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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
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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
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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
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EDVO-Kit # Sci-On® Biology
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Please have the following information ready:
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Technical ServiceDepartment
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EDVO-Kit #Sci-On® Biology5
Bac
kgro
und Info
rma
tion
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
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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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EDVO-Kit #Sci-On® Biology7
The Exp
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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
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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
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EDVO-Kit #Sci-On® Biology�
The Exp
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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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EDVO-Kit #Sci-On® Biology11
The Exp
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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.
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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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The Exp
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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
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EDVO-Kit #Sci-On® Biology15
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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.
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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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).
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EDVO-Kit #Sci-On® Biology17
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.
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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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
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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
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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®
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 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.
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
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®
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
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
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
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