa
rts
ofm
ixtu
res
whe
n a
proc
edur
e is
pro
vide
d
I18C
8A
just
s pH
on
resi
ns a
s in
stru
cted
[18C
9A
ssem
bles
col
umn
as in
stru
cted
18C
10S
elec
ts c
olum
ns a
s in
stru
cted
and
inst
alls
them
18C
11P
repa
res
inst
rum
ent f
or r
un
18B
3U
ses
colu
mn
chro
mat
ogra
phy
tose
para
te m
ixtu
res
and
iden
tify
part
sof
mix
ture
s w
hen
a pr
oced
ure
is p
ro-
vide
d
I18C
12
Inje
cts
sam
ple
and
wai
ts fo
r gr
aph
to b
e co
mpl
eted
118C
13In
ject
s st
anda
rd o
r us
es p
revi
ous
stan
dard
as
inst
ruct
ed
HId
entif
ies
sam
ple
and
calc
ulat
esco
ncen
trat
ion
18B
4U
ses
gas
chro
mat
ogra
phy
to s
epar
ate
mix
ture
s an
d id
entif
y pa
rts
of m
ix-
ture
s w
hen
a pr
oced
ure
is p
rovi
ded
1
4
19D
1O
btai
ns b
oilin
g in
form
atio
n fr
omsu
perv
isor
if k
now
n
19D
2D
oes
a ro
ugh
run
of s
ampl
e if
boili
ng in
form
atio
n -is
unk
now
n
19D
3U
ses
stan
dard
inst
ruct
ion
on r
ou-
tine
sam
ples
119C
1D
eter
min
es b
oilin
g po
inti
and
boil-
ing
rang
es o
f fra
ctio
ns
19D
4A
ttach
es h
eat s
ourc
e
19D
5C
onne
cts
anin
-line
man
omet
eran
d va
cuum
reg
ulat
or
19D
6A
djus
ts v
acuu
m s
ourc
e if
need
ed I-
-
1
19D
7D
eter
min
es a
nd in
stal
lseb
ulla
tor
sour
ce
119D
8S
uppo
rts
all s
tres
s po
ints
19D
9C
onne
cts
mul
tiple
rec
eive
r
19D
10 C
onne
cts
cutti
ng h
ead
to c
olum
n
119D
11C
lean
s ap
para
tus
and
lubr
icat
esjo
ints
19C
2A
ntic
ipat
es v
olum
e of
frac
tions
and
sele
cts
appa
ratu
s w
hich
will
best
ilol
d th
e fr
actio
n
CO
.o C
l)C
l).4
.N 0.
0n n
cD
C0
co n
ga. 1 O
I 19C
3R
ecor
ds b
oilin
g po
ints
and
vol
-um
es
119C
4In
crea
ses
heat
inpu
t as
need
ed
cp 03
I19C
5C
olle
cts
frac
tion
from
eac
h bo
iling
rang
e
119C
6P
roce
sses
frac
tion
as in
stru
cted
Co -a
TJ O m
I
640
cs.3
2013
1O
bser
ves
and
reco
rds
efflu
x in
seco
nds
20C
1S
elec
ts Z
ahn,
Par
tin, o
r F
ord-
cup
met
hod
for
pain
ts a
nd v
ar-
nish
es
I20
02O
bser
ves
and
recc
rds
efflu
x in
20C
2S
elec
ts la
rge
bore
Fen
ske
visc
os-
seco
nds
of a
fixe
d vo
lum
e1
imet
er fo
r he
avy
liqui
ds
20D
3C
onve
rts
dial
rea
ding
s to
pois
e by
by
usin
g co
rrec
t fac
tor
20D
4C
hoos
es c
orre
ct b
ore
for
visc
osi-
met
er
20D
5S
ets
bath
to c
orre
ct te
mpe
ratu
re
20D
6W
aits
unt
il ba
th r
each
es c
orre
ctte
mpe
ratu
re a
nd th
en m
aint
ains
that
tem
pera
ture
dur
ing
the
run
20C
3S
elec
tsB
rook
field
for
heav
yliq
uids
and
sus
pens
ions
20C
4R
egul
ates
con
cent
ratio
nin
corr
ect s
olve
nt
ponm
egm
.
2005
Reg
ulat
es b
ath
tem
pera
ture
8 N
0 NI O.
O
3 I3' 0 0
1210
1O
bser
ves
shrin
k po
int
1210
2O
bser
ves
wet
poi
nt
21D
3O
bser
ves
final
mel
ting
poin
t]
21C
1A
rran
ges
mat
eria
lin
hold
er o
fap
para
tus
21C
2D
eter
min
es a
ppro
xim
ate
mel
ting
poin
t fro
m a
han
dboo
k or
sup
er-
viso
r
21C
3A
djus
ts in
stru
men
t to
a te
mpe
ra-
ture
bel
ow th
e an
ticip
ated
mel
ting
poin
t and
allo
ws
inst
rum
ent t
ore
ach
that
tem
pera
ture
21C
4In
sert
s th
e sa
mpl
e
a
4210
5O
bser
ves
and
reco
rds
shrin
k po
int,
wet
poi
nt, a
nd fi
nal m
elt p
oint
2106
Det
erm
ines
pur
ity o
f sam
ple
from
mel
ting
rang
e
2
as 7 0 0
it
(N
I22C13 Submits charts and readings to Isupervisor
22C12 Records readings or converts themto concentrations as instructed
22C11 Takes readings from the trace
Cs1coNN
22C10 Records all settings, sample num- Ibers, etc. on chart
22C9 Prepares calibration curve as per I1783
Assures correct input range and Isetting
22C7 Sets chart drive speed as instructedor for best results when notinstructed
I22C6 Checks and services pen to assurea clear trace
22C5 Makes sure of correct reading if acontinuous recorder is being used
NN
22C4 Checks and adjusts zero of instru- Iment to calibrate zero setting
122C3 Inserts chart, engaging drive teetli,and orients chart if necessary
22C2 Determines the length of recordingto be sure the chart paper willrecord the entire sequenca
22C1 Determines the type of recordingto be used, linear, log, or polar
35
a)
a- a
cc
NN
cs,0
23C
1 M
aint
ains
the
note
book
in a
nea
tfa
shio
n w
hich
is e
asy
to fo
llow
or
asin
stru
cted
23C
2 D
oes
not e
rase
mis
take
s bu
t lin
esth
em o
ut
23C
3 D
oes
all c
alcu
latio
ns in
not
eboo
k
23C
4 R
ecor
ds A
LL in
form
atio
n re
latin
g to
proj
ect
1
23C
5
Not
es
any
unus
ual b
ehav
ior
of in
-st
rum
ent i
n lo
g bo
ok
23C
6 R
ecor
ds a
ll ad
just
men
ts e
tc. i
n lo
gbo
ok
23C
7 K
eeps
a n
otat
ion
of a
ll re
adin
gs in
the
log
book
, lis
ted
by s
ampl
e
23C
8 R
ecor
ds a
ll de
term
inat
ions
foun
d fr
omre
adin
gs in
clud
ing
any
fact
ors
used
inde
term
inat
ions
co
mm to g
0 2 9,
0 af
,11
)
03(.
1
c2
CHAPTER VI
THE LABORATORY AND ITS EQUIPMENT
Reference to the subject matter outline will show that the major units of studycan be considered to be Introductory and Analytical Chemistry, LaboratoryInstrumentation, Technical Physics, and Organic Chemistry. This requires a total of atleast 120 student drawers with locks. Twenty drawers will hold common hardwareitems, such as burners, that can be shared by all. In addition, many more spaces willbe needed for general storage and special set-ups. Because each student will be workingon his/her own, it is desirable to spread the general work area as far apart as possible.The floor plan suKests a perimeter arrangement. Since the laboratory must beair-conditioned, a dual purpose roof unit can be used. This almost doubles the benchfootage which can be put in the room because there will be no heating units tointerfere with perimeter use.
The instrumentation equipment has been deliberately spread about in this plan, toallow adequate access by 20 students. Certain types of equipment are sandwichedamong student perimeter tables. This should present no problem, as two students willseldom need the same spot. Upon rare occasion the student with the lowest priorityrequirements may need to show courtesy to the other student.
The floor plan shown here is a convenient arrangement which allows maximumflexibility and quite adequate working space. If necessary the floor space could bereduced up to thirty per cent and still permit operation of a full program. Localconditions might also call for other table layouts. In all such cases consider theworking and movement pattern of twenty students.
The General and Analytical Chemistry equipment list provides typical equipmentfor each student registered in this course. It is suggested that a fully equipped
two-drawer set-up be provided for each student. The traditional plan of sharing by twostudents costs more in the long run because of increased breakage. In this plan,inevitably the dominant student takes over and the submissive student gets
short-changed. Also, remember that a technician needs to learn self reliance andtechnique in the laboratory more than he needs to learn subject matter.
Other equipment will be needed, but it can be carried in the stockroom and usedon a sign-out basis. A teacher with a special interest may wish to supplement the listpresented here to support that interest.
'37
20. SHELF
1
O
ALL WORK SURFACES APPROXIMATELY 30" HIGH, WITH 4 LOCKING DRAWERSAPPROXIMATELY 20" WIDE.
INSTRUMENT BENCHES ALL WITH ELECTRICITY AND STUBBED DRAINS; OTHERUTILITIES STUBBED, TO BE INSTALLED AS NEEDED.
FULL AREA TO BE AIR CONDITIONED.
FUME-FREE ROOM TO BE HUMIDITY CONTROLLED.
4 STUDENTS
Alex.- LHEAKCAL RACK WITH WATER, LAMM, GAS, & ELECTRIC OVER 6" TROUGH
AST. sit* MT..]STA. STA.
BROKEN GLASS
I i
DOUBLE FUMEMOO<"ALL UTILTIES
TABLE
4 STUDENTS
DEMONSTRATION
TABLE
OPEN AREA
WITH SEATING
FOR 20 STUDENTS
(USED AS CLASWICOM
BURETTE ANDCONDENSER RACK
40
CHEKICAL WASTE
eitiACKescRECARDEN KEY RACK
FUME FREE
WORK AREA
°ROLLEDDOER
DOUBLE FLOOR TO
CEILING STORAGE
LIGHTING ALL AROUNO
FUROR TO CEILING RACK WITH LOCKED GLASS SLIDING DOORS
198
INSTRUCTOR'S
OFFICE
20" SHELF
GENERAL AND ANALYTICAL CHEMISTRY EQUIPMENT LISTPER STUDENT
Glassware
Beakeis Watch Glass50m1 4 ea. 65mm 2 ea.
100 ml 4 ea. 100 mm 2 ea.250 ml 4 ea.400 ml 4 ea. Mortar w/pestle Size 0 1 ea.
Flasks, Erlenmeyer Pipette, Volumetric50 ml 2 ea. 25 nil 1 ea.
100 ml 2 ea. 10 ml 2 ea.250 ml 2 ea. 5 ml 2 ea.400 ml 2 ea. 2m1. 2 ea.
1 ml 5 ea.Flasks, Florence
125 ml 2 ea. Test Tubes250 ml 2 ea. 10 X 7 5 mm 10 ea.500 ml 2 ea. 13 X 100 mm 10 ea.
20 X 150 mm 2 ea.Flasks, Filtering
250 ml 2 ea. Condenser w /sealed tube 1 ea.
Flask, Volumetric' Pneumatic trough, plastic 1 ea.100 ml w/stopper 2 ea. Eyedropper 2 ea.
FunnelsShort stem 65mm 2 ea.
Policeman, Rubber 2 ea.
Long stem 65mm 2 ea. Tubing, Rubber AssortmentThistle Tube 1 ea.
Graduate Cylinder10 ml
100 ml1 ea.1 ea.
Hardwa're
Forceps, Chemical 1 ea.Thermometer
-20° to 116°C-10° to 200°C
1 ea.1 ea.
File, triangularBurette clampDeflagrating spoonTest tube holder
1 ea.1 ea.1 ea.1 ea.
Bottles, 8 oz. Small Mouth Test tube clamp 2 ea.w/screw cap 4 ea. Rubber tubing clamp 2 ea.
Spatula, metal 1 ea.Bottle, Wash Condenser clamp 2 ea.8 oz. plastic 1 ea. Triangle, porcelain 2 ea.
Drying tube, plastic 2 ea. Wire gauzeMarking pencil (grease)
2 ea.1 ea.
Crucible w/cap No. 1 2 ea. Crucible tongs 1 ea.
Evaporating Dish Brushes,test tube 3 ea.
Size 00 No. 4 2 ea.
Filter Paper 12.5 cm 1 box
Filtering Cone 63 mm 1 ea. In Common Drawer For All Courses
pH Paper Hydrion Disp 1 ea. Fisher burner 1 ea.Ring stand 1 ea.
Microscope slides 4 ea. Funnel stand 1 ea.
49
The Organic Chemistry equipment list duplicates much of the glassware used in theprevious list. However, much of this glassware is inexpensive or would be needed forreplacement anyway. The more expensive items require the care of the person running thetests as part of the training. A realistic assessment of certain habits requires that the studentbe the only person to use certain pieces of equipment. For these reasons the following listsof equipment should be provided for each student in locked drawers which have sufficientspace for safe storage. This list have to be modified to meet the needs of any special projectdesired to provide skills needed by a local industry.
ORGANIC CHEMISTRY EQUIPMENT LISTPER STUDENT
2 Adapters, bent I 24/403 Beakers, 100 ml3 Beakers, 250 ml3 Beakers, 400 ml3 Beakers, 600 ml3 Bottles, gas3 Bottles, _reagent, 68 ml6 Bottlei, sample_1 Bottle, wash1 Brush, test tube1 Burner, Fisher4 Clamps,, condenser4 Clamps, extension1 Clamp, pinchcock1 Clamp, screw2 Clamps, test tube1 Clamp, thermometer8 Clamps, holder2 Condensers T 24/401 Cylinder, graduated 100 ml1 Cylinder, graduated 10 ml1 Dish, evaporating No. 001 Dish, evaporating No. 41 Distilling column ! 24/402 Droppers, medicine1 File, round1 File,triangular
2 Flasks, distilling, T 5() ml
40
50
2 Flasks, distilling T 125 or 250 ml2 Flasks, distilling T 500 or 1000 ml4 Flasks, Erlermeyer, 250 ml1 Flask, filtering, 250 ml1 Flask, Florence 500 ml1 Flask, round bottom 200 or 300 ml1 Flask, Volumetric, 100 ml1 Funnel,' 65 nun1 Funnel, Buchner, No. 01 Funnel, separatory, 60 ml1 Funnel, sei Iaratory, 125 or 250 ml2 Gauzes, win e
2 Glass plates1 pH paper Hydrion2 Rings, extension2 Rings, flask2 Scoopulas1 Support, test tube10 Test Tubes, soft, 6"4 Test tubes, pyrex, 6'.'1 Test tube, pyrex, 8"-2 Thermometers, 100°C2 Thermometers, 360"C1 Tongs, crucible1 Tube, drying1 Tube, ."T"8 Tubbings, rubber 3'2 Tubings, vacuum
The following list provides individual materials needed to run a modified physicsprogram. Since the teaching of a physics course requires many other items of specializedequipment, the school may desire to teach this course in the regular physics room. In thatcase, not all of this separate equipment would be needed.
STUDENT EQUIPMENT PHYSICS
Physical Measurements and Mechanics1 vernier caliper1 micrometer caliperI- metric ruler1 student pycnometer3 dial-type spring balances1 protracter1 compass
3 clamps,meter stick, support and knife edge1 simple form truss2 pulleys single sheave
2 pulleys double sheave1 pulley triple sheave1 set wooden density rods (can be made by wood shop)1 set friction blocks (can be made by wood shop)1 thermometer -10°C to 110°C.
Light and Optics (per student)1 lens convex 10 cm1 lens convex 20 cm1 lens concave 10 cm
1 screen approximately 5" by 5"1 wire mesh approximately 5" by 5"4 holders to fasten above items on a meter stick1 plastic diffraction grating1 plane mirror
Electricity and Magnetism (Stockroom items which may not beavailable in physics room. These items could be made by the firstclass if necessary)
8 multimeters4 power-supply demonstrator kits4 amplifier demonstrator kits4 time-constant demonstrator kits4 photo-electric demonstrator kits
41
INSTRUMENTATION STUDENT SETUPS
The instrumentation set-ups are best handled as a combination arrangement. Eachstudent should be assigned a single drawer for equipment and sample storage. The studentequipment to be kept in the drawer should be limited to a few beakers, some flasks, aspatula, and half dozen test tubes of each commonly used size. A few other small items canbe taken from stock, as needed, during the first year of operation and then a permanent listcan be made to meet the local need.
Each instrument will need one or more drawers of associated equipment available on adaily operation basis. It is sule.ested that, as each instrument is procured, consideration begiven to the modes of operation desired for the instrument. Auxiliary equipment shouldthen be ordered to fulfill those needs. Since such equipment is frequently back-ordered it iswise to order extras wherever possible. The extra equipment can then be kept in a separatelocked drawer near the equipment. Students should have access to the daily use drawers, butonly the instructor should transfer items from the stock (extras) drawers.
A list of basic instruments follows. This list gives a fairly representative sample of alllaboratory instrumentation in use. These are "batch" type instruments. Some of the basicprocesses used in "on line" instruments are not available in this instrument selection.However, it is usually considered impractical to use "on line" instruments as they require aproduction unit before they can be operational. In addition, the local advisory committeemay suggest other special equipment. Such equipment is definitely needed if it is heavilyused in the manufacture of a specialty product produced iu the locality. For instance, aschool in Oklahoma would be justified in considering several instruments which are usedonly in petroleum processing.
A school may choose to price the equipment in this list when it constructs its budgetand plans the purchase of other major instruments in successive years. Such a plan mightalso permit the actual purchase of equipment to be delayed until an instructor is hired, so hecan review the local needs.
Balances A selection of single-pan analytical balances anei torsion balances is needed. Aminimum of two analytical balances will do for the class if there is at least one torsionbalance which is accurate to the second decimal place for every four students. If torsionbalances are .not used, one analytical balance for every five students is recommended. Ifpossible each balance should be of a different brand or type.
Centrifuges Two or three centrifuges are needed. These should be a small model centrifugewith rubber feet, a fixed angle head, a closable cover, and a speed regulator.
Colorimeter One colored-filter type photoelectric colorimeter with adequate filters tocover the visible range.
5242
Spectrophotometers One visible-range refracting type electronic spectrophotometer, suchas the Bausch and Lomb "Spectronic 20" or the "Coleman Junior." One recording-typespectrophotometer which covers both the visible and ultra-violet range. This should be oneof the standard, major brand instruments. One It dralea._ spectrophotometer including aselection of standards for each classification of organic compound to be tested.
Gas Chromatographer One dual column, recording gas chromatographer with temperaturecontrol. At least two different matched sets of columns are needed for this instrument. Therecorder for this instrument should include an integrator or have an integrator attachment.
Conductimetric Titrations One conductimetric bridge with a conductivity cell. Oneresistance bridge (low priced) with an electric eye for end-point determination. Oneconductivity cell attachment for a pH meter.
pH Meter One pH meter accurate to the second decimal with parameters forpotentiometric and conductimetric titrations. This purchase shOuld include appropriateextra cells and buffers.
Muffle Furnace One muffle furnace with an approximately 4" by 4" by 8". chamber.
Melt Point Apparatus One capillary tube melting-point apparatus. One alternate form ofmelting-point apparatus. If the budget allows, this second type of apparatus might be acombination melting-point, boiling-point apparatus.
Pipetting Machine One automatic pipetting machine with a capacity of up to 10 ml peraliquot.
Refractometer One Abbe refractometer. Auxiliary to this instrument, but necessary toits full operation, is a constant-temperature bath and at least two different indexes ofrefraction calibration standards.
Polarimeter One half-shade type polarimeter with some source of monochromatic light. Ifthe school determines that local industry makes heavy use of this instrument, a water bathand jacketed sample tubes will be needed.
Polarograph One recording polarograph including a dropping electrode mercury cell and arotating electrode cell. The inexpensive "Heath" polarograph is quite adequate for studentwork. It may be readily used with the "Heath" recorder or any standard recorder. The"Heath" polarograph has the advantage of being convenient for use in several exercises whenteaching basic instrumentation.
43
5'3
::4
Viscosimeter One .viscosity bath with temperature control. This viscosity bath should becapable of holding several types of viscosity tubes including Saybolt and Cannon-Fenske. Upto a half dozen of each type of tube should be purchased with the instrument. One sheartype viscosimeter with at least three rotating bobs of different ranges. A power driveninstrument is _preferable.
Other A variety of scientific fractional horsepower motors, controllers, shafts, etc., shouldbe purchased for use by students. The facility gained in using these devices is needed eventhough the school lab could easily by-pass the need for such instruments to complete anytests.
STOCKROOM SUPPLIES AND EQUIPMENT
It is very difficult to provide specific and useful information about the kinds of itemsneeded in the stockroom. In general, the stockroom will require the same kinds of chemicalsand glassware needed in a regular high school chemistry laboratory. In addition to this,several special chemicals will be needed for the instrumentation phase of the program. Afirst duty of the new instructor will be to review the exercises planned for that work andthen order the needed chemicals. Increased student working time will require up to fourtimes the amount of chemicals usually consumed by a single student in high schoolchemistry. The glassware items will also be similar but in many cases should be of greaterprecision than usual. Many items will require 'f fittings instead of stopper fittings. Anumber of special glassware items not normally found in a high school laboratory will beneeded, but can be added as the need is established.
A stock_ of individual student glassware items is needed to maintain the laboratory. Astandard stock of 25% should prove adequate. In many instances case lot prices will suggestlarger spare supplies of specific items to permit the school long-term savings.
54
44
CHAPTER VII
OCCUPATIONAL COMPETENCY PREPLACEMENT EXAMINATIONFOR CHEMICAL TECHNICIANS
TESTING MANUAL
Use Of The Examination
The chemical technician occupational competency examination was primarily designedas a selection and placement device. It can be useful to the employer as a screening andplacement device. Schools offering chemical technology programs may find the examinationof value as a pre-placement device. The examination may also be of value for teacherselection and certification purposes.
If the examination is used for teacher selection or certification purposes,it is suggestedthat successful candidates should score in the same range as the successful top-leveltechnicians. Such practice would assure that the teacher candidate has sufficientc.-.cupational competence in his subject field.
When the examination is used by schools as a pre-placement device it is su?..ested thatthe examination be administered just prior to. graduation. The student should not receiveany kind of special preparation for the examination. The examination should beadministered in a fashion that prohibits the other students from observing the examineeswhile they work. No scores should be announced until all students have completed theexamination. The examiner should also avoid discussing any information on the ratingchecklist. Following these precautions avoids invalidating the examination scores. Unless.scores have been announced, there is no danger in having students discuss the examinationbefore they take it. The only way a student can improve his score is to improve hiscompetence. There is some likelihood of such improvement, since a discussion of thejudgments involved could lead a student to improve his judgment, especially if he has notpreviously considered his work in terms of decision making.
The student scores could be made a part of the credentials offered to the prospectiveemployer. If this is done, an insert containing the pertinent validation information shouldalso be included. Many employers would have to provide the validation information to theUnited States Office of Economic Opportunity before they could accept the examination asa selection device.
When the examination is used by the employer as a selection and placement device, itis suggested that the testing be done by the supercris'or who will be supervising the selectedcandidate. The supervisor does not need any special training. He will need to read this
45
manual, the test, and the checklist before he administers the examination for the first time.Should this suggestion be impractical for any given employer, a qualified personneldepartment professional employee can administer the examination. If this is to be thepractice, it is further su:ested that the designated employee assist a laboratory supervisor inthe administration of the examination at least once and then have the laboratory supervisorassist him at least once before he attempts to administer the examination on his own..
There are at least two advantages to the initial suggestion. Observation of the candidateduring the examination will give a good review of where the candidate has strengths andweaknesses. This could be valuable information for in-service training of the selectedcandidate. Possibly more important than the score is the candidate's working personality.Administration of the examination will probably take between 35 and 60 minutes. Duringthis time the supervisor can make a good evaluation of the candidate's working personality.Since the supervisor would usually wish to interview the candidate anyway, there is littleloss of time to gain this information.
The personnel department should review the pay level schemes presented in thismanual and make policy decisions which are consistent with local needs. It should be noted,however, that only the three-level scheme provides a seemingly natural break in scores thatgive reasonable assurance of pay levels which fit individual competency.
Since the examination requires the use of many pieces of minor equipment and a fewpieces of common major equipment, it is su:ested that the testing always take place in thesame laboratory. If a laboratory which has the large items is selected, the company needonly tie up one cabinet space and about 80 dollars' worth of equipment. Other activity cantake place in the laboratory during the examination unless the company wishes to retest theother technicians for advancement purposes. A laboratory is su:ested instead of an officebecause running water, distilled water, and several electrical outlets are needed during theexamination. The laboratory environment also adds to the realism.
Administration Of The ExaminationAdministration of the examination requires approximately one hour. Less capable
candidates will usually require less time and some very capable candidates will require asmuch as an hour and a quarter because they will need 15 to 20 minutes to interpret thegraphs which are part of the examination.
To prepare for the examination, gather the equipment and supplies listed on theattached sheet. Assemble them in a laboratory which has running water and at least 20square feet of bench top. Five 110 -volt outlets will also be needed. If the laboratoryalready has an 'analytical balance, a calculator, and a pH meter, the bench space can bereduced. Organize the glassware as shown on the diagram ( page 62 ), on the secondpage of the equipment list. If the space is limited and a different arrangement is needed,
46
make sure all the volumetric glassware is neat, together, and in plain sight. The pH metershould have a probe which is assembled and in operating order, but if possible, the powershould be turned off. Other people may work in the laboratory during the examination,but they should not talk to the candidate, or about the test, nor should they be allowedto disturb the equipment.
When the candidate arrives, allow him to read the examination tasks he is toperform. After he has read the tasks, take two to three minutes to show him the locationof everything he will need. A friendly, relaxed atmosphere is desirable, but do not discussthe rating checklist or how to perform any item. If the candidate asks how to dosomething, tell him he is to use his best judgment.
The exact wording to be used follows: Mr. (or Miss) : The (Name of firm )requires chemical technician candidates to take a performance test. This test willprobably take 30 to 60 minutes to complete. You may not be able to do some tasks. Donot worry, just skip them. Give the candidate his examination sheet and allow him toread it. Say: You are to perform all the tasks to the best of your ability and according toyour best judgment. Then point out the various pieces of equipment. Allow the candidateto ask any questions he has and allow him to start.
To rate the candidate, watch his performance of the tasks and check those behaviorshe demonstratei. If the candidate performs the task somewhat differently, decide whetheror not he has performed the equivalent of what is described in the checklist and rate himaccordingly. If the candidate questions something, such as the dirty burette, remainneutral and respond with some comment sifh as "Yes, I see it is somewhat dirty," buttell him to go ahead and work with it since it would take too long to clean it. Theappropriate items which are indicated by the questioning would, of course, be checked.
Validation InformationThis is a brief summary of the pertinent validation information. More detailed
information is available from the examination publisher.Mean Score of the Standardization SampleNumber of Subjects in the SampleStandard DeViation of ScoresRange of Scores for the Standardization SampleSplit-Half Reliability CoefficientInter-Rater Reliability Coefficient
Laboratory SupervisorPersonnel Specialist
= 52.3= 61=.15.9= 12 to 90= .94
= .98= .98
Score InterpretationSince virtually all companies hiring chemical technicians follow a practice of saving
the top technician pay level for employees of long and successful tenure, that pay level
47
does not have to be considered for selective purposes. This leaves two selectionsequences. Those companies which recognize four pay levels have need for three selectionlevels, while the companies with five pay levels have need for four selection levels.
The scores show a natural three-level breakdown. If the mean score for the totalstandardization sample (52.3) is chosen as the. midpoint for the second pay level scorerange, we need only subtract one standard deviation to obtain the midpoint for the level1 score range (36.4) and add one standard deviation to obtain the midpoint for the level3 score range (68.2). Each of these midpoints lies very close to the correspondingstandardization group mean. Scores of 28 to 44 would be used to select pay-level-1technicians. Scores of 45 to 60 would be used to select pay-level-2 technicians. Scores of61 and above would be used to select pay-level-3 technicians.
The only difference between this proposed three-level score interpretation andpresent practice is that it would be harder to become a level-3 technician. Present level3's do, score as well as present level 4's. However, in the suggested selection scheme,level g and 4. technicians are assumed to have the same ability. The only way to fullymeet present practice is to use the same score range (45-60) for the selection of paylevels 2 and 3. This matches present practice. The mean of pay level 3 of thestandardization sample was 1.6 score points more than the mean of pay level 2 of thestandardization sample.
Those companies which use, five pay levels need four selection ranges. They coulduse a score range of 28 to 44 to select pay-level-1 technicians. A score range of 45-60could be used to select technicians for pay levels 2 and 3. A score range of 61 and abovecould be used to select pay levels 3 and 4. Such practice would parallel the competenciesobtained by present selection practices.
If a company desires a higher competency at each pay level, the examination couldbe used to assign such levels. By adding one - half standard deviation to thestandardization sample mean, a score of 60 is obtained. This could be the midpoint ofpay level 3. If the remaining midpoints are separated by three-fourths of a standarddeviation the following midpoint values are obtained: pay level 1 = 36, pay level 2 = 48,pay level 3 = 60, and pay level 4 = 72. The score ranges for each level would be 30 to42, 43 to 54, 55 to 66, and 67 or above respectively.
Three LevelLevel 1 Level 2 Level 328 to 44 45 to 60 60 & up
ested Score Ranges
Four LevelLevel 1 Level 2 Level 3 Level 430 to 42 43 to 54 55 to 66 67 & up
48_
.58
CHEMICAL TECHNICIAN
OCCUPATIONAL COMPETENCY EXAMINATION
Rating Checksheet
Starting Time Subject No.
1. Weigh out approximately 1 gram of sodium hydroxide pellets to be used to make astandardization solution.
11110111l!N
Selects an analytical balanceaccurate to at least four decimalplaces.
Obtains a tare sheet (a smallpiece of clean paper).
Takes the bottle of NaOHpellets to the balance.
Turns on the balance andchecks the zero point beforeweighing.
Estimates weight of tare sheet(reads two to three decimals).
Keeps the pan support raisedexcept during readings,especially when adding morethan a few grains of powder(raised for pellets).
Operates weight dials to obtainweight range.
2. Dissolve the pellets of NaOH in 100.0
Selects a 100 ml volumetricflask (only practical instrumentavailable with the correct degreeof precision).
Transfers pellets to bottlewithout touching them. (Correctprocedure is to make a funnelwith tare paper and pour them.)
Washes neck of flask withwater.
Fills flask to a convenient level,less than 3/4 full.
Immediately replaces bottle capafter use, before 'taking finalbalance reading. (In this case, asin many, atmospheric moisturewill ruin the contents.)
Reads major scale accurately(nearest division).
Reads vernier to tone division, orrounds off last figure to nearestwhole division..
Transfers balance readings to adigited, decimal figure,accurately.
Writes first full readings onpaper. (Does not trust memory.)
Writes tare readings on paper(after step 2).
Enters net weight on answersheet.
ml of distillea water.
Completely dissolves pellets byswirling.
AFTER ALL PELLETS AREDISSOLVED, fills flask untilthe bottom of the meniscus andthe graduation circle are sightedas one.
S9 49
Assures complete mixing byample agitation, using airbubbles as mixer.
3. Use the calculator and determine the normality of the sodium hydroxide solution.Use the equation printed immediately below. Insert the numbers in the spacesprovided.
Obtains correct answer fromcalculator (between .200 and.300).
Enters results on sheet to threedecimals. (The 4.00 was insertedto test interpretation on errorsof significant figures and tomake four decimal placeweighing realistic.)
Does not have to start any partof the calculation twice becauseof any type of error. (Subjectmay have been taught to runentire problem twice to check.)
* If subject uses less accuratenumber, ask why; if he refers tohygroscopic nature of NaOHcheck both blanks, as correct.
4. Using the approximately .1N hydrochloric acid as a titrant%nd phenolthalein as anindicator, determine the normality of the approximately .1N hydrochloric acid. Usetwo 10.0 ml aliquots of the sodium hydroxide. Titrate duplicates and average theresults. Record the results in the blanks. Use the equation provided for yourcalculations. Use the magnetic stirrer to mix the reactants.
Use a 10 ml pipet to obtainaliquots. (The best of threepoor choices. Tell subject toavoid getting this liquid in hismouth, after he reaches forpipet. This concentration is onlyslightly harmful if not rinsedwith water.)
Fills pipet so that the bottomof the meniscus and thecalibration mark are even.
Allows pipet to run empty.(Does not blow out the last ofthe liquid.)
Touches end of pipet to side offlask to remove last drop.
Selects a small Erlenmeyer flaskas a titration container.
Takes and records initial buretreading.
Uses 1 to 3 drops ofphenolthalein.
Rounds buret reading to nearest.05 ml.
60 50
Adjustsswirl.
magnetic stirrer for a
Titrates, using a number ofapproximately equal volumesuntil the end-point isapproached.
Near end point, titrates at a ratesuch that individual drops canbe counted.
Checks for cleanliness of buret;(Looks for clinging drops.)
Inserts plastic magnet.
Assembles buret-stand uprightand buret clamp so that the
buret tip is somewhat below themouth of the flask when theflask is on the stirrer.
Fills buret so that liquid is offscale and somewhat above thezero.
Slowly opens the valve andallows the liquid to displace allair.
Allows liquid to drop into aspare container until meniscus ison scale, or if necessary refillsburet.
Compares the volume of acid inburet with result, to avoidrefilling buret during a titration.
Averages readings and doesother calculations as instructed.
5. Combine the two titrated aliquots in a beaker
Combines the two aliquots in asmall beaker.
Turns on pH meter.
Allows pH meter to warm untilthere is no drifting of needle.
Accurately adjusts pH meterwith buffer as a standard.
6. Mix about 20 ml each of solutions A and B.
Mixes the solutions.
Fills each centrifuge tube withan equal amount.
Inserts the tubes in centrifugeopposite each other.
Uses a fourth tube filled tosame level with water as acounterbalance.
Measures solution with agraduate cylinder.
Does not exceed end point bymore than two drops..
Takes and records final reading.
Enters difference in readings onanswer sheet.
Exhibits reasonable dexterityduring the above operations.
and take pH reading.
Rinses meter probes.
Takes reading, rounding off thelast digit to a realistic extent(depends upon meter scale).
Records the reading accurately.
Rinses the probes with distilledwater.
Centrifuge three tubes of the product.
Closes lid, if any, beforerunning centrifuge.
Allows centrifuge to run a fewminutes.
Turns off centrifuge and allowsit to coast to a stop (no suddenjarring).
Checks separation of one tube,to see if further centrifuging isneeded.
7. Identify what instrument the chart for item 7 was run on. Assume that the standardsolution contains 120 grams per liter of a product. Find the-amount of the productin each of the two samples. You are to use the two sheets of paper inserted 'afterthe chart, item 7, for your work.
Identifies instrument asauto-analyzer or like equipment.
Plots concentration on one axisand readings on the other.
,.....,Attempts to prepare a Chooses and draws a straightstandardization graph. line that runs through the
approximate center of theplotted points.
5161
Plots the points on thestandardization on the graph.
Gets a value between 64 and 70grams per liter as a value forsample No. 1.
Gets a value between 49 and 54grams per liter for sample No.2.
Records values where instructed.
8. What type of instrument were the charts for item 8 run on? Give the formulasthe two samples or whatever part of the formulas you can. Place your responsesthe sheet of paper inserted after the charts.
Identifies instrument as aspectrophotometer (ignore anymodel or brand information).
Two types of reading are:
absorption
transmittance.
ofon
Instrument is commonly usedwithout a chart by:
reading the meter at specifiedwavelength.
9. What type of instrument were the. charts for item 9 run on? Give the formulas ofthe two samples or whatever part of the formulas you can. Give the amount of eachof the two samples. Approximate this figure within 10-15%. Place your responses onthe sheet of paper inserted after the charts.
Identifies the gas chromatogram.
Gives C2H6 asunknown No. 1.
Gives C4H? asunknown No. 2.
formula for
formula for
Gives between 4.3 and 5.8microliters as a response tounknown No. 1.
Gives between 6.8 and 9.2microliters as a response tounknown No. 2.
Records responses as instructed.
10. Using the equipment provided, set up a reflux condenser. Assume that the reactantsand a heating mantle will be added later, after the set-up is approved.
Chooses a condenser.
Chooses a flask. ,
Chooses no other glassware.1,
Inserts condenser into flask andclamps both upright with atleast 3 clamps.
52
62
Fastens rubber tubing.
ti
'7.
11. Using the equipment provided, dilute the solution labeled C in distilled water toproduce a solution containing 1 ml. in 125 ml, 1:125.
Places a little of C into a cleanbeaker.
Takes exactly two ml with apipette.
Places 2 ml in a 250- nilvolumetric flask.
Fills flask to mark.
Agitates, using air bubble tomix contents.
Finishing time Working time
53 63
AN OCCUPATIONAL COMPETENCY EXAMINATIONFOR
CHEMICAL TECHNICIANS
1. Weigh out approximately 1 gram of sodium hydroxide pellets to be used to make astandardization solution.
Weight of NaOH grams
2. Dissolve the pellets in 100.0 ml of distilled water.
3. Use the calculator and determine the normality of the sodium hydroxide solution.Use the equation immediately below. Insert the numbers in the spaces provided.
Calculations:
Wt. in Grams4.00
= Normality of Sol. =4.00 g NaOH
4. Using the approximately .1N hydrochloric acid as a tirrant and phenolthalein as anindicator, determine the normality of the approximately .1N hydrochloric acid. Usetwo 10.0 ml aliquots of the sodium hydroxide. Titrate duplicates and average theresults. Record the results in the blanks. Use the equation provided for yourcalculations. Use the magnetic stirrer to mix the reactants.
Aliquot No. 1 ml of HC,1
Aliquot No. 2 ml of HC1
OAverage ml of H
Calculations:
N of NaOH x 10 = N of HC1 N NaOH x10N HC1
Avg. ml HCl HC1
The normality of the HCl is
5. Combine the two titrated aliquots in a beaker and take pH reading.
pH
6. Mix about 20 ml each of solutions A and B. Centrifuge three tubes of the product.
54
64
14,
:
An Occupational CompetencyExamination for Chemical Technicians (Continued)
7. Identify what instrument the chart for item 7 was run on. Assume that the standardsolution contained 120 grams per liter of a product. Find the amount of theproduct in each of the two samples. You are to use the two sheets of paper insertedafter the chart, item 7, for your work.
8. What type of instrument was the chart for item 8 run on? What two types ofreadings can be taken with this instrument? Could you use the instrument without achart? How? Use the sheet of paper inserted after the chart, item 8, for yourresponses.
9. What type of instruments were the charts for item 9 run on? Give the formulas ofthe two samples or whatever part of the formulas you can. Give the amount of eachof the two samples. Approximate this figure within 10-15%. Place your responses onthe sheet of paper inserted after the charts.
10. Using the equipment provided, set up a reflux condenser. Assume that the reactantsand a heating mantle will be added later, after tie set-up is approved.
11. Using the equipment provided, dilute the solution labeled C in distilled water toproduce a solution containing 1 ml. in 125 ml, 1:125.
55 65
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a.
EQUIPMENT USED FOR ADMINISTRATION OF THE EXAMINATION
The following list includes all of the equipment used for the administration of theexamination. The equipment is listed in the most probable order of use. Items may belisted at the end of a previous sequence when two sequences of items are iieeded toperform the same task.
1. Sodium Hydroxide Pellets(1 pound dry)
2. Spatula
3. Glassine Tare Sheets
15. Stirrer Magnets - 2
16. Distilled Water (on tap)
17. Phenolthalein Indicator Solution
4. Analytical Balance (to fourth decimal) 18. Hydrochloric Acid Sol .1N
5. Calculator
6. Wash Bottle
7. Volumetric Flasks50 ml
100 m150 ml250 ml
8. Burette - clean,1
9. Burette slightly dirty,1
10. Burette Clamp
1 1. Burette Stand
12. Flasks Erlenmeyer4 - 125 ml4 - 250 ml4.- 500 ml
1 3. Flasks Florence2 - 150 ml2 - 250 ml2 - 500 ml
14. Magnetic Stirrer
61
19. Beakers2 - 1 50 ml4 - 250 ml2 - 500 ml
20. Sodium Chloride Sol A Approx. .1N
21. Silver Nitrate Sol B Approx..1N
22. Centrifuge
23. Centrifuge Tube', 6
24. pH Meter with 7.0 buffer
25. Graduate Cylinder 100 ml
26. Copper Sulfate Sol C Approx..iN
27. Pipette TD1 - 1 ml1 - 2 ml1 - 5 mi1- 10 ml
28. Ring Stand
29. Distilling Apparatus, Simple1 flask any size 's to fit1 condenser tube 'S to fit1 adapter 'S to fit1 receiver, right angle to fit2 pieces rubber tubing to fit
condenser
71
is
The following diagram is a suggested layout of equipment.This layout was usedfor standardization study. Minor shifts of item positions may be needed to fit yourlaboratory benches. Large items may be used where they now exist if they are in thesame room. The positions of items are indicated by the item numbers used fibiM.t.
ITEM ARRANGEMENT DIAGRAM
19 13 12 25 7 27 18 26 21 20 1
14 b 8,9 10,11 .17 2
22, 23 28, 29
4. 24 6 16 5
3.
62
CHAPTER VIII
TEACHING OUTLINE
When this outline is followed every student in the class who shows d,reasonable levelof mastery should accomplish two major objectives. He should possess all the basic skillsnecessary to be a successful chemical technician and he should know enough basicchemistry to continue with a college education. The second is considered to be aprerequisite for top technicians. The class "Top Technicians" must be promotable. As hasbeen stated before, there is room for the less successful, but we should recognize thelimited advancement potential of that student and help him avoid getting in over his headon the first job.
The teacher will immediately note a sharp departure from the typical high schoolchemisity course. There is no attempt at a liberal education as such. Descriptivechemistry and in-depth theoretical chemistry not essential to the present program arediscarded. Not because it is believed that these are inappropriate, but because no onecourse can successfully be all things to all people. The commitment here is to the shapingof a chemical technician, not a chemist, nor a consumer. The emphasis is on individualparticipition and performance from the very beginning. It is assumed that this studentbelieves in doing, not just knowing. Supplementary reference materials of a general naturemight serve some of the more advanced students to good advantage in learning traditionalchemistry. There is a question, however, if the teacher has a right to include this in theevaluation.
Some of the suggested teaching alternatives are "make work" in nature. This is donebecause mastery of certain objectives is paramount to technician training, yet only aproduction set-up provides the need to run repetitive samples through certain tests. Insuch cases the outline unabashedly suKests artificial tasks to accomplish the desiredobjectives.
63
:Si
The
oret
ical
Obj
ectiv
e
To
Lea
rn T
hat;
GE
NE
RA
L A
NA
LY
TIC
AL
CH
EM
IST
RY
To:
Tec
hnic
al O
bjec
tive
Som
e Su
gges
ted
Tea
chin
g A
ltern
ativ
es
I.al
l mea
sure
men
ts c
onta
ina
cert
ain
I.de
mci
iistr
ate
the
corr
ect u
se o
fI.
A.
degr
ee o
f un
cert
aint
y.si
gnif
ican
t fig
ures
1.H
ave
each
stu
dent
mea
sure
a ta
ble
surf
ace
or la
rge
bloc
k, u
sing
am
eter
stic
k an
d a
vern
ier
scal
e.T
he s
tude
nts
shou
ld th
enco
mpa
reth
e re
sults
.
2.D
o th
e sa
me
with
a sm
all b
lock
,bu
t use
the
vern
ier
jaw
san
d a
mic
rom
eter
.
3.D
o th
e sa
me
with
a vo
lum
e of
wat
er, u
sing
the
rang
e of
liqu
idvo
lum
e m
easu
ring
inst
rum
ents
avai
labl
e.
B. 1.
Giv
e th
e st
uden
tsa
hand
out w
hich
pres
ents
the
rule
s fo
r si
gnif
ican
tfi
gure
s, in
clud
ing
exam
ples
.
2.C
heck
eac
h st
uden
t'sw
ork
and
insi
st u
pon
cons
tant
use
of
sign
ific
ant
figu
res
for
all f
utur
ew
ork.
C.
Giv
e a
text
book
ref
eren
ce f
orth
epr
esen
tatio
n of
sig
nifi
cant
fig
ures
.
Vi
To
lear
n th
at:
II.
chem
istr
yis
anex
peri
men
tal
scie
nce
and
that
assu
chal
l
gene
raliz
atio
ns a
re in
terp
reta
tions
of c
olle
ctio
ns o
f da
ta.
III.
all
mat
ter
can
becl
assi
fied
asco
mpo
unds
, ele
men
ts, o
r m
ixtu
res.
a.T
o le
arn
the
defi
nitio
n of
am
ixtu
re.
b.T
o le
aw,th
e de
fini
tion
of a
com
poun
d.c.
To
lear
n th
e de
fini
tion
of a
nel
emen
t.
To:
II.
initi
ate
the
habi
tof
nea
tlyII
.A
.re
cord
ing
all m
easu
rem
ents
and
obse
rvat
ions
as
data
ina
note
book
.
(See
Beh
avio
r 23
, pag
e 36
.)
III.
corr
ectly
iden
tify
mat
eria
lsas
mix
ture
s, c
ompo
unds
, or
elem
ents
.
1..
Dis
trib
ute
note
book
s an
d a
hand
out d
escr
ibin
g ho
w th
e bo
okis
to b
e ke
pt.
2.Sp
otch
eck
all
note
book
sfr
eque
ntly
at f
irst
, the
n as
nee
ded
to m
aint
ain
good
hab
its.
3.K
eep
alo
gboo
k at
each
inst
rum
ent.
The
fir
stpa
gesh
ould
cont
ain
dire
ctio
ns f
or m
aint
aini
ngth
e lo
gboo
k:
B. 1.
Tel
l som
e an
ecdo
te w
hich
sho
ws
the
valu
e of
goo
d no
tes
and
the
habi
tof
bei
ngal
ert
for
any
o6er
vatio
n of
wha
t hap
pene
d.
2Su
gges
t a f
ew li
brar
y bo
oks
whi
chus
e th
is c
once
pt a
s a
maj
or p
art o
fth
eir
them
e.
III.
A. P
repa
reha
ndou
tsde
fini
ngth
ese
term
s.
B.
Giv
ea
text
book
refe
renc
efo
rth
ese
defi
nitio
ns.
To
lear
n th
at:.
IV.
a.so
me
elem
ents
com
bine
with
othe
r el
emen
ts)
tofo
rmco
mpo
unds
.b.
som
e el
emen
ts r
epla
ce o
ther
elem
ents
to f
orm
com
poun
ds.
c.co
mpo
unds
can
be
sepa
rate
din
to e
lem
ents
with
dif
feri
ngde
gree
s of
dif
ficu
lty.
V.
one
can
pred
ict w
hich
ele
men
tsw
ill c
ombi
ne to
for
m c
ompo
unds
and
how
rea
dily
.
To: IV
.sa
fely
man
ipul
ate
glas
swar
e an
dot
her
equi
pmen
t acc
ordi
ngto
inst
ruct
ions
tobr
ing
abou
tch
emic
al r
eact
ions
and
to c
olle
ctsa
mpl
es.
(See
Beh
avio
r 4,
pag
e 19
.)(S
ee B
ehav
ior
12, p
age
25.)
V.
use
char
ts a
nd ta
bles
inth
epr
oces
s of
fol
low
ing
inst
ruct
ions
.
(See
Beh
avio
r 12
,pa
ge 2
5.)
IV. A
.Pr
epar
e de
taile
d ha
ndou
ts w
hich
give
com
plet
e in
stru
ctio
nson
how
toca
rry
out
seve
ral
com
bina
tion,
repl
acem
ent,
and
deco
mpo
sitio
nre
actio
ns. T
he h
ando
uts
shou
ld in
-cl
ude
set-
up in
stru
ctio
ns a
nd w
hat
to lo
ok f
or a
t eac
h st
ep. T
hese
hand
outs
sho
uld
incl
ude
basi
csa
fety
, gla
ss b
endi
ng, a
nd b
asic
no-
men
clat
ure
of c
omm
on la
bora
tory
item
s.N
o.pr
ior
know
ledg
eis
assu
med
here
exce
ptsi
gnif
ican
t
It is
sug
gest
ed th
ac. c
heck
shee
ts b
em
ade
for
all m
aste
ry it
ems.
Eac
hite
m c
an th
en b
e ch
ecke
d of
fas
the
stud
ent
prog
ress
es, a
nd th
ete
ache
r w
ill h
ave
a re
cord
of
wha
tm
ay b
e as
sum
ed in
mor
e ad
vanc
edle
sson
s an
d w
hat
mus
t be
taug
ht.
V.
A.
Use
a te
xtbo
ok r
efer
ence
to in
reo-
duce
the
Men
deie
yev
Cha
rt.
B.
Use
a te
xtbo
ok r
efer
ence
to in
tro-
duce
the
firs
t tw
o qu
antu
m n
um-
bers
and
the
conc
ept o
f th
e st
able
octe
t.
C.
Use
a h
ando
ut to
des
crib
e th
e st
a-bl
e oc
tet.
Thi
s sh
ould
em
phas
ize
the
firs
t tw
o qu
antu
m n
umbe
rsan
d th
e co
ncep
t of
ener
gy le
vel.
The
sam
e ha
ndou
t sho
uld
intr
o-du
ce th
e va
lenc
e ta
ble.
To
lear
n th
at:
VI.
in a
giv
en s
ampl
e of
an
elem
ent
the
aver
age
wei
ght o
f th
e at
oms
neve
r va
ries
.a.
the
conc
ept o
f gr
am a
tom
icw
eigh
t(A
vega
dre'
s nu
mbe
r)b.
isot
opes
c.gr
am a
tom
ic w
eigh
tsca
nal
way
s be
fou
nd o
n th
e ch
art
or in
tabl
es.
VII
. ele
men
ts a
lway
s co
mbi
nein
defi
nite
who
le-
num
ber
prop
ortio
ns:
a.th
eco
ncep
t of
ade
fini
tech
emic
alfo
rmul
afo
rea
chco
mpo
und
b.th
esm
alle
stra
tiofo
rth
efo
rmul
ac.
rule
s fo
r na
min
g co
mpo
unds
To:
VII
. cor
rect
ly u
se(S
ee B
ehav
ior
corr
ectly
use
(See
Beh
avio
rco
rrec
tly u
seap
para
tus.
(See
Beh
avio
rbala
nces
.10
, pag
e 23
cent
rifu
ges.
15, p
age
28la
bora
:iry
7, p
age
21.)
.) .) filtr
atio
n
V.
D.
Ass
ign
an e
xerc
ise
in w
hich
the
stud
ents
are
inst
ruct
ed to
atte
mpt
to c
ombi
ne d
iffe
rent
ele
men
ts a
ndre
port
the
resu
lts.
Thi
s ex
erci
se s
houl
d te
ll th
e st
u-de
nts
wha
t to
do a
nd w
hat t
olo
okfo
r,bu
tm
anip
ulat
ions
cove
red
in p
revi
ous
less
ons
shou
ldno
t be
desc
ribe
d ag
ain.
The
stu
-de
nt w
ill th
en b
e fo
rced
to s
eek
info
rmat
ion
he h
as n
ot le
arne
d. B
eal
ert t
o sa
fety
hab
its.
VI.
A.
Use
a te
xtbo
ok r
efer
ence
to p
re-
sent
this
ser
ies
of c
once
pts.
B.
Prep
are
a ha
ndou
t to
pres
ent t
his
seri
esof
con
cept
s an
d in
clud
eex
ampl
es w
hich
pre
sent
isot
opes
of c
omm
on e
lem
ents
.
C.
Use
a f
ilm to
pre
sent
thes
e co
n-ce
pts.
(Se
vera
l are
ava
ilabl
e th
ruth
e A
EC
.)
VII
. A.
Use
a s
erie
s of
stu
dent
exe
rcis
esw
hich
are
wor
ked
up a
s ha
ndou
ts.
The
exe
rcis
es s
houl
d st
art w
ith a
know
n w
eigh
t of
an e
lem
ent,
reac
tA
' it w
ith a
sec
ond
elem
ent o
r co
m-
poun
d, a
ndse
para
te,
dry,
and
wei
gh th
e pr
oduc
t. T
he h
ando
uts
shou
ld in
clud
e in
stru
ctio
ns f
or th
eem
piri
cal
dete
rmin
atio
nof
the
chem
ical
for
mul
a, w
ith e
xam
ples
.A
ll ne
w p
roce
dure
s or
tech
niqu
essh
ould
be
desc
ribe
d. O
ld p
roce
-du
res
orte
chni
ques
shou
ld b
eas
sum
ed, b
ut a
vaila
ble
upon
in-
quir
y.
o. CO
To
lear
n th
at:
VII
I. c
hem
ical
equ
atio
ns a
reus
ed to
pred
ict w
hat w
ill h
appe
n in
are
actio
n. T
he e
quat
ion
late
r se
rves
as a
blu
epri
ntfo
r al
l cal
cula
tions
,in
clud
ing
amou
nts
of in
gred
ient
s,ne
eded
.
IX. t
he g
ram
for
mul
aw
eigh
t is
know
nas
a m
ole.
To:
VII
I. a
.ba
lanc
e eq
uatio
ns u
sing
the
vale
nces
.
b.w
rite
a b
alan
ced
equa
tion'
inth
e no
tebo
okbe
fore
unde
rtak
ing
any
reac
tion.
IX. i
nclu
de th
e w
ater
of
hydr
atio
n in
any
of th
e gr
amfo
rmul
a w
eigh
tca
lcul
atio
ns.
Sugg
estio
ns: .
Oxi
des
are
easy
tofo
rm b
y he
atin
g m
etal
s in
air
. Sul
-fi
des
can
be f
orm
ed b
y ro
astin
g in
sulf
ur o
r by
rea
ctio
n w
ith H
2 S.
Chl
orid
es c
an b
e fo
rmed
by
repl
acem
ent,
or in
a c
hlor
ine
gen-
erat
or. S
alts
are
read
ily f
orm
ed b
ydo
uble
rep
lace
men
t, bu
t onl
y th
ead
vanc
ed s
tude
nt w
ill b
e ab
le to
follo
w th
e ca
lcul
atio
ns.
B.
Use
a te
xtbo
ok r
efer
ence
for
the
pres
enta
tion
of th
e m
etho
d of
cal-
cula
ting
the
empi
rica
l for
mul
a.
C.
Use
a C
hem
Stu
dy f
ilm w
hich
pre
-se
nts
this
mat
eria
l.
Use
a te
xtbo
ok r
efer
ence
to p
rese
ntth
e m
ater
ial
avoi
ding
ele
ctro
nth
eory
at t
his
time.
B.
Use
a o
ne-
ortw
o-Pa
ge p
ract
ice
shee
t and
a te
xtbo
okre
fere
nce
for
vale
nces
C.
Hav
e th
e st
uden
t wri
teba
lanc
edeq
uatio
nsfo
ral
lre
actio
ns d
es-
crib
ed in
his
not
eboo
k.
IX. A
.T
he s
tude
nt s
houl
dra
ndom
lyse
lect
ten
chem
ical
s fr
om th
esh
elf
and
calc
ulat
e th
e gr
amfo
rmul
aw
eigh
t for
eac
h, u
sing
the
form
ula
on th
ela
bel.
Thi
s ca
n be
com
-pa
red
with
the
form
ula
wei
ght
liste
d on
the
labe
l..
To
lear
n th
at:
X.
solu
tions
are
mad
e up
as
a.m
olar
,b.
mol
al,
c.no
rmal
.
XI.
the
amou
nt o
f on
e ch
emic
al w
hich
reac
ts w
ith a
noth
er c
hem
ical
to r
e-pl
ace
or n
eutr
aliz
e it
is c
alle
d an
equi
vale
nt w
eigh
t with
res
pect
toth
e ot
her.
a.no
rmal
sol
utio
ns a
re b
y de
fin-
ition
,eq
uiva
lent
toea
chot
her.
b.th
eco
ncep
t of
mill
i--e
quiv
alen
ts is
con
veni
ent f
orev
eryd
ay c
alcu
latio
ns.
XII
. the
reis
aty
pe o
f re
actio
nch
arac
teri
zed
by th
e te
rm r
edox
a.de
fini
tion
of r
edox
b.de
fini
tion
of r
educ
tion
c.th
e ba
lanc
ed e
lect
ron:
equa
tion
''Iea
tizts
gtuo
zsid
&A
-ist
afag
ttrzk
s.,'-
':
To:
X.
a.in
clud
e th
e di
ssol
ved
chem
ical
inth
evo
lum
efo
rm
olar
solu
tions
(th
at is
dis
solv
e an
dbr
ing
to v
olum
e).
b.ad
d th
e de
sire
d vo
lum
e of
solv
ent f
or m
olal
sol
utio
ns.
c.di
vide
the
form
ula
wei
ght b
yth
e va
lenc
e fo
r no
rmal
sol
u-tio
ns a
nd to
add
the
solv
ent
to b
ring
it to
vol
ume
(sam
eas
mol
ar.)
XI.
a.us
e vo
lum
etri
c gl
assw
are
toac
cura
tely
mea
sure
rea
ctan
ts.
b.us
epr
epar
eddi
rect
ions
tope
rfor
m c
alcu
latio
ns.
(See
Beh
avio
r 4,
pag
e 19
.)
X.
A.
Hav
e ea
ch s
tude
nt p
repa
re 2
50 m
lqu
antit
ies
of s
ever
al c
hem
ical
s in
conc
entr
atio
ns b
etw
een
.1M
and
.3M
. The
M a
nd th
e N
can
be
mar
ked
on th
e la
bel a
nd th
e so
lu-
tions
can
be
used
bel
ow. T
hey
shou
ld a
lso
prep
are
mol
al s
olut
ions
to c
ompa
re th
e un
its.
B.
Use
a te
xtbo
ok r
efer
ence
to p
re-
sent
the
disc
ussi
on o
f th
ese
term
sto
the
stud
ents
.
Mak
e a
poin
t of
quiz
zing
eac
h st
u-de
nt o
n hi
s kn
owle
dge
of th
ese
thre
e un
its o
f m
easu
re.
XI.
A.
Prep
are
hand
outs
des
crib
ing
seve
ral
proc
edur
es in
whi
ch th
e st
uden
tde
term
ines
the
conc
entr
atio
n of
the
solu
tions
pre
pare
d ab
ove.
The
inst
ruct
or w
ill h
ave
to p
repa
re o
rpu
rcha
se a
pri
mar
y st
anda
rd.
B.
Hav
e ea
ch s
tude
nt r
eact
app
ropr
i-at
e co
mbi
natio
ns o
f th
e ch
emic
als
abov
e to
det
erm
ine
the
mill
iequ
i-va
lent
s of
eac
h. T
hey
can
veri
fyth
e ac
cura
cy o
f X
I. A
.
Use
a te
xt r
efer
ence
to p
rese
nt th
ede
fini
tions
.
Use
aha
ndou
tto
pres
ent
the:
defi
nitio
ns a
nd in
clud
e cl
assi
c as
wel
l as
mod
ern
exam
ples
.
C.
Hav
e ea
ch s
tude
nt c
ondu
ct s
ever
alre
dox
reac
tions
.
;O:s
334?
To
lear
n th
at:
To:
the
chem
ical
bon
d is
cau
sed
byel
ectr
on p
ath-
dis
tort
ion
or c
orn-
plet
e el
ectr
on e
xcha
nge,
dep
endi
ngup
on th
e am
ount
of
ener
gy in
-vo
lved
. elec
trov
alen
t bon
dlt
b.7-
cova
lent
bon
ding
c.co
ordi
nate
cov
alen
t
XIV
.all
chem
iCal
'rea
ctio
ns in
volv
e en
er-
gy e
xcha
nge
(usu
ally
hea
t.)
XV
. rea
ctio
ns m
ust t
ake
plac
ein
afl
uid
to a
llow
mol
ecul
ar c
ollis
ion.
a.ga
ses
,
b.liq
uids
XIV
. use
a th
erm
omet
er a
ccur
atel
y.(S
ee B
ehav
ior
11, p
age
24.)
.
XII
I. A
. Use
text
book
ref
eren
ces
to p
rese
ntth
e co
ncep
t.
B.
Prov
ide
oppo
rtun
ity f
or s
mal
l gro
updi
scus
sion
s of
this
con
cept
.
C.
Prep
are
a ha
ndou
t with
exa
mpl
esof
eac
h ty
pe o
f co
mpo
und.
XIV
. A.
Hav
e ea
ch s
tude
nt c
arry
out
som
est
rong
ly e
xoth
erm
ic r
eact
ions
.
B.
Hav
e ea
ch s
tude
nt c
arry
out
som
em
oder
ate'
y ex
othe
rmic
reac
tions
in a
cal
orim
eter
and
mea
sure
the
heat
gai
n pe
r m
ole
of p
rodu
ct. (
Itm
ay b
e ne
cess
ary
tost
art w
ithw
arm
wat
er; o
r so
me
othe
r de
vice
,to
get
the
reac
tion
star
ted.
)
C.
Hav
e th
est
uden
ts c
onst
ruct
an
exer
cise
that
they
can
use
to c
al-
cula
te th
e he
at n
eede
d fo
r an
end
-ot
herm
ic r
eact
ion.
XV
. A.
Use
anex
erci
sean
d ha
ndou
tw
hich
des
crib
esth
eco
nditi
ons
need
ed f
or r
eact
ion
and
sugg
est
som
e m
etho
ds o
f ob
tain
ing
them
.T
he e
xerc
ise
shou
ld r
equi
re e
ach
stud
ent t
o pr
oduc
e bo
th r
eact
ive
and'
-non
-rea
ctiv
e co
nditi
ons,
with
all r
eact
ants
pre
sent
in b
oth
case
s.(F
or in
stan
ce, j
ust t
he w
ater
for
solu
tion
mis
sing
.)
B.
Use
a te
xtbo
ok r
efer
ence
whi
chde
scri
bes
reac
tion
cond
ition
s.
To
lear
n th
at:
To:
XV
I.w
hen
com
poun
ds g
o in
to s
olut
ion,
the
mol
ecul
es s
epar
ate
to s
ome
de-
gree
to f
orm
fre
e io
ns.
a.th
e de
gree
of
sepa
ratio
nis
calle
d th
e io
niza
tion
cons
tant
.
b.th
e co
nsta
nt' v
arie
s w
ith th
eso
lven
t and
the
tem
pera
ture
.
c.st
rong
com
poun
ds h
ave
ahi
gh d
egre
e of
sep
arat
ion.
d..
wea
k co
mp-
ound
s,ha
ve a
less
er. d
egre
e of
sep
arat
ion.
XV
II. o
ne m
ole
of a
ny g
as o
ccup
ies
22.4
liter
s at
S.T
.P.
a.C
harl
es' L
aw
b.B
oyle
's L
aw
r
XV
III.
dif
fere
nt c
ompo
unds
are
sol
uble
todi
ffer
ent d
egre
es,a
nd th
e so
lubi
lity
vari
es w
ith th
e so
lven
t and
tem
per-
atur
e.
XV
. C.
Use
the
Che
m S
tudy
film
Rea
ctio
nE
quili
briu
m.
XV
I.us
eco
nduc
tivity
app
arat
usto
XV
I.A
.U
se te
xtbo
ok r
efer
ence
s to
pre
sent
mea
sure
pur
ity a
nd e
nd p
oint
s of
the
term
s: io
niza
tion,
dis
soci
atio
n,tit
ratio
ns.
equi
libri
um c
onst
ant.
B.
Hav
e ea
chst
uden
tpe
rfor
m a
nex
erci
se in
whi
ch h
e co
mpa
res
the
stre
ngth
of
com
poun
ds a
nd th
eir
cond
uctiv
ity.
C.
Hav
e ea
ch s
tude
nt d
o a
titra
tion
whi
ch u
ses
both
an
indi
cato
r an
dco
nduc
tivity
. The
inst
ruct
ions
.sh
ould
'inc
lude
adi
scus
sion
ofto
ok p
lace
.
XV
II. p
ract
ice
in th
e us
e of
pre
viou
sly
XV
II. A
.H
ave
each
stu
dent
man
ufac
ture
ain
trod
uced
equ
ipm
ent
gas
quan
titat
ivel
y an
d ve
rify
this
conc
ept.
(Do
not n
egle
ct th
e so
li'-
,bi
lity
of th
e ga
s.)
B.
Mak
e re
adin
g as
sign
men
tsto
incr
ease
eac
h st
uden
t's e
xpos
ure
toth
e ga
s la
ws
and
conc
ept o
fth
e m
olar
vol
ume
of a
gas
.
XV
III.
lear
n to
fac
ilita
te th
e so
lutio
n pr
o- X
VII
I.A
.H
ave
each
stu
dent
exp
erie
nce
the.
cess
by:
solu
tion
fact
ors
by c
ondu
ctin
g an
exer
cise
in w
hich
eac
h of
the
fac-
tors
is v
arie
d an
d th
e so
lutio
n tim
em
easu
red.
a.ch
angi
ng th
e te
mpe
ratu
re,
b.in
crea
sing
the
surf
ace
area
of
the
solu
te,
c.st
irri
ng,
ri
d.ch
angi
ng th
e so
lven
t.
B.
The
stu
dent
sho
uld
real
ize
that
ther
e is
an
ener
gy e
xcha
nge
in th
eso
lutio
npr
oces
s an
dth
atth
eam
ount
of'
ener
gy. c
an b
e re
late
dto
the
stre
ngth
of
the
solu
te (
not
1
XIX
.ther
e ar
e th
ree
clas
ses
of c
om-
poun
dsac
ids,
bas
es, a
nd s
alts
.a.
Def
ine
acid
s.b.
Def
ine
base
s.c.
Def
ine
salts
.
JC
AN
XX
. nea
rly
all c
ompo
unds
caus
e w
ater
IND
to b
ecom
e so
mew
hat a
cid
orso
mew
hat b
asic
upon
dis
solv
ing.
XX
I.th
ere
is a
sca
le u
sed
to m
easu
reth
e de
gree
of
acid
ityan
d it
isca
lled
the
pH s
cale
.
41,
conc
entr
atio
n). A
ver
y co
nvin
cing
proo
f of
this
isto
hav
e th
e st
u-de
nt h
old
a vo
lum
e of
anh
ydro
usco
pper
sul
fate
, equ
al to
a m
atch
-he
ad, i
n th
e pa
lm o
f th
eha
nd a
ndad
d tw
o dr
ops
ofw
ater
. (SA
FET
Ydo
not
incr
ease
the
volu
me
grea
tly.)
Use
text
ass
ignm
ents
to a
mpl
ify
the
prin
cipl
es in
volv
ed.
XIX
. A.
Con
duct
a d
iscu
ssio
n re
latin
gto
the
clas
sifi
catio
n of
inor
gani
c co
m-
poun
ds.
B.
Use
a s
tand
ard
lab
man
ual
exer
cise
to m
anuf
actu
re a
cids
and
bas
esfr
om a
nhyd
ride
s.
)0C
. A.
Use
a te
xt r
efer
ence
to te
ach
the
stud
ents
that
the
diss
olvi
ngco
m-
poun
d us
ually
ties
up m
ore
of th
eon
e w
ater
ion
than
the
othe
r; th
atis
, mor
e of
the
Hor
of
the
OH
.T
hus
the
.vol
utio
n be
com
esac
id o
rba
sic.
Dem
onst
rate
this
pri
ncip
leon
the
chal
kboa
rd.
XX
I.a.
lear
n to
use,
pH
indi
cato
rs.
XX
I. A
.Pr
esen
t the
con
cept
with
a te
xtre
fere
nce.
b..,
lear
n to
use
a pH
met
er.
B.
Follo
w u
p w
itha
clas
s di
scus
sion
whi
ch e
mph
asiz
ei th
em
eani
ng o
fth
e sc
ale
and
that
the
scal
eis
log-
arith
mic
(tha
tea
ch s
ucce
edin
gnu
mbe
r in
dica
tes
a fa
ctor
of
10):
To
lear
n th
at:
XX
II. t
here
is a
sim
ilari
ty b
etw
een
vert
i-ca
lgr
oups
of
elem
ents
on
the
Men
dele
yev
char
t, le
adin
g to
the
term
fam
ilies
.
r.
XX
III.
ther
e ar
e se
vera
l sta
ndar
d sc
hem
esC
f)of
qua
litat
ive
anal
ysis
.'C
4.
To:
XX
II. g
ain
fam
iliar
ity w
ith a
num
ber
ofel
emen
ts a
nd f
amili
es.
XX
III.
a.
gain
pra
ctic
e in
the
skill
s us
eddu
ring
qua
litat
ive
anal
ysis
:
1.se
para
tion,
2.pr
ecip
itatio
n,
3.pH
adj
ustm
ent,
4.et
c,
b.re
cogn
ize
that
suc
h pr
oced
ures
are
seld
om u
sed
toda
y, e
xcep
tas
a q
uick
che
ck, b
ecau
se o
fm
oder
n in
stru
men
tatio
n.
C.
Hav
e ea
ch s
tude
nt te
st th
e pH
of
seve
ral c
ompo
unds
usi
ng a
var
iety
of in
dica
tors
and
a p
H m
eter
.
XX
II. A
.H
ave
each
stu
dent
rea
d a
stan
dard
chem
istr
y te
xt to
gai
n fa
mili
arity
with
at l
east
thre
e ch
emic
al f
atu-
ities
.
B.
Hav
e ea
ch s
tude
nt p
erfo
rm th
eex
peri
men
ts r
elat
ing
to th
e fa
m-
ilies
sel
ecte
d in
A, w
hich
may
be
foun
d in
a s
tand
ard
high
sch
ool
lab
man
ual.
C.
Hav
e ea
ch s
tude
nt s
ubm
it a
pape
rde
scri
bing
the
chem
ical
fam
ilies
, or
a se
ries
of
pape
rs d
escr
ibin
g ea
chfa
mily
.
XX
IIL
Use
the
sche
me
of a
naly
sis
avai
l-;
able
in a
ny c
hem
ical
han
dboo
k.H
ave
each
stu
dent
run
one
orm
ore
sam
ples
with
all
the
ions
and
then
at l
east
2 u
nkno
wns
whi
chha
ve 1
to 3
ions
pre
sent
.
To
lear
n th
at:
XX
IV. i
ons
or c
ompo
unds
can
be
mea
-su
red
quan
titat
ivel
yw
ith w
etch
emis
try
if d
ue c
are
is ta
ken.
To:
XX
IV. a
.ga
inpr
actic
e in
skill
s us
ed X
XIV
.du
ring
qua
ntita
tive
anal
ysis
:
1.w
eigh
ing,
2.tr
ansf
erri
ng,
3:di
ssol
ving
,
4.tit
ratio
ns,
5.ca
lcul
atio
ns,
6.fo
llow
ing
inst
ruct
ions
,
7.us
ing
fact
ors,
8.us
ing
a va
riet
y of
equ
ip-
men
t.
b.re
cogn
ize
that
mos
t det
erm
in-
atio
nsar
e no
w d
one
with
inst
rum
enta
tion
beca
use
it is
__)
mor
eef
fici
ent a
nd q
uick
er,
exce
pt in
res
earc
h w
here
indi
-vi
dual
test
s m
ay b
e ru
n an
dno
t jus
tify
inst
rum
ent s
et-u
p.
Use
a s
tand
ard
quan
titat
ive
chem
-is
try
text
and
ass
ign
seve
ral d
eter
-m
inat
ions
of
diff
eren
t unk
now
nsto
each
stud
ent.
Thr
eeto
six
dete
rmin
atio
nssh
ould
bequ
itesu
ffic
ient
.T
he s
tude
nt s
houl
d,w
here
ver
poss
ible
,ca
rry
out t
hede
term
inat
ions
with
out a
ssis
tanc
e.A
dvic
e as
to te
chni
que
bein
g us
edsh
ould
fac
ilita
te f
urth
er le
arni
ng.
The
oret
ical
Obj
ectiv
e
To
lear
n th
at:,
I.-c
arbo
n is
an
exce
ptio
nal e
lem
ent
whi
ch r
eadi
ly s
hare
s its
fou
r bo
ndw
ithI'o
ther
car
bon
atom
s an
d ot
her
elem
ents
to f
orm
cha
ins.
II.
carb
on a
nd h
ydro
gen
atom
sco
m-
bine
to f
orm
an
infi
nite
var
iety
of
stra
ight
cha
ins.
ther
e is
an
acce
pted
sys
tem
use
din
nam
ing
stra
ight
- ch
ain
com
-po
unds
:
IV. o
ther
ele
men
ts c
an b
e us
ed to
repl
ace
hydr
ogen
ato
ms
or c
arbo
nbo
nds
to f
orm
dif
fere
nt d
aise
s of
com
poun
ds.
INT
RO
DU
CT
OR
Y O
RG
AN
IC C
HFM
IST
RY
Tec
hniC
al O
bjec
tive
To:
IV. r
ecog
nize
that
inso
me
case
s w
eca
n on
ly b
reak
dow
n a
natu
ral
mat
eria
l.
Som
e Su
este
d T
each
ing
Alte
rnat
ives
I.A
.U
se a
text
ref
eren
ce to
pres
ent
this
. con
cept
.
B.
Rei
nfor
ce th
e te
xt a
ssig
nmen
t with
a ch
alk
talk
.
C.
Intr
oduc
e th
e or
gani
cco
ncep
t in
a cl
ass
disc
ussi
on.
II. a
nd I
II.
A.
Use
a c
hem
ical
han
dboo
k as
a re
f-er
ence
to in
trod
uce
the:
sys
tem
of
nom
encl
atur
e.
Hav
e se
vera
l cla
ss d
rills
on
stra
ight
-ch
ain
nom
encl
atur
e.
C.
Use
a s
pelli
ng b
ee ty
pe o
f co
ntes
tto
qui
z th
e st
uden
ts.
,I
V. A
.
B.
Dis
cuss
the
use
of r
eage
nts
tofa
cilit
ate
reac
tions
.
Hav
e ea
ch s
tude
nt c
arry
out
one
or tw
o of
the
sim
pler
rep
lace
men
tre
actio
ns.
To
lear
n th
at:
V.
ther
e ar
e m
any
clas
ses
of o
rgan
icco
mpo
unds
:
A
a. b. c. d. e. f. h. i. J. k.
alka
nes-
alke
nes
alky
nes
alde
hyde
sal
coho
lsac
ids
ethe
rses
ters
keto
nes
suga
rsri
ng.s
truc
ture
s
To: V.
a.ga
in e
xper
ienc
ein
the
reac
tion
of o
rgan
icco
m-
poun
ds.
b.ga
in e
xper
ienc
e in
the
use
ofco
nden
sers
and
boi
ling
appa
-ra
tus.
c.pa
in'
expe
rien
ce in
iden
tific
a-tio
n of
org
anic
com
poun
dsw
ith th
e us
e of
a m
eltin
gpo
int a
ppar
atus
.
d.ga
inex
peri
ence
' with
'Sgl
assw
are.
e.ga
in e
xper
ienc
e in
the
puri
fi-
catio
n of
org
anic
com
poun
ds.
f.ap
prec
iate
the
need
for
-fu
r-th
erm
etho
ds o
f ac
cura
teid
entif
icat
ion
of o
rgan
ic c
om-
poun
ds.
V.
It is
sug
gest
ed th
at a
sel
ectio
n of
exp
er-
imen
ts b
e ta
ken
from
sta
ndar
d O
rgan
icC
hem
istr
y la
b m
anua
ls a
nd m
odif
ied
asa
seri
es o
f ha
ndou
ts f
or th
is p
urpo
se.
The
sel
ectio
ns s
houl
d re
quir
e th
e st
u-de
nts
to m
anuf
actu
re a
nd p
urif
y as
man
y cl
asse
s of
org
anic
com
poun
ds a
spr
actic
alin
the
loca
lci
rcum
stan
ce.,
Whe
n m
odif
ying
the
expe
rim
ents
rem
embe
rth
atth
epu
rpos
e" o
f th
isin
stru
ctio
n is
to in
crea
se s
tude
nt m
anip
-ul
ativ
e te
chni
ques
and
to h
ave
the
stu-
dent
gai
n a
wor
king
voc
abul
ary.
The
reis
no
desi
re to
hav
e th
e st
uden
t bec
ome
an o
rgan
ic c
hem
ist a
nd th
eref
ore
node
sire
to h
ave
him
lear
n th
eore
tical
deta
ils. T
he k
eyno
te is
exp
osur
e, n
ot-
mas
tery
. As
with
Ino
rgan
ic C
hem
istr
y,so
me
stud
ents
will
bec
ome
inte
rest
ed in
lear
ning
Org
anic
Che
mis
try
itsel
f an
dth
is is
fin
e, b
ut d
o no
t let
a s
piri
t of
com
petit
ion
deve
lop
whi
ch m
ay u
nder
-m
ine
the
feel
ing
of in
divi
dual
suc
cess
of
the
othe
r st
uden
ts.
9
z
INST
RU
ME
NT
AT
ION
The
pur
pose
of
the
inst
rum
enta
tion
cour
se is
to in
trod
uce
the
stud
ents
to e
ach
of th
e m
ajor
inst
rum
ents
whi
ch a
re in
wid
e us
e an
d to
hav
e th
em b
ecom
e fa
mili
ar w
ith th
e in
stru
men
ts' u
sual
para
met
ers
and
com
mon
app
licat
ions
. Ins
trum
ents
suc
has
em
issi
on s
pect
ros.
:ope
s an
d N
MR
are
om
itted
bec
ause
of
high
cos
ts a
nd li
mite
d ap
plic
atio
n; th
at is
, lim
ited
num
bers
of
tech
nici
ans
pres
ently
nee
ded
for
the
wor
k.T
his
cour
se, a
s re
com
men
ded,
use
s tw
o te
xtbo
oks
for
mos
t ins
trum
ents
and
leav
es th
e se
lect
ion
of r
efer
ence
sfo
r a
few
inst
rum
ents
to th
e in
stru
ctor
. The
fir
st r
ecom
men
ded
text
, Ins
trum
enta
l Met
hods
of
Ana
lysi
s, is
by
Will
ar,
Mer
rit,
and
Dea
n,4t
h E
ditio
n D
. Van
Nos
tran
d. T
his
book
con
tain
s bo
th b
ackg
roun
d in
form
atio
n an
d pr
actic
alex
erci
ses
term
ed e
xper
imen
ts. I
tis
sug
gest
ed' t
hat t
he te
ache
r m
odif
y th
e su
:est
ed e
xper
imen
tsto
mee
t loc
al n
eeds
and
dis
trib
ute
them
as
hand
outs
. The
seco
nd b
ook,
a p
aper
back
, giv
es e
xcel
lent
sup
port
ing
prac
tical
and
theo
retic
al in
form
atio
n. T
he s
econ
d bo
okis
Qua
ntita
tive
Ana
lytic
al C
hem
istr
y, V
olum
e I,
Fas
chka
, Bar
nard
, and
Stu
rroc
k, B
arne
s an
d N
oble
. It i
s su
gges
ted
that
a ha
lf d
ozen
of
each
be p
urch
ased
and
sup
plem
ente
d by
oth
er s
peci
fic
refe
renc
es f
or e
ach
inst
rum
ent.
Beh
avio
rPr
actic
e an
d In
form
atio
n
2.Is
abl
e to
use
pH
met
ers
to d
eter
min
e th
e pH
rea
ding
2.W
illar
d pa
ges
582-
613.
of s
ampl
es a
nd to
do
cond
uctim
etri
c tit
ratio
ns.
Exp
erim
ents
22-
1 p.
609
22-2
p. 6
0922
-3 p
._ 6
10
Flas
chka
pag
es 2
72-2
84.
:5.
Use
s a
refr
acto
met
er to
obt
ain
the
inde
x of
ref
ract
ion
5.W
illar
d pa
ges
396-
411.
:of
liqu
ids
and
som
e so
lid m
ater
ials
. Als
oto
det
erm
ine
tota
l dis
solv
ed s
olid
s an
d m
olar
con
cent
ratio
n w
hen
Exp
erim
ent
Han
dout
, ope
ratin
g in
stru
ctio
nsp.
409
.pr
ovid
ed w
ith f
acto
rs.
..
i(
6.U
ses
spec
trop
hoto
met
ers
to m
easu
re tr
ansm
ittan
ceor
6.W
illar
d pa
ges
32-1
59.
abso
rban
ce a
nd id
entif
ies
com
mon
ly u
sed
com
poun
ds.
Is a
lso
capa
ble
of q
uant
itativ
e de
term
inat
ions
whe
npr
ovid
edFl
asch
ka p
ages
423
-455
.pr
ovid
ed w
ith s
tand
ards
and
inst
ruct
edas
to th
eco
rrec
t wav
elen
gth.
00
a.U
ses
filte
r sp
ectr
opho
tom
eter
.
b.C
an d
o vi
sibl
e lig
ht !
cann
ing
spec
trop
hoto
met
er.
(e.g
. Spe
c 20
)
c.U
ses
ultr
a-vi
olet
, vis
ible
ligh
t spe
ctro
phot
omet
er.
d.U
ses
infr
a-re
d sp
ectr
opho
tom
eter
.
18.
Use
s fo
ur m
etho
ds o
f ch
rom
atog
raph
y.
a.pa
per
chro
mat
ogra
phy
b.co
lum
n ch
rom
atog
raph
y
c.th
in la
yer
chro
mat
ogra
phy
d.ga
s ch
rom
atog
raph
y
20. D
eter
min
es th
evi
scos
ity o
f liq
uids
orso
lids
(New
toni
an)
Exp
erim
ent 4
-1 p
age
104.
4-8
page
107
.
Exp
erim
ents
3-1
pag
e 70
.3-
2 pa
ge 7
1.4-
1 pa
ge 1
04.
Lab
orat
ory
wor
k pa
ge 1
53.
Als
o ha
ndou
ts w
ith a
naly
sis
to b
eru
n.
Lab
orat
ory
wor
k pa
ge 1
53.
Als
o ha
ndou
ts w
ith a
naly
sis
to b
eru
n.
18.
Will
ard
page
s 47
8-52
9.1F
asc
hka
page
s 51
5-52
2.
A h
ando
ut e
xper
imen
t mus
t be
sele
cted
from
any
of
seve
ral c
omm
on te
xts.
Sele
ct a
n ap
prop
riat
e re
sin
syst
em a
nd h
ave
each
stu
dent
wor
k se
para
tions
of
a m
ixtu
rean
d de
term
ine
the
com
pone
nts
quan
titat
ivel
y.
Rep
eat t
he p
aper
chr
omat
ogra
phy
expe
ri-
men
t with
a th
in la
yer
syst
em a
nd m
ake
com
pari
sons
.
iExp
erim
ent 1
9-1
Will
ard
page
523
.19
-2 p
age
523.
19-4
pag
e 52
4.19
-5 p
age
524.
20. j
sep
arat
e re
fere
nce
will
hav
e to
be
obta
ined
for
this
_top
ic. I
ndiv
idua
l exp
erim
ents
can
be
adap
ted
from
the
stan
dard
3 an
d/or
fro
m lo
cal i
ndus
try,
alo
ngw
ith s
ampl
e m
ater
ials
.
1
21.
Sele
cts
and
oper
ates
app
ropr
iate
appa
ratu
sto
21.
Sele
ct a
sep
arat
e re
fere
nce
for
this
inst
rum
ent.
Nea
rly
dete
rmin
e' th
em
eltin
g po
ints
bet
wee
n ro
oman
y te
xtbo
ok d
ealin
g w
ithth
ese
para
tion
and
tem
pera
ture
.and
1400
°C
.id
entif
icat
ion
of o
rgan
ic c
ompo
unds
sho
uld
be\
adeq
uate
.
*Use
s a
pola
rogr
aph
to id
entif
y io
ns, a
nd to
mak
eW
illar
d pp
s. 6
72-7
00.
quan
titat
ive
dete
rmin
atio
ns.
*Use
s a
pola
rim
eter
to m
easu
re th
e op
tical
rot
atio
n of
optic
ally
activ
em
ater
ials
, bot
h fo
rid
entif
icat
ion
and
qual
ific
atio
n.
Flas
chka
pps
. 365
-389
..E
xper
imen
ts 2
5-1
p. 6
98.
25-2
p. 6
98.
25-5
p. 6
99.
Will
ard
.pps
. 412
-427
.
Exp
erim
ents
15-
1 p
426.
15-2
p 4
26.
*Opt
ionl
al, -
not i
n be
havi
oral
ana
lysi
s be
caus
e m
any
com
pani
es h
ave
only
a v
ery
few
tech
nici
ans
who
ope
rate
thes
ein
stru
men
ts. H
owev
er, c
if th
e H
eath
pol
arog
raph
is u
sed,
bot
h in
stru
men
ts c
an b
e of
fere
d w
ith li
ttle
budg
etar
yco
nsid
erat
ion.
r.
The
oret
ical
Obj
ectiv
e
To
Lea
rn T
hat:
I.si
mpl
e m
achi
nes
can
be u
sed
tom
ake
wor
k m
ore
-con
veni
ent,;
but
not t
o m
ultip
ly w
ork.
a.W
ork
= F
orce
thru
a D
ista
nce
W=
FxS
b.Fi
rst c
lass
leve
rs c
an b
e us
edto
mul
tiply
eith
er d
ista
nce
orfo
rce.
c.Se
jond
cla
ssle
vers
can
be
used
to m
ultip
ly f
orce
.
Thi
rd c
lass
leve
rs c
an b
e us
edto
mul
tiply
dis
tanc
e.
e.T
here
is a
var
iety
of
mac
hine
sw
hich
can
be
used
toac
com
-pl
ish
spec
ial j
obs.
H.
pow
er is
wor
k di
vide
d by
tim
e.
INT
RO
DU
CT
OR
Y P
HY
SIC
S
Tec
hnic
al O
bjec
tive
To:
I.a.
reco
gniie
that
near
lyal
lin
stru
men
tsan
deq
uipm
ent
cont
rols
and
dri
ves
use
sim
ple
mac
hine
s.
b.re
cogn
ize
that
scie
ntif
iceq
uipm
ent w
ould
not
bepr
actic
al w
ithou
t the
use
of
sim
ple
mac
hine
sto
vary
spee
ds.
Som
e Su
este
d T
each
ing
Alte
rnat
ives
I.A
.U
se a
text
ass
ignm
ent t
o-in
trod
dce,
this
mat
eria
l.
B.
Hol
d a
clas
s di
scus
sion
abo
ut th
eus
es o
f m
achi
nes
(lev
ers)
.
C.
Prep
are
a ha
ndou
t exe
rcis
e w
hich
has
each
stu
dent
use
a m
eter
stic
kle
ver,
pul
leys
, and
spr
ing
scal
es in
agr
eat v
arie
ty o
f ar
rang
emen
ts.
The
exe
rcis
e sh
ould
incl
ude
the
mea
sure
men
t of
forc
e,di
stan
ce,
wor
k, a
nd m
echa
nica
l adv
anta
gefo
r ea
ch o
f th
ear
rang
emen
ts. T
his
exer
cise
will
pro
babl
y ex
tend
over
a tw
o or
thre
e da
y pe
riod
.
D.
Rev
iew
this
wor
k w
ith a
film
.
H.
A.
Hav
e th
e st
uden
ts u
se a
sto
pwat
chan
d a
stai
rway
to m
easu
re th
eir
wor
k an
d co
mpu
te th
eir
max
imum
hors
epow
er a
s th
ey r
un th
e st
airs
.
B.
Hav
e ea
chst
uden
t rev
iew
the
hors
epow
er f
orm
ula.
To
lear
n th
at:
III.
grav
ity e
xert
s a
forc
e.
IV.
dc:n
sity
equa
lsvo
lum
e.D
= v
M
mas
s di
vide
d by
V.
whe
n .m
ore
than
one
for
ceac
tsup
on th
e 'is
ame
body
, the
ang
lebe
twee
n' th
em a
ffec
ts th
eto
tal
(res
ulta
nt)
forc
e.
a.fo
rces
in th
e sa
me
dire
ctio
nar
e ad
ditiv
e.
b.fo
rces
inop
posi
te d
irec
tions
are
subt
ract
ive.
c.fo
rces
at o
ther
ang
les
can
beca
lcul
ated
by
the
Pyth
agor
ean
theo
rem
;
To:
IV. , (
See
Beh
avio
r 14
,pa
ge 2
7.)
Yt
III.
A.
Use
a p
endu
lum
to m
easu
re th
efo
rce
of g
ravi
ty.
B.
Use
a r
eadi
ng a
ssig
nmen
t to
have
the
stud
ents
wri
te a
repo
rt o
n th
efo
rce
of g
ravi
ty.
C.
One
of
seve
ral g
ood
film
sm
ay b
eus
ed to
rev
iew
this
topi
c.
IV.
A.
Use
a te
xt r
efer
ence
to in
trod
uce
dens
ity a
nd s
peci
fic
grav
ity.
B.
Hav
e ea
ch s
tude
nt u
se a
com
mer
cial
hydr
omet
er a
nd th
en m
ake
a st
ick
hydr
omet
er to
mea
sure
the
spec
ific
grav
ity o
f se
vera
l liq
uids
.
C.
Hav
e th
e cl
ass
cons
truc
t a d
ensi
tyco
lum
n an
d m
easu
re th
ede
nsity
of s
ever
al s
olid
s.
V.
A.
Hav
e ea
ch s
tude
nt u
sesp
ring
bal
-an
ces
and
a fo
rce
boar
d to
exp
eri-
ence
the
effe
ct o
f ve
ctor
qua
nti-
ties.
B.
Hav
e ea
chlk
stud
ent t
race
the
dire
c-tio
n of
the
forc
esus
ing
one
side
of e
ach
spri
ng b
alan
ce a
nd m
eas-
ure
it of
f to
sca
le, a
ccor
ding
toth
e ba
lanc
e re
adin
g.
C.
Hav
e ea
ch s
tude
nt u
se th
e pa
ralle
l-og
ram
] m
etho
dto
solv
ese
vera
lve
ctor
"-p
robl
ems.
Co
N.)
To
lear
n th
at:
VI.
rot
ary
mot
ion
caus
es, a
n ou
twar
dco
mpo
nent
calle
dce
ntri
fuga
lfo
rce.
VII
. hea
t is
a fo
rm o
f en
ergy
.
a.he
at "
leve
l"is
mea
sure
d in
degr
ees
with
a th
erm
omet
er,
1. '-
Fahr
enhe
it sc
ale
2.ce
ntig
rade
sca
le3.
abso
lute
sca
le
amou
nt o
f he
at is
mea
sure
din
cal
orie
s.
VII
I. d
iffe
rent
mat
eria
ls a
bsor
b, d
iffe
rent
amou
nts
ofhe
atpe
rde
gree
chan
ge.
To:
VI.
cent
rifu
gal
forc
ein
cent
rifu
ges
VI.
A.
Hav
e ea
ch s
tude
nt u
se a
spo
ol,
mus
t be
bala
nced
.st
ring
, and
wei
ghts
app
arat
us to
expe
rien
ce c
entr
ifug
al a
nd c
entr
i-pe
tal f
orce
s. H
ave
them
che
ck th
eef
fect
of:
(See
Beh
avio
r 11
, pag
e 24
.)
mas
ssp
eed
leng
th o
f ar
m
VII
. A.
Use
a te
xt r
efer
ence
to in
trod
uce
the
.tem
pera
ture
sca
les.
B.
Hav
e ea
ch s
tude
nt e
xpre
ss a
t lea
stte
n di
ffer
ent t
empe
ratu
res
on a
llth
ree
scal
es.
C.
Use
a te
xt r
efer
ence
to p
rese
nt th
eca
lori
e an
d us
e a
hand
out t
o ha
veea
ch s
tude
nt c
alcu
late
the
heat
exch
ange
for
a n
umbe
r of
tem
per-
atur
e ch
ange
s in
dif
fere
nt q
uant
i-tie
s of
wat
er.
VII
I. A
.U
se a
han
dout
or
text
ref
eren
ce to
intr
oduc
e th
e co
ncep
t of
spec
ific
heat
.
B.
Hav
e ea
ch s
tude
nt c
arry
out
an
exer
cise
usi
ng d
iffe
rent
met
als
and
a ca
lori
met
er o
f w
ater
to c
alcu
late
heat
exc
hang
e an
d th
us s
peci
fic
heat
.
CC
ta3
To
lear
n th
at:
IX.
it ta
kes
a re
lativ
ely
larg
e am
ount
of h
eat
ener
gy.f
or; a
mat
eria
l to
,ch
ange
pha
se.
3..2
"
X.
,mat
eria
lsex
pand
and
cont
ract
with
any
tem
pera
ture
cha
nge,
.and
the
amou
ntpe
r de
gree
is c
onst
ant
for
any
give
nm
ater
ial.
XI.
heat
can
be
tran
sfer
red
by
a.co
nduc
tion,
b.co
nvec
tion,
c.ra
diat
ion
.
XII
. sta
tic e
lect
rici
ty 'i
s an
exc
ess
or a
shor
tage
of
elec
tron
s.
XII
I. v
olta
ge (
E.M
.F.)
is a
for
ce c
ause
dby
imba
lanc
e of
ele
ctri
cal c
harg
ean
dw
ays
the
diff
eren
cebe
tw n
two
pote
ntia
ls.
elec
ct c
urre
nt is
a f
low
of
elec
-tr
s th
ru a
con
duct
ing
path
.
a.fl
ow is
dire
ctly
pro
port
iona
lto
vol
tage
.
b.fl
ow is
inve
rsel
y pr
opor
tiona
lto
res
ista
nce.
To: (S
ee B
ehav
iors
8 a
nd 9
, pag
e 24
.)
IX.
A.
X.
A.
B.
v
Hav
e ea
ch s
tude
nt e
xper
imen
tally
dete
rmin
e th
e he
at n
eede
d to
mel
ta
gram
of
ice
and
to b
oil a
gra
mof
wat
er-.
Use
a te
xt r
efer
ence
to p
rese
nt th
eco
ncep
t-o
f ex
pans
ion
Hav
e ea
ch s
tude
nt c
alcu
late
the
coef
fici
ent o
f lin
ear
expa
nsio
n of
seve
ral m
etal
s us
ing
a ba
rap
para
-tu
s.
XI.
A.
Use
a h
ando
ut-
tode
scri
be th
eth
ree
met
hods
of
heat
tran
sfer
,in
clud
ing
illus
trat
ions
.
13.
Hav
e th
e cl
ass
use
ase
t to
mea
sure
hea
tea
chm
etho
d.(T
his
leas
t fiv
e ho
urs.
)X
II. a
nd X
III.
Dew
ar f
lask
tran
sfer
by
requ
ires
a t
A.
Use
a w
orks
heet
and
sta
ticap
para
-tu
sto
intr
oduc
eth
e ef
fect
s of
stat
ic e
lect
rici
ty a
nd th
e co
ncep
tof
vol
tage
as
a. r
epel
ling
or a
ttrac
-tiv
e fo
rce
befw
een
elec
tron
s.
XIV
.A. '
Use
a w
orks
heet
to h
ave
each
stu
-de
nt u
se a
res
ista
nce,
a v
aria
ble
volta
ge s
uppl
y an
d m
eter
s to
ver
i-fy
Ohm
's la
w.
B.
Use
a li
brar
y re
adin
g as
sign
men
t to
have
the
stud
ents
gai
n pe
rspe
ctiv
eon
Ohm
's la
w.
To
lear
n th
at:
XV
. ser
ies
-re
sist
ance
s ar
e ad
ditiv
e an
dpa
ralle
l res
ista
nces
are
rec
ipro
cally
addi
tive.
XV
I. w
hen
mag
netic
line
s of
for
ce a
recu
t, th
ey p
rodu
ce a
cur
rent
in a
clos
ed c
ircu
it. L
ikew
ise,
a c
urre
ntal
way
s pr
oduc
es a
mag
netic
fie
ld.
a.ge
nera
tor
0b.
tran
sfor
mer
c.m
otor
XV
. A.
Use
an
exer
cise
with
a p
aral
lel a
ndse
ries
res
ista
nce
hook
up a
nd a
con
-st
ant v
olta
ge p
ower
sup
ply
and
mea
sure
the
curr
ent u
nder
dif
fer-
ent c
onfi
gura
tions
.
B.
Use
a te
xt r
efer
ence
to p
rese
ntpa
ralle
l-
seri
esre
sist
ance
calc
u-,
latio
ns. T
he s
tude
nt c
an th
en c
al-
,cul
ate
the
resi
stan
ce in
Al.
C.
Use
an
exer
cise
topr
esen
t the
func
tion
of a
fus
e, a
sw
itch,
and
how
to a
void
cir
cuit
over
load
.
XV
I. A
.D
emon
stra
tea
sim
ple
gene
rato
rW
ith a
n el
ectr
omag
net,
a ba
r m
ag-
net,
and
a ga
lvan
omet
er.
BU
se a
n, e
xerc
ise
with
a S
t. L
ouis
andnd
a g
alva
nom
eter
to g
en-
erat
e vo
ltage
and
pha
se r
elat
ion-
ship
s.
C.
Use
anex
erci
se w
ith a
sim
ple
tran
sfor
mer
and
a v
ibra
tor
to g
en-
erat
e A
.C. v
olta
ge.
D.
Use
the
tran
sfor
mer
in C
and
aga
lvan
omet
er to
che
ck p
hase
rel
a-tio
nshi
ps b
etw
een
the
prim
ary
and
the
seco
ndar
y of
a tr
ansf
orm
er.
E.
Use
an
auto
coi
l, .a
sw
itch
and
anos
cillo
scop
e to
get
a p
ictu
re o
f th
evo
ltage
pat
tern
whe
n a
circ
uit i
scl
osed
and
ope
ned.
Rep
eat w
ith a
vibr
ator
.
00
To
lear
n th
at:
XV
II. a
ltern
atin
g cu
rren
ts d
ono
t obe
yD
.C. O
hm's
law
whe
n th
eypa
ssth
ru a
coi
l or
aca
paci
tor
beca
use
the
volta
ge a
nd c
urre
ntar
e ou
t of
phas
e w
ith e
ach
othe
r. T
he r
ela-
tions
hip
mus
t be
com
pare
d w
ithve
ctor
s, a
s w
ith' '
any
othe
r no
n-pa
ralle
l for
ce.
t'a.
defi
ne in
duct
ive
reac
tanc
e.
b..d
efin
e ca
paci
tive
reac
tanc
e.
XV
III.
by
vary
ing
one
or m
ore
of th
efa
ctor
sin
XV
II?,
the
rem
aini
ngre
acta
nce
fact
or c
an b
e co
ntro
lled.
All
of o
ur e
lect
roni
cs in
stru
men
tsde
pend
upo
n th
is:7
4)
F.U
se a
text
ref
eren
ce a
nda
'St.
Lou
is m
otor
topr
esen
tm
otor
actio
n.
G.
Use
an,
A.C
. vol
tmet
er a
n3an
ele
c-tr
ic m
otor
to m
easu
re th
e ba
ckE
.M.F
. of
the
mot
or. A
nam
met
erca
n al
so b
e us
ed to
sho
w th
eco
rres
pond
ing
curr
ent d
raw
.
XV
II..
A.
Con
stru
ct a
ser
ies
of e
xerc
ises
inw
hich
the
stud
ents
use
A.C
.m
eter
s an
d os
cillo
scop
es to
det
er-
min
e th
eph
ase
rela
tiOns
hips
betw
een
volta
ge a
ndcu
rren
t in
vari
ous
appl
icat
ions
.
B.
Use
a te
xt r
efer
ence
topr
esen
t the
impe
danc
e fo
rmul
a, in
clud
ing
the
reac
tanc
e pr
inci
ple.
XV
III.
A.
Use
a c
ircu
it w
ith v
aria
ble
indu
c-ta
nce
and
capa
cita
nce,
a f
requ
ency
gene
rato
r, a
nd a
n os
cillo
scop
e in
anex
erci
se w
here
the
stud
ent
vari
esea
ch o
f th
e fa
ctor
s an
dde
term
ines
the
resp
onse
of
the
cir-
cuit.
B.
Ass
ign
a re
adin
g re
port
so
the
stu-
dent
-w
illne
edto
read
abo
utse
vera
lap
plic
atio
nsof
this
cir-
cuitr
y.
XIX
. vac
uum
tube
s or
tran
sist
Ors
can
,be
ustd
tO'
a.-
. con
vert
A.C
. to
D.C
.
,am
plif
y vo
ltage
s.
c._d
etec
t lig
ht e
nerg
y.
I.
.
XIX
: A.
Use
: the
stu
dent
pow
er -
sup
ply
and
the/
osci
llosc
ope
utex
erci
se`
in w
hich
the
c.s
trU
CtS
-,h
alf4
iiair
e...r
eCtif
ier,
..a .f
ull
-WaV
e:re
ctif
iei'a
ticta
fdt
ered
:poW
er-:
ontp
Ut.
The
exe
rcis
eIn
Clu
de:V
Olia
ge m
easu
rem
ents
and
.
Use
. the
stu
denf
onet
rube
am
plif
ier.
anm
eter
s in
an
exbe
com
ee;
c zs
e.es
igne
tO: h
aVe
the
:srU
dett.
'jar
with
. the
Of
the'
,.
Rep
eat B
a re
ctif
ier
circ
uit.
Set %
lig a
dem
onst
ratio
n ra
dio
soth
at' t
he s
tude
nt :w
ill b
e in
trod
uced
to d
etec
torc
licni
th.
E.
!Use
the'
Hea
th P
olar
irhe
ter
time
cons
tant
,cir
cuit
and
and
met
ers
so th
at -
the
; Stu
dent
sm
ay w
itnes
s w
hat h
appe
ns:d
urin
ga
seri
es o
f tim
e pe
riod
s:
Use
a te
xt a
ssig
nMen
t to
repr
esen
ttim
e.co
nsta
nt c
ircu
its.
G.
Use
a p
hoto
tube
circ
uit e
xerc
ise,
topr
esen
tth
e ''p
hoto
elec
tric
: eff
ect
and
the
"pri
ncip
le o
f w
avel
engt
h,se
le'c
tivity
of
dete
ctor
.a
of.
.
.To
lear
n th
at:
XX
. lig
ht is
=a
form
of e
erg
y re
late
d to
heat
and
ele
ctri
city
.
A.
light
may
be
abso
rbed
topr
ovid
e he
at o
r e e
ctri
city
. ,
b.-
the
inte
nsity
of
t var
ies
e- o
f:in
vers
ely
with
the
sth
e di
stan
ce.
.lig
ht tr
avel
s in
a st
raig
ht li
ne.
XX
I. o
bjec
ts a
re -
seen
by
refl
ecte
d lig
ht.
virt
ual.
imag
espl
ane
refl
ecto
rs.
real
imag
es a
nd c
urve
d re
flec
.to
rs'
..
,;!-:
,4.
4
)(X
.: A
.U
se a
ser
ies
of d
iffe
rent
refl
ecia
nces
(Col
ors)
on
outs
ide
of a
cO
nT.,,
tain
er f
illed
with
Wat
er a
nd m
easu
rert
he h
eat a
bsor
ptio
n.'
B.
--'U
se a
phO
toce
ll to
- de
thon
iiiite
'the
:pr
oduc
tion
of e
lect
rici
ty b
y lig
htU
se a
:rel
ated
ref
eren
ce to
intr
oduc
eth
e ph
oton
.
C.
'Hav
e : e
ach
'stu
dent
' .co
mpl
ete
and
,exe
rcis
e in
whi
ch h
e m
easu
res
the
inte
nsity
o a
ligh
t at v
ario
us W
hole
-nu
mbe
r M
ultip
le d
iear
iceS
with
aph
otom
eter
and
" ca
lcul
ate§
a m
athe
-m
atic
al..
rela
tiOns
hiP2
.D
.U
se a
text
ref
eren
ce to
.pre
sent
the
Wav
e- p
ropa
gatio
nth
eory
, whi
ch_e
xpla
ins
whx
trav
els
inhi
line
stra
ig,
s..
.
:XX
I.A
.U
se a
n ex
erci
se c
ondu
cted
eith
erin
a d
arkr
oom
or o
n7a,
stag
e.. T
heex
erci
seer
cise
sho
uld
:sho
W 'b
oth
need
'of
.
refl
ecte
d 'li
ght f
or a
ny v
isio
n an
dre
flec
tanc
e of
spe
cifi
c 'c
olor
s fo
rco
lor
visi
on. '
Hav
e ea
ch s
tude
nt. c
ompl
ete
one
or m
ore
exer
cise
s w
ith p
lane
mir
-ro
rs in
whi
ch th
e st
uden
tco
n-st
ruct
sth
e re
flec
ted
imag
and
cles
ives
the
law
s of
pla
ne r
efle
c-tio
n.
) Usi
ng a
'par
aVol
ic r
efle
ctor
, hav
eth
e st
uden
t wor
k -W
ith o
bjec
ts a
tdi
stan
t poi
nts
and
at th
e pr
inci
pal
focu
s:T
his
exer
cise
sho
uld
"inc
lude
cons
truc
tion.
of
rays
on
pape
r to
veri
fy th
e fo
cus
eqda
tion.
^rs
:!=
0-m
.:1-q
.
To
lear
n fi
lar:
- .
pal.
ther
eis
adi
rect
rela
tions
hip
betw
een"
obj
ect a
nd im
age
dis-
ance
s an
cl.th
e lin
age
size
....
.
XX
III.
bec
anSe
ligh
t Obe
ys th
e la
ws
ofge
omet
ry, t
he f
ocal
-le
ngth
of
a.om
irro
r or
: en
sbe
edic
ted
pr-
....f
rom
. the
---
-Obj
e-C
t and
-im
age
'dis
-ta
nces
with
the
equa
tion
1,'
his
.1e
uals
.-1
.pT
.:
q
f-
XX
II. A
.R
epea
t, X
XI.
C a
nd m
ake
mea
s-.u
reir
ient
s.
Mak
e pa
per
cans
-tru
ctio
n lin
es to
prov
e th
is c
onte
pt2"
----
-
,I:
light
:I.,-
bent
V. t
he ,p
atn,
..or.
iignt
is: a
.iiva
ys p
aspa
sses
thin
dif
fere
nt tr
ansp
aren
tm
edia
, unl
ess
it en
ters
on
the
epf
in:.,
lci
p.ai
d s.
...
..
.
4+1
..-: .
a..th
e. b
endi
ng is
-ca
used
by
ach
ange
in v
elO
eity
.,..
man
. A.
Hav
e ea
ch s
tude
nt*
draw
,up
on h
ist.
exis
ting
expe
rien
ceto
-de
sign
"a
.pr
oof>
with
con
stru
cted
ray
son
pape
r.
Use
a te
xtbo
ok r
efer
ence
to v
erif
y:th
is c
once
pt.
the'
-di
ffer
ent'
colo
rs a
re b
ent
ereh
i
Side
s-).
,tari
--re
rtils
.par
alid
ray
s..
atti
ree-
Kin
fien
plon
at:',
Wat
re'
F;84
hitb
i can
be
edue
totw
oai
detit
li-by
.4:1
ii)
Use
a te
xtbo
ok .r
efer
ence
to-
pre-
,se
nt th
e pr
inC
iple
s of
ref
ract
ion.
:.
Hav
e .e
ach
.st
uden
t'. c
ondu
ct A
nex
erci
se in
Whi
tttr
aces
. the
.
of a
sm
all o
bjec
t thr
u:a
par,
alle
-si
ded
glas
s pl
ate,
- -a
pata
llel-
side
d A
i§ti&
pla
te,
a tu
rite
tl-gl
att
-len
s, a
nda
curv
ed p
iece
of
plas
tic.
Use
a h
ando
ut :t
o et
tniii
iiike
the
-cha
nge
titO
bar
du o
col
or 4
)&1-
7'.e
nce:
S<*f
ict:.
.the
Cco
trec
tit3i
iith
ilt
met
ers
a.w
ide
100.
7..A
.U
se "
a.,S
tithi
ltift
i.-en
lleila
bOra
ioty
exer
cise
Hat
t :. e
ach
ttiitt
etit
-Witt
a r
epor
tde
gttit
oitig
pola
rize
dlig
htlo
cl: ,
defa
iiitig
'an
y=iti
Sttli
fnef
tta1
4'
.1"O
lear
n:th
at:-
7-
.1pc
w. W
hite
- lig
ht :I
s m
ade
up o
f al
l-
Col
ors: th
e vi
sibl
e:sp
ectr
um,
the
infr
a-re
d sp
ectr
um,
the
ultr
a-iii
olet
spe
ctru
m.
XX
VII
:ligh
t can
be
sepa
rate
d in
toco
lors
with
:,a
diff
ract
ion
grat
ing
or
..
A:4
%.
-XX
VI.
A.
e- R
text
ref
eren
ce to
det
ail t
hepo
rtio
ns o
f tli
e sp
ectr
um'
B.:
Use
- th
e sp
ectr
opho
tom
eter
sto
dem
onst
rate
! th
e pr
esen
ce o
f th
eul
tra-
viol
et a
nd in
fra-
red
spec
tra.
.:Use
the
\col
or' r
ater
-sp
ectr
apho
to-.
.
met
er 't
o de
ition
stra
te th
e pr
esen
cean
& a
ppro
xim
ate
.- a
mou
nts
of th
e.
five
.co
lor's
(filt
ers)
inw
hite
..'li
ght p
rodu
ced,
by
the
inst
iii-m
erit
'ligh
t- s
ourc
e.
,
xxyd
. A.
Use
a s
erie
s 'o
f ex
erci
ses
in -
whi
chea
ch s
tude
nt is
forc
ed.
to _
beco
me
fam
iliar
with
the
prin
cipl
es o
f cl
iff
radt
ion
grat
ings
and
lien
pass
kng
thro
ugh
them
.
Rep
eat t
he b
endi
ng e
xerc
ises
of
A:
with
pri
sms.
',
.C.
Hav
e ea
rst
uden
t,ite
a r
epor
tco
mpa
ring
pr
sins
and
dre
ctio
ngr
atin
gs in
inst
ru .'t.
