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Qualitative Analysis—Guided-Inquiry Kit

By: The Flinn Staff

Qualitative Analysis Chemistry Guided-Inquiry Laboratory Kit
chemical reactions, iron(iii) ions, zinc ions, silver ions
design experimental, experimental design, guided-inquiry
Qualitative Analysis Chemistry Guided-Inquiry Laboratory Kit
chemical reactions, iron(iii) ions, zinc ions, silver ions
design experimental, experimental design, guided-inquiry
Item #: AP6885 

Price: $67.95

In Stock.

Use the Qualitative Analysis Chemistry Guided-Inquiry Laboratory Kit to refocus students and help them develop critical-thinking skills. Students design and carry out chemical reactions to separate and identify iron, zinc and silver ions.

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This item can only be shipped to schools, museums and science centers

Product Details

Lab isn’t just about “getting the right answer,” although that’s what your students may tell you. Learning how to design an experiment, based on scientific principles and logical reasoning, is often overlooked when students have to follow rigid procedures. Use this guided-inquiry activity to refocus your students and help them develop good critical-thinking skills. The purpose of this inquiry-based lab is for students to design and carry out a sequence of chemical reactions to separate and identify iron(III), zinc and silver ions in water. Comprehensive teacher notes with sample data and answers to all questions ensure that teachers will know what to expect and can properly guide the students. This student-directed activity is a great review of chemical reactions!

Complete for 30 students working in pairs.

Specifications

Materials Included in Kit: 
Ammonium hydroxide, 6 M, 50 mL
Hydrochloric acid solution, 3 M, 50 mL
Iron(III) nitrate solution, 0.15 M, 125 mL
Potassium ferrocyanide solution, 0.2 M, 25 mL
Potassium thiocyanate solution, 0.2 M, 25 mL
Silver nitrate solution, 0.15 M, 125 mL
Sodium hydroxide solution, 6 M, 50 mL
Zinc nitrate solution, 0.15 M, 125 mL
Foil barrier bag, 4½" x 3" x 12" x 4.3 mil nylon, 2
Litmus red test papers, vial
Pipet, Beral-type, graduated, 75


Correlation to Next Generation Science Standards (NGSS)†

Science & Engineering Practices

Asking questions and defining problems
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations and designing solutions

Disciplinary Core Ideas

HS-PS1.A: Structure and Properties of Matter
HS-PS1.B: Chemical Reactions
HS-ESS3.C: Human Impacts on Earth Systems

Crosscutting Concepts

Patterns
Cause and effect
Scale, proportion, and quantity
Energy and matter
Stability and change

Performance Expectations

HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.