Printable ResourcesDyes that Bind

Appendix A: Pre-Test/Post-Test and Answer KeyAppendix B: Peace Discussion ResourcesAppendix C: Dye Investigation LabAppendix D: Radial Chromatography LabAppendix E: Symmetry LabAppendix F: Artifact Design Assessment & RubricAppendix G: Student Presentation ChecklistAppendix H: Additional Resources on Natural Dyes

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Appendix A: Pre-Test/ Post-Test

1. a. Draw a polar molecule using either a line structure or a Lewis Dot structure. Identify partial charges or dipole moments. (2 pts.)

b. Draw a nonpolar molecule using either a line structure or a Lewis Dot structure. Identify partial charges or dipole moments. (2 pts.)

c. What kind of intermolecular behavior would occur between the molecules drawn in a. and b.? Explain. (2 pts.)

2. Describe the process of making a dye bath in detail. (2 pts.)

3. Explain in terms of its chemical properties why a permanent ink would not work well when using chromatography (water is used as a solvent). (2 pts.)

4. What is the relationship between a solute and a solvent? What must be true about their chemical structures? (3 pts.)

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5. Emma, a chemical engineer, is using a chromatograph to separate dyes. She places an unknown dye into the chromatograph and her results indicate that no separation into various colors occurred. What conclusion can Emma make about the unknown dye? (2 pts.)

6. a. Draw an example of rotational symmetry (2 pts.)

b. Draw an example of reflectional symmetry (2 pts.)

c. Draw an example of asymmetry. (2 pts.)

7. Give an example and explain how the concept of polarity is used in a real-world manufacturing process. (2 pts.)

8. Identify and give a brief summary of a civil rights issue that might elicit messages of peace? (2 pts.)

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Answer Key

1. a. Answers will vary. Acceptable responses might include:

b. Answers will vary. Acceptable responses might include:

c. The molecules in a and b will NOT interact. In order for solubility and/or miscibility to occur, the molecules must have similar structures.

2. Pre-Test: Soaking a material in a solvent for an extended period of time,Post-Test: Material should be allowed to simmer in distilled or deionized water for an extended period of time depending on desired shade of dye. Students should describe in detail the process including mention of why distilled or deionized water should be used, the heating method and the role of time in the procedure.

3. Permanent ink is a nonpolar substance. When water is used as a solvent, the ink is not soluble in water. Therefore, no separation will occur.

4. A solute is a substance that dissolves into a solvent. The solvent is the material that allows the solute to break down into its smaller components. The two must have similar polarities.

5. The dye is not a mixture of several hues.

6. a. Answers will vary, but might include:

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b. Answers will vary, but might include:

c. Answers will vary, but might include:

7. Answers will vary, but must include discussion that polarity must be considered when determining solutes and solvents for various tasks.

8. Answers will vary.

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Appendix B: Peace Discussion Resources

A long way gone/Memoirs of a boy soldier by Ishimael beah (Movie Blood Diamonds goes well with this)

Anne Frank Remembered by Miep Gies, Alison Leslie Gold

Bait by Alex Sanchez (Bullying)

Bang by Norah McClintock (easy read/short) (Character gets mixed up with wrong person and is used as a scapegoat)

By the Time You Read This, I’ll Be Dead by Julie Anne Peters

Devil’s Arithmetic by Jane Yolen (Holocaust)

Fish (easy to read but may be offensive to some due to actual incidents that take place in prisons) (Modern)

Freedom Writer’s Diary with Erin Gruwell

He’s My Brother/Black Activist and a Former Klansman tell their stories by John Perkins and Thomas A. Tarranto with David (Wirntsigh)

I am Apacho by Tanya Landeman

If I should die before I wake by Han Nolan (Holocaust)

Left to Tell by Immaculee Ilibagiza with Steve Erwin (Rwanda)

Letters to a Bullied Girl: Messages of Healing and Hope by Olivia Gardner, Emily Buder, and Sarah Buder

Life in Prison by Stanley “Tookie” Williams (easy read/short) Notorius gang member sentenced to death penalty. Message to Bloods and Crips to stop fighting.

Maus I: A Survivor’s Tale: My Father Bleeds History by Art Spiegelman

Maus II: A Survivor’s Tale: And Here My Troubles Began by Art Spiegelman

Monster by Walter Dean Myers (written in play form) (Teen on death row)

Monster/The Autobiography of a L.A. Gang Member by Sanyika Shadur aka Monster Kody Scott (Modern)

Night by Elie Wiesel (Holocaust)

Night John (super easy read) (Slavery Time Period)

Number the Stars by Lois Lowry (Holocaust)

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Please Stop Laughing at Me: One Woman’s Inspirational Story by Jodee Blanco (Bullying)

Red Scarf Girl by Ji-lo-Jiang (Chinese Cultural Revolution)

Say you’re one of them by Uwem Akpan (children in Africa)

Soldier X by Don Wulffson (Holocaust)

Teen CyberBullying Investigated: Where Do Your Rights End and Consequences Begin? by Thomas Jacobs

The Boy in the Striped Pajamas by John Boyne (Holocaust)

The Wave by Todd Strassa (Holocaust)

Thick by Colin Neenan (easy read/short) (learning disabled student who is bullied)

Suggested Movies: Blood DiamondCrashDarfur NowDevil’s ArithmeticDownfallEscape from SobiborFreedom Writer’sHolocaust (Meryl Streep)Hotel RwandaPaperclipsRedemptionSchindler’s ListSophie Scholl: The Final DaysSwing KidsThe Boy in the Striped PajamasThe Diary of Anne Frank (1959)  The Hiding Place (1975) The Pianist

Additional Sourceswww.tookie.com/tookie_fact_sheet_10.18.05.pdf

Stanley Tookie Williams: Biography from Answers.comwww.answers.com/topic/stanley-willams

Stanley “Tookie” Williams #1003www.clarkprosecutor.org/html/death/US/williams1003.htm

Stanley Tookie Williams Home Pagewww.tookie.com

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You Tube: Redemption (Tookie talks to Crips and Bloods)www.youtube.com/watch?v=htch6d4-5GQ&feature=relatedYou Tube: Interview with death row inmate…Stanley Tookie Williamswww.youtube.com/watch?v=ZphoRcfdulw&feature=related

You Tube: RARE Stanley Tookie Williams Interview Part Iwww.youtube.com/watch?v=V4vhZzHzVA&feature=related

You Tube: RARE Stanley Tookie Williams Interview Part 2www.youtube.com/watch?v=450vdwLDHyg&feature=related

You Tube: Redemption: The Stanley Tookie Williams Story www.youtube.com/watch?v=nPQCTNwPU8w

Tookie Williams: Gang Founder Versus Nobel-Nominated Peacemaker (Dec. 8, 2005)www.abcnews.go.com/US/LegalCenter/story?id=1377890

The Life and Death of Stanley Tookie Williamswww.hip-hop-music.com/StanleyTookieWilliams.html

Genocidewww.jewishworldwatch.org/educate/pdf/Teaching%20Tools/

United States Foreign Policies Toward Genocide and Crimes against Humanitywww.enotes.com/genocide-encyclopedia/united-states-foreign-policies-toward-genocide

Note: The above site is a great source for inquiry among students. Suggested questions: Should the U.S. intervene in countries that practice genocide? What is the UN doing to stop genocide in other countries? What countries have been involved in genocide?

Facing Evil: Genocide in Darfurhttp://www.friendsjournal.org/node/95/print

The Rwanda Commemoration Project: Genocide In Our Timewww.wcl.american.edu/humright/center/rwanda/rwanda.pdf

Rwanda: You Go, Girls! By Margaret Faywww.thirteen.org/edonline/wideangle/lessonplans/rwanda/procedures.htmo

Hotel Rwanda trailerwww.hotelrwanda.com/intro.html

Encourage students to support the women and children of Rwandahttp://www.rwandawomennetwork.org/

Holocaust Teacher Resource Centerhttp://www.holocuast-trc.org

NOW: “The Politics of Sudan”

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http://www.pbs.org/now/politics/sudan2.html

Genocide Watchhttp://www.genocidewatch.org

The Committee of Conscience: Darfur:http://www.ushmm.org/conscience/alert/darfur/

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Appendix C: Dye Investigation LabName: _____________________________________________________________

Materials:Dried yellow onion skinsCarrot rootsHibiscus petals if availableCoffee (fresh or instant)BeetsSpinachBay leavesBlueberriesRed cabbageStrawberriesStrips of filter paper cut about four centimeters wide400 mL beakersDistilled or soft water (about 2-4 liters, enough for several beakers)Hot plates

Procedure:Natural dyes can be used to add color to your artifacts. After testing materials you will be able to select dyes to use in your artifact design.

Place your assigned material in a 400 mL beaker. Cover with distilled or soft water (1 part material: 2 parts water). Bring to a boil and allow to simmer as long as possible.

Predict the color that will be produced using the natural materials.

Test the dye baths using strips of filter paper. What do you observe?

Material Prediction Actual color

Beets

Coffee

Onion skins

Carrot tops

Hibiscus

Bay leaves

Spinach

Blueberries

Red Cabbage

StrawberriesNote additional observations for each test.

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Material Observations

Beets

Coffee

Onion skins

Carrot tops

Hibiscus

Bay leaves

Spinach

Blueberries

Red Cabbage

Strawberries

Which of the dyes will you use when developing your artifact? Why?

What do you think will happen if the dye baths were allowed to soak overnight?

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Appendix D: Radial Chromatography Lab

Name __________________________________________Materials: Permanent markersWashable markersNatural Dyes (from Day 2)2 small cups per group or student2 filter paper circles per group or student ¼ of a filter circle per group or student Water Solvent (Rubbing Alcohol) Pencil(2 or 3 L bottle cutoff, plate – Styrofoam, paper, or aluminum pie plate)

Safety: Students should wear goggles at all times. Solvent is flammable. Use proper lab procedures for use of this chemical. Lab aprons are optional. Room should be well ventilated.Procedure:

1. Fold both of the filter paper circles in half twice (but don’t crease too strongly) in order to find their centers. Push a pencil point through the center to make a small hole.

2. Lightly draw a circle of radius 1 cm round the center hole of both filter papers.

3. Choose 8 dyes to test (ones that you will likely use in creation of your T-shirt or artifact. Record in the table below an identity number for each of the dyes with its color and type - such as noting #3 as the red, washable marker.

4. Spread evenly around the pencil circle of each filter paper write the numbers 1 to 8 with pencil then place a dot of each dye above the number. (Allow the natural dyes to dry)

5. Add a small amount of distilled water to one cup, and a small amount of rubbing alcohol to the other.

6. Tear the ¼ filter circle into two wedges to act as wicks. Roll each up and stick the tip of each into the whole in the center of a filter circle.

7. Place each filter circle on a cup so that its wick is in the liquid.

8. If available, set each cup on a plate containing some of the same liquid as in the cup and place a large cut off soda bottle over the cup and filter circle.

9. Wait a while till the liquid has spread out to the edge of each filter paper circle. (May not spread that far if you couldn’t do step 8.)

10. Record observations in the table below.

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Dye # Color Type Which liquid moved this ink?

Describe the colors produced.

1

2

3

4

5

6 0 cm

7

8 1 cm

Analysis and discussion: 1. Which type of dyes were moved strongly by the water?

2. Which type of dyes were moved strongly by the solvent?

A principle known to chemists is “Like dissolves like.” This means the substances with similar chemical properties mix together well, whereas substances with different types of molecular properties tend to not mix with each other. Two types of substances that follow this principle are called polar and nonpolar. Water is a polar substance.

3. What type of substance would water dissolve?

4. What type of substance would move along paper by water?5. Look at your answer to question 1 above.

What type(s) of markers contain polar substances as inks?

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6. Look at your answer to question 2 above. What type(s) of markers contain nonpolar substances as inks?

Look at the areas of colors produced by the dark inks after they were spread by the liquids.

7. Did the dark inks each consist of only one substance?

8. How do you know?

Several of the inks in fact showed that they were actually mixtures of more than one colored substance that were spread differently by the liquids. This difference in spreading rate of the different component colors is due to the fact that each colored substance holds on to the paper with somewhat different amounts of attraction and also is attracted by the liquid moving it to varying degrees. This allows for the separation of the substances in mixtures by paper chromatography.

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Appendix E: Symmetry Lab

Name:______________________________________________

Materials:10 x 12 card stock (one sheet per group or student)4 x 4 piece of cotton fabric (at least one per student)Small plastic cups (one per group)Vis a Vis washable markers (several per group)Compass (one per student)Protractor (one per student)Ruler (one per student)

ProcedureEach group gets one piece of card stock, one ruler, four pieces of cotton fabric, several markers, one protractor and one compass per person.

Step One:Use the ruler to mark four equal quadrants on the card stock.

Step Two:Label the cardstock with the following headings:

First quadrant No symmetry. Second quadrant Reflectional symmetry Third quadrant Rotational symmetry only (5 or 6 fold rotational symmetry only.)Fourth quadrant Both Rotational and Reflectional symmetry.

Step Three:Each student should sketch on scrap paper a figure that fits the criteria for one of the quadrants. Share drawings with others in the group. Each member of the group must agree that the figure fits the criteria of the quadrant assigned.

Step Four:Once the sketch of the figure is approved, the shape should be centered on the fabric and drawn in pencil.

Step Five:Measure any angles carefully. Use a straight edge to draw any lines. Lines of symmetry should be marked in pencil. The compass should be used to draw circles. The group should review each other’s drawing to make sure the figure fits the criteria.

Step Six:Once the figure on the fabric is approved, outline the figure with washable markers.

The following instructions are similar to the chromatography lab.

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Step Seven:Make a small hole in the center of the fabric pieces. The quarter circle filter paper should be rolled into a tight cone with the tip of the cone inserted into the hole through the back of the fabric. The tip of the cone should only protrude 1-2 mm through the hole of the fabric.

Step Eight:Lay the fabric with the drawing across the top of the plastic cup so that only the end of the cone is in the water. The water will be absorbed slowly into the fabric giving the original drawing a tie dyed effect.

Step Nine:Does the symmetry remain after the pigment separates?

Step Ten:After absorption is done, remove the cone and let the fabric dry. Once dried, staple the fabric to the appropriate space on the quadrant paper.

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Appendix F: Artifact Design Assignment & RubricCATEGORY 4 3 2 1

Use of Class Time Always on task. Usually on task. Sometimes off task.

Usually off task.

Types of Symmetry The artifact clearly and accurately displays two types of symmetry.

The artifact accurately displays two types of symmetry but one may be unclear.

The artifact displays two types of symmetry but they may be unclear.

The artifact displays one type of symmetry.

Dye Selection The artifact has a clear color theme and appropriate dyes were selected to achieve the theme.

The artifact has a somewhat clear color theme and appropriate dyes were selected to achieve the theme.

The artifact has a somewhat clear color theme, but better dyes could have been chosen.

The artifact has a somewhat clear color theme and appropriate dyes were selected to achieve the theme.

Use of Chromatography

Appropriate solvents were used to execute all areas on the design.

Appropriate solvents were used to execute some areas on the design.

Appropriate solvents were used to execute some areas on the design.

Appropriate solvents were used to execute few areas on the design.

Peace Issue Statement

Graphics are all in focus and the content easily viewed and identified from 6 ft. away.

Most graphics are in focus and the content easily viewed and identified from 6 ft. away.

Most graphics are in focus and the content is easily viewed and identified from 4 ft. away.

Many graphics are not clear or are too small.

Chemistry/Symmetry Key

All four of the following are correctly labeled: polar and nonpolar molecules, reflectional and rotational symmetry.

Three of the following are correctly labeled: polar and nonpolar molecules, reflectional and rotational symmetry.

Two of the following are correctly labeled: polar and nonpolar molecules, reflectional and rotational symmetry.

One of the following are correctly labeled: polar and nonpolar molecules, reflectional and rotational symmetry.

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Appendix G: Student Presentation Checklist

Name_______________________________________________

Following completion of your T-shirt or artifact, you will be giving a brief presentation of your design. You may choose to create a poster, PowerPoint or any other approved method of presentation. (TOTAL: 60 pts.)

Your presentation must include information about the following:

_____Peace Statement Description (10 pts)Provide background details of a civil rights issue that led to the development of your peace statement.

_____Types of Symmetry (15 pts.)Identify each area of reflectional symmetry, rotational symmetry, asymmetry and both reflectional and rotational symmetry used in your design.

Explain what happened to the symmetry of your design before and after chromatography was performed.

_____Description of Dyes (15 pts.)Identify which dyes were chosen and what physical and chemical properties they have that made them the best choice for your design.

For each dye chosen, explain the process used to create it.

Identify whether the dyes are mixtures or not and explain the process used to determine this.

Describe the general chemical structure of the dyes based upon their intermolecular behavior with the solvents.

_____Description of Solvent(s) (15 pts.)Identify which solvents were chosen and what physical and chemical properties they have that made them the best choice for your design.

Describe in detail the chemical structures of the solvents. Include either line structures or Lewis Dot structures to illustrate this.

Describe what would happen if the wrong solvent were used. (Attach any trials with filter paper or cotton).

_____Description of Engineering Process (5 pts.)Describe the engineering process used during the creation of their T-shirt and how it enhanced the final product.

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Appendix H: Additional Resources on Natural DyesLINKSChemical background of textiles and dyeshttp://www.colour-experience.org/teknicolour/teknol_textile_dyeing/teknol_textile_dyeing_1.htm

Historical timeline for dyes from 2600 BC to presenthttp://www.straw.com/sig/dyehist.html

Dye molecules mini lessonhttp://www.pburch.net/dyeing/chemistry_reactivedyes_lesson.shtml

Little quiz on dyes with some calculations and questions for introductory discussionhttp://www2.gsu.edu/~mstnrhx/edsc84/dyesinlife.htm

Best site for chemistry of dye process shows structures and bonding for dyes and fabricshttp://www2.uwsuper.edu/jlane/320/dyeing.pdf

List of dyes and origin with links for specific dyeshttp://www.chemistrydaily.com/chemistry/Dye

Chemistry and art sitehttp://www.sewanee.edu/chem/chem&art/

Dyes chemistry lab for high school studentshttp://scioto.dublin.k12.oh.us/academics/science/bolles/CHEM_ONE/16_DYES/Dye_binding_lab.pdf

Link to radial chromatography lab with Sharpie pens to make t-shirtshttp://www.stevespanglerscience.com/experiment/00000032

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