Sci-On Biology - EDVOTEK · S-75 Bananas Have DNA? EDVO-Kit # Sci-On® Biology Table of Contents All components are intended for educational research only. ... Extraction of DNA from

EDVOTEK, Inc. • 1-800-EDVOTEK • www.edvotek.com

Sci-On® Biology

Updated

Revised

and

The Biotechnology Education Company ®

Includes Lesson Plan with Connections toNational Content and Skill Standards

EVT 003076K

EDVO-Kit #

S-75Do Onions, Strawberries andBananas Have DNA?

ExPErImENT OBjECTIVE:

In this experiment, students will learn about the physical nature of DNA by isolating DNA from onions and using the common procedure of DNA spooling.

Storage: See Page 3 for specific storage instructions

EVT 003076K

EDVOTEK - The Biotechnology Education Company® • 1-800-EDVOTEK • www.edvotek.com

�Do Onions, Strawberries andBananas Have DNA?S-75

EDVO-Kit # Sci-On® Biology

Table of Contents

All components are intended for educational research only. They are not to be used for di-agnostic or drug purposes, nor administered to or consumed by humans or animals.

THIS EXPERIMENT DOES NOT CONTAIN HUMAN DNA. None of the experiment compo-nents are derived from human sources.

EDVOTEK, The Biotechnology Education Company, Sci-On, and InstaStain are registered trademarks of EDVOTEK, Inc..

Page

Experiment Components 3

Experiment Requirements 3

Background Information 5

Experiment Procedures

Experiment Overview and General Instructions 7

Activity One - Constructing DNA Models 9

Activity Two - Teacher Demonstration of DNA Spooling 10

Activity Three - Extraction of DNA from Onion Tissue 11

Activity Four - Extraction of DNA from Banana or Strawberry 12

Critical Thinking and Hypothesis Development 13

Study Questions 14

Instructor's Guidelines 15

Notes to the Instructor 16

Suggestions for Lesson Plan Content 17

Connectiions to National Standards 18

Pre-Lab Preparations 19

Study Questions and Answers 20

Material Safety Data Sheets 21

EVT 003076K

EDVOTEK - The Biotechnology Education Company® 1-800-EDVOTEK • www.edvotek.com

FAx: (301) 340-058� • email: [email protected]

Do Onions, Strawberries andBananas Have DNA? S-75

EDVO-Kit #Sci-On® Biology3

Experiment Components

requirements

Store entire experiment in the

refrigeratorThis experiment is designed for 10 groups.

Contents

• DNA Extraction Buffer• DNA sample in a capped test tube• Transfer pipets • Colored Beads (4 colors)• Graduated test tubes• Spooling rods• Salt packet

None of the experiment components have been prepared from human sources.

• Fresh onion pieces (scallions, also called green onions, are highly recommended)• Ripened fresh strawberry or banana pieces • 20 ml beaker• Test tubes (13 x 100 mm)• 70% clear isopropyl alcohol (rubbing alcohol)• Distilled water• Ice

EVT 003076K


4Do Onions, Strawberries andBananas Have DNA?S-75


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Technical ServiceDepartment

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Duplication of this document, in conjunction with use of accompanying reagents, is permitted for classroom/labora-tory use only. This document, or any part, may not be reproduced or distributed for any other purpose without the written consent of EDVOTEK, Inc. Copyright © 1996, 1997, 1998, 1999, 2003, 2006, EDVOTEK, Inc., all rights reserved EVT 003066K



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DNA - Deoxyribonuclease

Since the 1800s, it has been known that all living organisms are composed of cells. Organisms such as bacteria are single cells, while very complex organisms, such as humans, are composed of billions of many different cells.

In 1868, a Swiss biologist named Friedrich Meischer carried out research which indicated that the nucleus of cells contains a material which he called nucleic acid. But, it wasn’t until much later in the 1940’s that the nucleic acid, deoxyribonucleic acid (DNA), was recognized as the carrier of genetic information.

DNA plays an important role in two processes. During the process of replication, DNA provides informa-tion to copy itself, so genetic in-formation can be passed on from generation to generation of cells. In its second important role, DNA pro-vides instructions for making proteins, which are vital to the maintenance and function of cells. DNA provides information for the order of amino acids required for making various proteins.

The structure of the DNA molecule was determined by James Watson and Francis Crick in 1953. They determined that DNA was a double helix consisting of two strands. The Watson and Crick model is often de-scribed as a spiral ladder. The two strands of DNA are the backbone of the ladder, made of sugar phospho-diester groups. The sugar backbone acts as a support for the rungs of the ladder. These rungs are composed of the chemical bases Adenine, Guanine, Cytosine, and Thymine. The first letters of these bases, A,G,C, and T, are used by scientists to designate the order of the bases within the DNA strands.

TA

GC

T A

GC

CG

AT

5' 3'

5'3'

CG

Figure 1


�Do Onions, Strawberries andBananas Have DNA?


S-75EDVO-Kit # Sci-On® Biology

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DNA - Deoxyribonuclease

The bases are always arranged in pairs. When A occurs on one strand, T occurs on the opposite strand. Similarly, G and C are opposite DNA strands. The bases are held together by weak bonds which are shown as dashed lines in Figure 1.

DNA can be extracted from the nucleus of cells by adding an aque-ous buffered extraction solution to cells. The cells are chemically lysed (broken open) and DNA from chromosomes is released. This procedure is known as cell lysis. DNA is soluble in water and cannot be seen, but it is insoluble in alcohol. Purification procedures for nucleic acids usually include precipitation with alcohol in the presence of salt. Since rubbing alcohol (isopropyl alcohol) has a lower density than water, it will form a

second layer above the DNA solu-tion. A spooling rod is used to spool the two liquids at the interface of the two phases to separate the DNA from the solution. The DNA will appear as a viscous, clotted mass as it is col-lected on the spooling rod (Figure 2). The amount of DNA spooled is a consequence of the size of the DNA fragments which are much larger than the small bio-molecules such as amino acids and small carbohydrate sugars.

In this experiment, DNA will be isolated in one of two ways: 1) DNA will be spooled from a buffer solution con-taining salts; 2) DNA will be extracted from tissues such as onion, banana, or strawberry and spooled from solution. DNA will be observed by the naked eye on the spooling rod.

1

2

3

1. The DNA is inside the cell. 2. The cell wall is disrupted.3. The DNA is spooled onto a rod.

Figure 2





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ExPErImENT CONTENT OBjECTIVE

The objectives of this experiment are to learn:• how to isolate DNA from onion, banana or strawberry cells• what DNA looks like in solution• how to spool DNA from solution• what DNA looks like after it is spooled from solution• the structure of DNA from building a simulated DNA model• the function of DNA

WOrKINg HyPOTHESIS

DNA can be extracted from the cells, and isolated from solution by spool-ing.

LABOrATOry SAFETy

1. Gloves and goggles should be worn routinely as good laboratory practice.

2. Exercise extreme caution when working with equipment that is used in conjunction with the heating and/or melting of reagents.

3. DO NOT MOuTH PIPET REAGENTS - uSE PIPET PuMPS.

4. Exercise caution when using any electrical equipment in the laboratory.

5. Always wash hands thoroughly with soap and water after handling reagents or bio-logical materials in the laboratory.

Experiment Overview and general Instructions


8Do Onions, Strawberries andBananas Have DNA?



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BEFOrE yOu STArT THE ExPErImENT

Read all instructions before starting the experiment.

Predict the outcomes from the experiment and the control. Record your predictions in your lab notebook or on a separate sheet of paper.

Before starting the Experiment:

• Write a hypothesis that reflects the experiment. • Predict experimental outcomes.

During the Experiment: • Record (draw) your observations, or photograph the results.

Following the Experiment: • Formulate an explanation from the results. • Determine what could be changed in the experiment if the ex-

periment were repeated. • Write a hypothesis that would reflect this change.

Experiment Overview and general Instructions

LABNOTEBOOK




EDVO-Kit #Sci-On® Biology�

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Activity One - Constructing DNA models

1. Each group of students will get a set of beads of various colors.

2. The teacher will assign a base designation for four of the colors. For example:

red = Adenine (A) Blue = Thymine (T) green = guanine (g) yellow = Cytosine (C)

3. Sort all the beads by color. Based upon the beads you received, cor-rectly put the colored beads together in two separate strands to form one or more of the following base pair models:

A-T base pair G-C base pair

How many A-T or G-C base pairs were you able to put together?

Putting All the Student Base Pair models Together:

4. With the help of your teacher, and the rest of the class, build a model of the DNA ladder. Attach the ends of several bead sections together to form two long strands of double-stranded DNA.

7. In your own words, describe the structure of DNA





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THE ExPErImENT:

1. Add two pinches of salt to a small beaker or clear graduated test tube.

2. use a transfer pipet to add 2 ml of distilled water and swirl to dissolve the salt.

3. use a transfer pipet to transfer all of the DNA solution to the salt water.

FREEZER

Activity Two - Teacher Demonstration of DNA Spooling

It is important that the 70% clear isopropyl alcohol is very cold before beginning this demonstration.

In this activity, DNA will be spooled from an aqueous buffered solution by adding salt and overlaying with isopropyl alcohol. The isopropyl alcohol (clear rubbing alcohol) should be ice cold (stored in a freezer at least 2 hours before use). Just before the demonstration, place the DNA solution and the alcohol on ice.

Stir or swirl to mix. The total volume should be approximately 3 ml.

4. using a transfer pipet, carefully overlay, the DNA solution with two volumes of very cold 70% clear isopropyl alcohol (about 6 ml).

Let the cold alcohol gently flow down the side of the beaker or test tube. Do not mix the two solutions.

6. Observe the DNA and record your observations.

THE CONTrOL

7. Add two pinches of salt to a small beaker or clear graduated test tube.

8. Add distilled water up to the 2 ml level of the tube and swirl to dissolve the salt.

9. Add another 1 ml of distilled water (instead of DNA). Swirl to mix.

10. Layer the cold alcohol on top of the water solution in the same man-ner as step #4 of the experiment. Do not mix the two solutions.

11. Place the end of the spooling rod just below the line separating the two solutions (the interface). Twirl the rod with two fingers and spool.

12. Record your observations for the control .

- - - - -

5. Place the end of the spooling rod just below the line separating the two solutions (the inter-face). Twirl the rod with two fingers and spool the DNA from the solution.





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LABNOTEBOOK

Activity Three - Extraction of DNA from Onion Tissue

In this activity, DNA is extracted from onion tissue using an extraction buffer and spooled from solution by overlaying the liquid with ice cold isopropyl alcohol.

THE ExPErImENT

1. Carefully slice a 5 x 5 x 5 mm cube (about the size of a pencil eraser) from the main body of the onion (not the root tip), and place it in one of the test tubes provided.

2. using a transfer pipet, add DNA Extraction Buffer until it reaches the 3 ml level mark on the tube. Mince the onion cube with the tip of a spooling rod, pencil or pen (mash the onion very well). This will release the cellular contents and the DNA in the onion cells.

3. With a transfer pipet, carefully remove 2 ml of the liquid layer from the test tube and transfer it into a second, clean test tube. Try to minimize carry-over of the onion tissue.

4. Carefully overlay the liquid with 4 ml of very cold 70% clear Isopropyl alcohol.

5. Place a spooling rod into the test tube and twirl it with two of your fingers. Gently rotate the rod at the interface of the two phases. The DNA will begin to spool (wrap) around the rod.

Gently lift the rod out of the solution from time to time and observe the DNA substance attached to it.

6. After spooling for several minutes, remove the rod from the test tube to observe the DNA. The DNA will appear as a viscous material adher-ing to the splint (it may be grayish in color if a pencil was used to mince the onion tissue).

7. Record your observations of the onion DNA.

THE CONTrOL

8. Based upon what you have previously learned, outline and perform the control for this activity.


1�Do Onions, Strawberries andBananas Have DNA?



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Activity Four - Extraction of DNA from Strawberries or Banana

In this activity, DNA is extracted from a banana or strawberries in the same manner as the extraction of DNA from onion.

LABNOTEBOOK

1. Carefully slice a 5 x 5 x 5 mm cube from the fleshy body of the banana or strawberry, and place it in a clean test tube.

3. With a transfer pipet, carefully remove 2 ml of the liquid layer from the test tube and transfer it into a second, clean test tube. Try to minimize carry-over of the banana or strawberry tissue.

4. Carefully overlay the liquid with 4 ml of very cold 70% clear Isopropyl alcohol.

5. Place a spooling rod into the test tube and twirl it with two of your fingers. Gently rotate the rod at the interface of the two phases. The DNA will begin to spool (wrap) around the rod.

Gently lift the rod out of the solution from time to time and observe the DNA substance attached to it.

6. After spooling for several minutes, remove the rod from the test tube to observe the DNA. The DNA will appear as a viscous material ad-hering to the splint (it may be grayish in color if a pencil was used to mince the onion tissue).

7. Record your observations of the banana or strawberry DNA.

2. using a transfer pipet, add DNA Extraction Buffer until it reaches the 3 ml mark on the tube. Mince the cube with the tip of a spooling rod, pencil or pen to release the cellular contents.





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Record the answers to the following Study Questions in your Laboratory Notebook or as instructed by your teacher.

1. Describe the appearance of the isolated DNA.

2. What is a nucleus?

3. What are nucleotides?

4. What are chromosomes?

5. What does cell lysis mean?

6. Why did the alcohol layer on top of the DNA solution?

7. Why was it important not to mix the alcohol and DNA solutions?

8. What properties of DNA allow spooling?

9. What difficulties did you have in spooling? Why?

10. How many chromosomes do humans have?

LABNOTEBOOK

Critical Thinking and Hypothesis Development

Study Questions

Record the following in your Laboratory Notebook or on a separate sheet of paper:

1. What are the variables in this experiment?

2. What would you have changed in the experiment if you had to do it over again? Why? Predict outcomes.

3. Write a hypothesis that would reflect these changes.

LABNOTEBOOK

EVT 003076K


14Do Onions, Strawberries andBananas Have DNA?S-75


EVT 003076K

EDVOTEK - The Biotechnology Education Company® 1-800-EDVOTEK • www.edvotek.com

FAx: (301) 340-058� • email: [email protected]



Mon - Fri 9 am - 6 pm ET

(1-800-338-6835)

EDVO-TECH SERVICE

1-800-EDVOTEK

Mon - Fri9:00 am to 6:00 pm ET

FAX: (301) 340-0582Web: www.edvotek.comemail: [email protected]

Please have the following information ready:

• Experiment number and title• Kit lot number on box or tube• Literature version number (in lower right corner)• Approximate purchase date

Technical ServiceDepartment

Instructor’s guide

Class size, length of laboratory sessions, and availability of equipment are factors which must be considered in the planning and the implementation of this experiment with your students. These guidelines can be adapted to fit your specific set of circumstances. If you do not find the answers to your questions in this section, a variety of resources are continuously being added to the EDVOTEK web site. In addition, Technical Service is avail-able from 9:00 am to 6:00 pm, Eastern time zone. Call for help from our knowledgeable technical staff at 1-800-EDVOTEK (1-800-338-6835).

Online Orderingnow available

Visit our web site for information about EDVOTEK’s complete line of “hands-on” experiments forbiotechnology and biology education.


1�Do Onions, Strawberries andBananas Have DNA?



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Notes to the Instructor:

ExPErImENT HINTS AND HELP

EDVOTEK experiments are easy to perform and are designed for maxi-mum success in the classroom setting. However, even the most expe-rienced students and teachers occasionally encounter experimental problems or difficulties.

The EDVOTEK web site provides a variety of resources which are continu-ously being updated and added. If you do not find the answers to your questions in this section or at the EDVOTEK web site, Technical Service is available from 9:00 am to 6:00 pm, Eastern time zone. Call for help from our knowledgeable technical staff at 1-800-EDVOTEK (1-800-338-6835).

HINTS FOr mAxImIzINg SuCCESS

1. Isopropyl alcohol should be placed in the freezer to ensure that it is very cold. Keep the alcohol on ice while students are using it to over-lay their DNA solution for spooling.

2. DNA spooling results from onions, strawberries or banana will vary, but it is recommended that they be as fresh as possible. The material spooled from bananas will contain a mixture of DNA and carbohy-drates.

CLEAN-uP AND DISPOSAL OF mATErIALS

The DNA solutions and alcohol can be disposed down the drain. All other materials can be disposed in regular solid waste (trash).





Instructo

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Suggestions for Lesson Plan Content

1. Conduct a discussion of DNA, the material which controls who we are and what we look like.

2. Give students an overview of the structure of DNA.

3. Write the following words on the board for discussion:

Nucleus Nucleotide (base) Guanine Chromosome Deoxyribose Cytosine

Gene Phosphodiester bond Thymine DNA Base pair Double helix Adenine

use pictures or drawings from textbooks and other resources to help explain the vocabulary words to the students.

4. Focus on the following concepts to ensure student understanding, to maximize the benefits of the “hands-on” experience.

• DNA is found in the cell nucleus of human cells and in the nuclear area in bacteria.

• DNA is made up of two strands. • Each strand has a sequence of nucleotides (bases) placed in a

specific order. • The bases (nucleotides) are called Adenine (A), Guanine (G),

Thymine (T), and Cytosine (C). • The two strands are held together because the bases form physi-

cal bonds (known as hydrogen bonds) with each other in very specific ways. Adenine base-pairs with Thymine and Cytosine base-pairs with Guanine.

• The strands are joined to form a double helix. • A chromosome contains the coding segments called genes. • Each gene codes for a specific RNA which provides the required

information to make proteins.

5. List and discuss with students the essential parts of an experiment.

• writing a logical hypothesis • making careful observations • differentiating between an experiment and an control • dentifying variables • predicting experimental outcomes • recording results in a concise and accurate manner • drawing valid interpretations of results • formulating alternative explanations

This teacher-generated lesson plan outline can be used as a guideline for classroom discussion. Connections to the Na-tional Content and Skills Standards follow the plan.





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CONTENT STANDArDS

1. Students will develop abilities necessary to do scientific inquiry.

• Questions will be answered through scientific investigation.

2. Students will develop an understanding through inquiry. Students will:

• develop a logical hypothesis. • make careful observations. • interpret results correctly. • understand differences between the experiment and the control. • identify and control variables. • predict experimental outcomes. • formulate explanations from evidence. • recognize and analyze alternative explanations.

3. Students will use equipment, materials, and procedures for experimen-tation and direct investigation of phenomena.

• Students will understand DNA isolation by spooling.

4. Students will develop an understanding of structure and function of the molecule of heredity - DNA. Students will:

• understand nucleotide composition and its role as the building block.

• develop an understanding of the physical nature of DNA.

SKILL STANDArDS

In this experiment students will learn to spool and stain chromosomal DNA. Analysis of the experiment will provide students the means to transform an abstract concept into a concrete experience.

Students will be able to:

1. Isolate DNA from a suspended solution by alcohol precipitation and spooling.

2. Use scientific equipment such as calibrated pipets and graduated cylinders to make metric based measurement.

3. Make careful observations and record results.

4. Predict experimental outcomes.

5. Share and compare results with other students.

6. Develop alternate options for DNA spooling, make predictions and compare with others students.

7. Explain the implication of DNA extraction for use as materials for DNA experiments.

Connections to National Standards




EDVO-Kit #Sci-On® Biology1�

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Pre-Lab Preparations

ON THE DAy OF THE LAB:

1. Thoroughly chill the 70% isopropyl alcohol (rubbing alco-hol) before the students perform the experiment.

• Store it in the freezer for several hours or overnight to ensure that it is very cold.

• using a calibrated transfer pipet, transfer 6 ml of 70% isopropyl alcohol into 20 test tubes.

• Place the alcohol-filled tubes back in the freezer or on ice until students are ready to use the alcohol.

FREEZER

2. Each student group requires:

• Sets of beads (various colors) • Graduated test tube • Spooling rod • Transfer pipet • DNA extraction buffer - 3-4 ml • Cold isopropyl alcohol - 4 ml


�0Do Onions, Strawberries andBananas Have DNA?



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Study Questions and Answers

1. Describe the appearance of the isolated DNA.

DNA looks like a clear liquid gel. It turns white when it forms a precipi-tate.

�. What is a nucleus?

The nucleus is an organelle present in a eukaryotic cell. It contains the chromosomes that are rich in DNA.

3. What are nucleotides?

Nucleotides are the building blocks of DNA.

4. What are chromosomes?

Chromosomes are inherited genetic units that are made of DNA.

5. What does cell lysis mean?

Cell lysis is the disruption of a cell and cell nucleus with the release of the contents.

�. Why did the alcohol layer on top of the DNA solution?

Alcohol is lower in density and therefore will “float” above the DNA in salt solution.

7. Why was it important not to mix the alcohol and DNA solutions?

An interface is necessary in order to spool the DNA from the solution. If the aqueous layer containing DNA is mixed with the alcohol, DNA will precipitate out as a white fluffy product.

8. What properties of DNA allow spooling?

The long length of DNA fragments makes it possible to spool it out of solution.

9. What difficulties did you have in spooling? Why?

DNA may not have wound around the rod. Too much stirring may have resulted in fragmenting DNA into pieces too short to spool around the rod.

10. How many chromosomes do humans have?

There are 46 chromosomes (23 pairs) in human cells.

Material Safety Data SheetMay be used to comply with OSHA's Hazard Communication

Standard. 29 CFR 1910.1200 Standard must be consulted forspecific requirements.

IDENTITY (As Used on Label and List) Note: Blank spaces are not permitted. If any item is not applicable, or no information is available, the space must be marked to indicate that.

Section IManufacturer's Name

Section II - Hazardous Ingredients/Identify Information

Emergency Telephone Number

Telephone Number for information

Date Prepared

Signature of Preparer (optional)

Address (Number, Street, City, State, Zip Code)EDVOTEK, Inc.

14676 Rothgeb DriveRockville, MD 20850

Hazardous Components [Specific Chemical Identity; Common Name(s)] OSHA PEL ACGIH TLV

Other Limits Recommended % (Optional)

(301) 251-5990

(301) 251-5990

Boiling Point

Section III - Physical/Chemical Characteristics

Unusual Fire and Explosion Hazards

Special Fire Fighting Procedures

Vapor Pressure (mm Hg.)

Vapor Density (AIR = 1)

Solubility in Water

Appearance and Odor

Section IV - Physical/Chemical CharacteristicsFlash Point (Method Used)

Extinguishing Media

Flammable Limits UELLEL

Melting Point

Evaporation Rate(Butyl Acetate = 1)

Specific Gravity (H 0 = 1) 2

Concentrated Chromosomal DNA

01/15/06

N-Lauroylsarcosine sodiumSarcosine, N-dodecyl-, sodium saltCAS # 7631-98-3

No data

No data

No data

No data

No data

No data

Soluble

Clear liquid, no odor

No data No data No data

Carbon dioxide, dry chemical powder, alcohol or polymer foam, water spray

Wear SCBA and prot ective clothing to prevent contact w/ skin & eyes

None

StabilitySection V - Reactivity Data

Unstable

Section VI - Health Hazard Data

Incompatibility

Conditions to Avoid

Route(s) of Entry: Inhalation? Ingestion?Skin?

Other

Stable

Hazardous Polymerization

May Occur Conditions to Avoid

Will Not Occur

Health Hazards (Acute and Chronic)

Carcinogenicity: NTP? OSHA Regulation?IARC Monographs?

Signs and Symptoms of Exposure

Medical Conditions Generally Aggravated by Exposure

Emergency First Aid Procedures

Section VII - Precautions for Safe Handling and UseSteps to be Taken in case Material is Released for Spilled

Waste Disposal Method

Precautions to be Taken in Handling and Storing

Other Precautions

Section VIII - Control Measures

Ventilation Local Exhaust Special

Mechanical (General)

Respiratory Protection (Specify Type)

Protective Gloves

Other Protective Clothing or Equipment

Work/Hygienic Practices

Eye Protection

Hazardous Decomposition or Byproducts

X None

Iron, steel, alumium, or copper

X None

Toxicological properties have not been thoroughly investigated

Treat supportively and symptomatically

Mop up with absorbent material. Dispose of properly.

Bury in landfill site approved for disposal of chemical and hazardous waste.Observe all federal, state, and local laws.

Avoid contact. Do not store in contact with iron, steel, aluminum, or copper

None

Rubber boots

Do not ingest. Avoid contact with skin, eyes, and clothing.

Toxic fumes of: Carbon Monoxide, Carbon dioxide, nitrogen oxides

Yes Yes Yes

No data No data No data No data

Can cause coughing, wheezing, respiratory distress, and diarrhea. Skin/eye irritation.

No data

NIOSH/MSHA approved respirator

No NoneNo None

Rubber/chemical resistant gloves Chem. splash proof

EDVOTEK®








Date Prepared






(301) 251-5990

(301) 251-5990

Boiling Point






Solubility in Water

Appearance and Odor


Extinguishing Media


Melting Point



Concentrated Buffer

01//15/06

Ethylenediaminetetraacetic acid No data No data No data No dataC10-H14-08-N2.2NaCAS #139-33-3

No data

No data

No data

No data

No data

No data

Soluble

Clear liquid, no odor

No data No data No data

Dry chemical, carbon dioxide, halon, water spray or standard foam

Move container from fire area if possible.

Thermal decomposition products may include toxic and hazardous oxides of Carbon, nitrogen and sodium.


Unstable


Incompatibility

Conditions to Avoid


Other

Stable



Will Not Occur









Other Precautions





Protective Gloves



Eye Protection


lead, magnesium, zinc, & trace metals-possibly causing increased absorption and increasing total body storage.

X Excessive heat, sparks or open flame

Acids, Aluminum, metals, oxidizers (strong)

X None

Treat supportively and symptomatically

Mop up with absorbent material. Containerize to dispose of properly.

Observe all federal, state, and local laws.

Store away from strong oxidizers or heat. Avoid skin/eye contact.

None

Impervious clothing to prevent skin contact

Do not ingest. Avoid contact with skin, eyes, and clothing.

Thermal decomposition products of toxic and hazardous oxides of Carbon, Nitrogen, and Sodium.

Yes Yes Yes

No data No data No data No data

Mucous membrane irritation, eye/skin irritation, irritating to gastrointestinal system.

Chemical cartridge respirator with full facepiece and organic vapor cartridgeYes None

Gen. dilution vent. sys None

Yes Splash-proof goggles

Moderately toxic by ingestion-systemic toxicity may result. May chelate

Renal or heart disease, potassium deficiency, insulin dependent diabetes, seizures or intracranial lesions

EDVOTEK®








Date Prepared






(301) 251-5990

(301) 251-5990

Boiling Point






Solubility in Water

Appearance and Odor


Extinguishing Media


Melting Point



EDVOTEK®

Extraction Buffer

01/15/06

5144-89-860-00-457-09-0

100°C

No data

No data

1.020

100°C

No data

Yes

Clear liquid

Water spray

Wear SCBA and protective clothing to prevent contact w/ skin and eyes.

Emits toxic fumes under fire conditions


Unstable


Incompatibility

Conditions to Avoid


Other

Stable



Will Not Occur









Other Precautions





Protective Gloves



Eye Protection


extremely destructive to tissue of the mucous membranes and upper respiratory tract, eyes and skin.

X

Strong oxidizing agents, protect from moistureCarbon monoxide, carbon dioxide, nitrogen oxides, hydrogen bromide gas

X

N/A

Safety shower and eye bath, face shield

Wash thoroughly after handling, keep tightly closed.

Yes Yes YesHarmful if swallowed, inhaled, or absorbed through skin. Material is

Immediately flush eyes or skin w/ copious amounts of water for at least 15 minutes while removing

Evacuate area. Cover with dry lime or soda ash-pick up. keep in a closed container and hold forwaste disposal.

Dissolve or mix the material w/ combustible solvent and burn in a chemical incineratorequipped with an afterburner. Ventilate area and wash spill site after material pick up is complete

Observe all federal, state, and local laws.

Use only in a chemical fume hood.

Wear appropriate NIOSH/MSHA aprroved respirator.

safety gloves safety goggles

Documents

Sci-On Biology - EDVOTEK · S-75 Bananas Have DNA? EDVO-Kit # Sci-On® Biology Table of Contents All components are intended for educational research only. ... Extraction of DNA from