TLC, Chemical Change, Metric Units and Conversions, and Precision vs. Accuracy

TLC, Chemical Change, Metric Units and Conversions, and         Precision vs. Accuracy

8.31.13 Post Scribe Author: Katie Coy

8.30.13 TLC Visit

In the beginning of class, Ms. Friedmann introduced us to two very important people. All the way from the TLC was Mr. Duty and Ms. Pavic. These two individuals can be found in the TLC everyday from 7:15 in the morning until 4:30 (4:00 on Fridays) in order to help us out. As Ms. Friedmann explained, sometimes we will be going over some things that we will not completely understand in class. These two people are a great resource to use to go and ask for help. 

They can help you with:

• Understanding a lab
• Homework
• Items on WebAssign
• Teaching you a concept you didn't understand
• Go over your Lab write-ups 

Quiz  

After we thanked our guests for coming to talk with us, we proceeded to go over our quizzes that we took the previous day. This is just a reminder to make sure, if you were absent, to talk to Ms. Friedmann and go and take the quiz in the test center.

Questions For Today

At this time we began our class. Here is what you should be able to understand for today.

• How did you do on your Quiz? What can you learn and remember from what you got wrong?
• What are signs of a chemical change? In other words, how do we know when bonds break and new bonds form?
• What is so special about the metric system?
• What is the difference between precision and accuracy?

Refresh about Physical vs. Chemical Changes

Physical Changes: The identification of the substance stays the same!

• For example, if we have the water which is a liquid and we freeze it, it is now a solid ice cube. We did not change the water, we simply made it change states.

Chemical Changes:  Now the identification of the substance changes.

• For example, the bonds of water being pulled apart and stuck back together in a different arrangement is a chemical change. Think of legos in this instance.  If you have two red legos on top of each other and then you pull them apart and stick a green lego in the middle you have a chemical change.

The top example is a physical change
and the bottom is a chemical change.

Signs of a Chemical Change

How do you know a chemical change has occurred?  We got together in little groups and brainstormed some ideas. Then we got together as a whole class and came up with a master list!

1. Temperature change
2. Release of gas/ a fizz being made
3. Difference in color
4. A new smell
5. Change in properties (Ex. Formation of a solid)
6. Change in volume
7. Glows

Things to be Cautious About:

The list above just states SOMETHING NEW HAS BEEN MADE! Those signs are typical hints/suggestions that some kind of chemical change has occurred, but it is not guaranteed that a chemical change has occurred.

For example, when we open a can of soda we hear a fizz, is a chemical change occurring?  Your answer should be no. This fizz we hear are the gas bubbles that have been forced to stay inside of the liquid rushing out. In other words, your act of twisting off the cap and allowing air to come inside of the bottle allows the gas out of the soda, thus producing the fizz noise. So, the soda doesn't go through a chemical change, even though we saw bubbles/fizz. 

Metric Units

Moving on to our next topic, we began to learn about Metric Units and Conversions. We picked up two sheets at the beginning of class which can be found on moodle in the Unit 1 Handouts folder and is titled 8.30_Measurments_Certainty.

Our lesson began by learning the three major units we will be learning in:

1. Length- Meters (Just over 3 feet.)
2. Mass- Grams (About the weight of a piece of paper.)
3. Volume- Liters (Half a container of soda.)

Meters, Grams, and Liters are called Base Units.

Conversions

Ms. Friedmann now showed us how to convert items from meters into other units. It is very simple! All you have to remember is a crazy saying: King Henry Didn't use dusty crusty mustard!

From that saying we can remember the letters K,H,D,u,d,c, and m. These letters stand for Kilo-,Hecto-, Deka-, Base Unit, deci-, centi-, and milli-.

When we want to make a conversion of lets say 2.5 cm into __ Hectometers here is the process:

1. Remember KHDUdcm (King Henry Didn't use dusty, crusty mustard.)
2. Centimeter is the C and Hectometers is the H. How many bunny hops do you have to make in order to get from C to H?
3. I counted four bunny hops from C (cm) to H (hectometers).
4. This means that you move the decimal point 4 places to the left in 2.5 cm. 
5. Now you have 0.00025
6. So, 2.5 cm is equal to 0.00025 hectometers.

The reason that the bunny hops method works is because each unit is ten times the thing to its right. So Kilo*10 =Hecto, Hecto*10= Deka, Deka*10= Unit Base, etc.

Precision vs. Accuracy

The next thing we worked on was Precision vs. Accuracy. Precision is the state or quality of being precise; exactness. Also, the ability of a measurement to be consistently reproduced. Accuracy is the ability of a measurement to match the actual value of the quantity being measured. There is a subtle difference between the two words. To explain this difference, Ms. Friedmann taught it to us using a game of darts example.

Lets Play Darts

Ms. Friedmann and her brother like to play darts. He is a very good dart player and Ms. Friedmann is not so good. Whenever they would play, his board would look like this. This is both precise because he hit is given target every time in almost the same location and accurate because he hit right where he was supposed to- the middle.              

Now, this is what his (Ms. Friedmann's brother) board would look like when he would try to make Ms. Friedman feel better about her score. Notice how he is being precise because he is hitting the same location every time, but not accurate because he isn't hitting the middle every time.

This is Ms. Friedmann's board. (Seen below) It is neither precise nor accurate because she did not throw the darts in the same location nor is it in the middle of the board.

Homework

1.  The 1.2 WebAssign is due SATURDAY at 11:59 pm. Make sure to get that done!
2. Complete the Metrics Conversions Practice. This worksheet can be found in the Unit one folder on moodle page under Handouts.  We completed the table at top in class. This is what it is supposed to look like: Posted below! Complete the problems at the bottom of this page for homework, Due Tuesday! (We did problem number one together in class. Covert 10m into cm. The answer is 1000.cm.) 
3. Make sure to have printed the sheets that were mentioned previously. (The Measurements Certainty.pdf)
4. Have a great LONG weekend! :)

The next Post Scribe is: Jordan Chiappetta

Properties and Physical and Chemical Changes of Matter

8/29/13 Scribe Post Author: Juliette O.

Class on 8/29/13    

8/28/13 Homework Check 

In the beginning of class, Ms. Friedmann checked in everyone's homework from Wednesday, 8/28/13. The homework due today was the WebAssigns on Chapter 1: 1.1 and 1.2, the notes on the ChemThink Particulate Nature of Matter Tutorial and quiz questions, and the two Particulate Nature of Matter green sheets in the composition notebook. 

After checking in the homework, Mrs. Friedmann addressed questions about the Internet activities (WebAssign and ChemThink), and then we went over the green Particulate Nature of Matter worksheets and the blue Paper Clip activity in our composition notebook. We then took a quiz on Section 1.1 in the book. We took notes on the second and third Questions for Today.

If you were absent today, you are responsible for showing Mrs. Friedmann the homework that was due today and checked in today. You are also responsible for taking the quiz in the Test Center.

Questions for Today:

How comfortable do you feel with telling the difference between:

--elements and compounds

--mixtures and pure substances

--atoms and molecules?

·      What is the difference between a property and a change?

·      How is physical different from chemical? 

Questions about Web Assign and ChemThink

First, some people reported to Ms. Friedmann that there were glitches in WebAssign or ChemThink. Her tips:

•  If there is a glitch, notify Ms. Friedmann with an email and, if possible, a screenshot of the problem.
• Don't get hung up on the glitch; try to complete the assignment, but if you have a problem make sure to talk to Ms. Friedmann and let her know about it.

Second, WebAssigns, no matter what number of points they were out of online or how many questions, are always out of 10 points.  Whatever percentage you got on the assignment is taken out of those 10 points.

Third, sometimes Mrs. Friedmann will assign a WebAssign on a topic that we have not learned yet, so the lesson the next day is review.

 Mrs. Friedmann also reminded us that we should always check the Chemistry Blog, Moodle page and Daily Homework Log each night!

Homework Check

 Paper Clip Activity

We went over the paper clip activity in class today. 

Examples:

1) Sample # 3: 3 Jb

This sample has 0 molecules because each atom of Jb is individual. The coefficient 3 shows that there are 3 individual atoms of Jb. If the formula looked like Jbsubscript 3, there would be 1 molecule, because the subscript 3 means there is a molecule made up of 3 atoms.

2) 2 Sm3 + JbCl2

The plus sign shows us that this is a mixture. 2Sm3 is a polyatomic element, because each atom is the same element and there are many atoms in the molecule. JbCl2 is a compound, because there is more than one element.

Notes to Consider:

• ·      If there is only 1 kind of element (such as 3Jb) in the sample, then it is an element.
• ·      The + sign implies that there is a mixture; no + implies a pure substance.
• ·      Pure substance: all the smallest individual pieces are the same
• ·      Homogenous Mix: Same throughout (blood)
• ·      Heterogenous Mix: Different throughout (fruit salad, medicine you shake)

Particulate Nature of Matter Worksheets

We went over the worksheets in class.  

Notes to Consider:

• ·      A compound is always a molecule, but a molecule is not always a compound.
• ·   Allotrope: each of two or more different physical forms in which an element can exist. (Element that exists as monatomic, diatomic and polyatomic)

• Ex: there are many different kinds (allotropes) of carbon-- bucky balls, carbon nanotubes, diamond, graphite in pencil. Nanotech uses carbon allotropes. 

·      When describing pictures of a sample of matter or a formula, ask yourself:

·      Atom or molecule?

·      Mixture or Pure Substance?

·      Element or Compound?

Quiz on Section 1.1

We had a short quiz on Section 1.1 in the textbook. If you were absent, you should make up the quiz in the Test Center.

Notes: 

Properties versus Changes 

Property: A substances potential to change. 

• The ability to:
• react with an acid
• melt at 50 degrees celsius ("melting point")

Change: A before and after. 

• The actual process of:
• reacting with an acid
• melting 

Physical Changes vs. Chemical Changes

Physical Change: The identity of the substance stays the same

Chemical Change: The identity of the substance changes.

To get to notes, go to GBS moodle. Click on Chemistry Honors 173  Friedmann, and go under Resources to Unit 1 Handouts. Under Unit 1 Handouts, there should be a link to 8/29 Notes on Chemical and Physical Changes. 

Thursday, 8/29 Homework

1) WebAssign 1.2 -- Measurement and Sig Figs.  Due Saturday night by 11:59 pm.  A friendly suggestion:  plan your weekend accordingly!  Since you have no other homework for now, I strongly suggest you work on this assignment tonight.  You do not need to finish WebAssigns all in one sitting; you can save your work and come back to it later.  If you choose to do this, however, do not forget about your Saturday night deadline as you enjoy Friday and Saturday!

2) We took a quiz on section 1.1 of the text today.  If you were absent, please make it up in the test center when you return.

The next scribe post author is Katie Coy. 

Introduction to ChemThink & Paper Clip Activity

8.28.13 Scribe Post Author: Ekene N.

8.27.13 Homework Check

In the beginning of class, Mrs. Friedmann checked everyone's homework from last night. The correct answer to the assignment was:

"HETEROGENEOUS MIXTURE." Your explanation should have been close to at least one of the following:

• Not all parts of the taco salad mixture would have contained the same overall makeup, therefore the salad is a is a heterogeneous mixture.
• One part of the taco salad will have different contents than another part.
• In one part of the salad, there may be more of one single ingredient (ex: shredded cheese) than in another part of the salad.

Taco salad...it is perfectly normal if you are 
currently craving some taco salad right now :)

Introduction to ChemThink

Today, we registered for an online program called ChemThink. If you were absent, we received a handout that obtains the instructions that will guide you through the process of registering for this website.You can access a copy of the handout by clicking the link below. (If the link doesn't work, go on Moodle...Unit 1 Handouts...8.28_ChemThink_Registration_Directions.pdf)

http://gbs-moodle.glenbrook225.org/moodle/file.php/12015/1314_Unit_1/Unit_1_Handouts/8.28_ChemThink_Registration_Directions.pdf

*NOTE: The code you need to create your own account is valid until September 11. Again, if you were absent, try to access the pdf with the instructions ASAP.

Paper Clip Activity

For the majority of class, we did an activity that involved paper clips, which are in fact the newest elements that were just discovered yesterday ;) . The paper clips represented different atoms. If you were absent today, you are responsible for printing out the activity on Moodle (under Unit 1 Labs & Activities) and completing it on your own.

    A Couple Notes to Consider about the Activity:

• Molecules= clumps of atoms (they could be the same atoms or different ones)

• One paper clip hooked to another paper clip= chemically combined atoms

• If there is a plus sign found in the formula of sample=  physically combined atoms & mixture

• The coefficient in front of a sample (ex: 2Sm2), is the number of molecules.

• The subscript [ex: Sm(3)], is the number of atoms

Homework

•  Read sections 1.1 and 1.2 in your textbook.  WebAssigns 1.1 and 1.2 are due tonight by 11:59 pm.

• Log onto ChemThink and complete the Particulate Nature of Matter tutorial AND quiz.  As you complete the tutorial, take notes in your journal.  Due tonight by 11:59 pm.

•  Particulate Nature of Matter worksheet (in the Unit 1 Handouts folder).  Due tomorrow.

*NOTE ABOUT HW: Mrs. Friedmann said that the homework assigned for tonight may seem heavy in voluminous terms. However, the homework assigned for tonight is not heavy in content because the concepts in the homework aren't as challenging. Make sure to get the web assignments in before 11:59!

Other Important Information

• It is important to make sure you understand all of the concepts we have learned so far because there is an in-class quiz tomorrow.
• Mrs. Friedmann said that if you complete the assigned readings, the WebAssigns, and tonight's homework, you are already preparing yourself for the quiz.
• If you were absent, Mrs. Friedmann will check your Paper Clip Activity answers tomorrow.

A sample of the Paper Clip Activity 

The next scribe post author is: Juliette Ovadia

      

Introduction to Matter

Scribe post by: Ambreen A.
Overview
Today we started off class of by sharing our opinions about the Observation Lab, then took a small quiz on Independent and Dependent variables. In addition, Mrs. Friedmann gave a presentation on matter.

What did you think of the Observation Lab... here's what the class said
-fun :)
- interesting to mix chemicals
- involved a lot of independent work, unlike last year
- had to work quickly in the lab due to limited amount of time
- stations were crowded
- took longer time to clean up (Mrs. Friedmann said leave about 5 min at the end of labs to clean up)

***Mrs. Friedmann also said that you do not have to bring your spiral lab notebook to record your "final" data in class. You may do that work at home and record your rough observations in your notebook in class.


Variables and Experimental Design

Quick Review: 
-Independent variable = what "I" (the experimenter changes).
-Dependent Variable = what is observed and measured. It is the result that is caused by changes in the independent variable. Dependent variable must be measurable or qualitative data.
                               - Qualitative data= no numbers
                               - Quantitative data= numbers

Controlled Variable(s)= everything else I try to keep the same from trial to trial.

Today:
Utilizing the information listed above we completed a worksheet, in which we had to identify the 3 variables in a scenario. After completing the worksheet we took a small quiz.

How Do Chemist Classify Matter?
In class, Mrs. Friedmann gave a presentation on how matter is classified. The notes accompanying the presentation can be found on Moodle. Here are the additional notes Mrs. Friedmann wrote on the board during the presentation.

Chemistry= the study of MATTER

-Matter can be divided into 2 categories: Pure Substances and Mixtures
- Pure Substances can be further divided into Elements and Compound
 PURE SUBSTANCES

            Elements                                                                     
- About 110 of these                                                
- Can't be broken down into simpler form              
- All atoms of one element are same (in certain          
key ways)

        Compound
-Many types of these
- Different elements are chemically combined by
bonds( can be considered as "glue" for now)


- Mixtures can be further divided into Homogeneous and Heterogeneous
MIXTURES (physically combined, not combined by bonds)

          Homogeneous                                                                                                                        
- All parts of the mixture have the same parts                  
EX: Where ever you take a sample from a sugar mixed      
coffee it will have same amount of sugar and coffee.          

          Heterogeneous
- One part of the mixture may have different amount of
substance than another part.
 EX: If you take a sample of sand from one part of the beach
it will be different from the other part of the beach.

Homework: 
To answer this question...
 -Suppose I make a taco salad for lunch. Can the salad be best described as Compound, Homogeneous mixture, or Heterogeneous mixture. Why?
- WebAssign safety quiz was due by 11:59 today

Beach sand

Coffee

Small text: That isn't dark matter sir --- you forgot to take off the lens cap

The next scribe post author is Janet Nwosisi

Observation Lab

8/26/13 Scribe Post Author:Suvd Davaadorj

Today, Ms.Friedmann went over the basics we should know for a lab then we did the observation lab.

Lab

Variables

• Independent:  What I change ( as the experimenter )
• Dependent: Data (What I observe and measure)
• Qualitative-no numbers
• Quantitative-numbers
• Control: Everything else that I try to keep the same from trial to trial 

How to Use Your Student Lab Notebook (The Carbonless)

• Use the flap with the periodic table to prevent bleeding through the pages because it will bleed multiple pages. First, check the number on the top right hand corner of the page you are using. Make sure that the blue and yellow sheet behind it have the same number then put the flap under these two pages.

Labs MUST Have:

• Title
• Purpose
• Data
• Calculations-Not in this lab!
• Post- Lab Question
• Conclusion- Not in this lab! ( Lesson on this later!)

Format on Lab Notebook: 

• Fill out the top of the page (this includes the title, date, name, lab partner)
• Write Purpose
• Write Data and draw a box filling up the top half the page and label it A then draw another box filling up the bottom half of the page and label it B

Turning In Your Lab:

• Use complete sentences
• No need to rewrite the questions
• Keep the blue paper and tear out the yellow paper to turn in  

Remember: When you turn in your lab, your data and everything should be very NEAT!

Lab Results

Part A:

Substance                                                                                                

1. Calcium chloride                                                                  

2. Sodium bicarbonate                                                             

3. Phenol red                                                                                

4. All three combined                                                                    

Observations    

1. white, clumpy, looks like hail
2. white, looks like baking soda
3. orangish red, liquid
4. yellow, fizzy, warm

Part B:

Experiments

1. CaCl2 + NaHCO3 = No reaction
2. CaCl2+H20= Hot
3. NaHCO3+ Phenol Red= Purple/Pink
4. CaCl2+ Phenol Red+ Yellow and Warm
5. NaHCO3+H2O= Fizzy
6. CaCl2+ NaHCO3+H2O= Fizzy and Cold

--------------------------------------------------------------------------------------------

Calcium chloride :

Sodium bicarbonate:

Phenol red:



The next scribe post author is Ambreen A.

Lab Safety

8/23/13 Scribe Post Author: Lauren B

At the beginning of class, Ms. Friedmann briefly covered all the need-to-knows of blogging such as what an ideal post should look like and what to do if we have a lab the day we're supposed to post (just blog for the next day). After that, we finished watching the lab safety video, and Ms. Friedmann gave us a little demonstration of her own about what not to do with the squeezy bottles, plus a cool example of why we should be careful around flammable chemicals.

Lab Safety Video Overview:

• Dressing:
• Avoid loose clothing - the ideal outfit is something that covers the majority of your skin but is fairly tight fitting
• Long pants and closed shoes are preferred but shorts and sandals are okay as long as you're careful
• Tie up long, loose hair
• Remove hand jewelry
• Protect hands by wearing gloves when possible
• Always wear safety goggles during lab (especially if you have contacts)
• Behavior:
• Don't fool around (for fairly obvious reasons)
• Don't leave bags and belongings laying in the middle of aisles where they're probably going to get tripped over
• Don't apply makeup in lab
• Don't eat or drink in lab
• When pouring something into a burette, keep the burette at eye level
• Emergencies:
• If cut, wash wound with clean water and dry. Let teacher bandage you and go to nurse immediately
• If chemical gets on hands, wash immediately in sink
• If chemical gets in eyes, wash in eyewash fountain for at least 15 minutes
• If strong chemical gets spilled on you, strip off quickly and rinse body in shower (this probably won't be necessary in our class, but for future reference. . .)
• Should a small fire occur in a test tube, cover it with a lid. If the fire's bigger, let the teacher take care of it with the fire extinguisher. If the fire's huge, it would probably be a good time to call the fire department and get out
• If clothing catches on fire, put out in safety shower. Or (if the shower is too far away) have person stop, drop, and roll. Then cover them with the fire blanket

Words of Wisdom from Ms. Friedmann:


As tempting as it may be, try to resist the urge to squirt your friend in the back with a squeezy bottle, because, as hilarious as it would be with water, you can't know for sure you won't accidentally grab the wrong bottle :)

Hexane Demo:
Similar to how she ladeled the carbon dioxide out of her ''zombie bubble" tank and extinguished a candle by pouring the contents of the spoon over it, Ms. Friedmann was able to demonstrate a similar experiment with the gas from a highly flammable chemical known as Hexane.
                                                                 
   First, she lit a small candle at the base of a long, tubelike instrument angled downward. She then picked up a glass beaker with about an inch of liquid Hexane at the bottom, and swirled it around until she was sure some fumes were being released. She then tilted the beaker just enough so the Hexane fumes would come out from the beaker (and not the liquid) and travel all the way down the tube to the candle. When the Hexane reached the flame, fire burst up, and trailed all the way up to the very top of the tube.
That's all!


The next scribe post author is Suvd Davaadorj

Zombie Bubbles & Lab Safety Video

8/22/13 Scribe Post Author:Serene P

Today, we learned about Observations versus Inferences. Also, we watched a video about lab safety.

Zombie Bubbles

Mrs. Friedmann used her "Zombie Bubble" tank to present her demonstration. First, she sprinkled baking soda covering the bottom of the tank. Then, she spilled some vinegar in which caused the substance within to become fizzy.

Observations                                             

1*Baking soda and vinegar = Fizz!

2*Fizz dies down approximately after one minute. 

3*The substance smells like vinegar.

4*There was about a quarter inch or 1/2 of a centimeter of liquid at the bottom of the tank, but the rest of the tank was clear and colorless.

5*Bubbles float in the tank.

Inferences

*Based on observation four, there is nothing in the tank except for the liquid at the bottom. 

-However, this assumption was tested. Mrs. Friedmann poured more vinegar and baking soda into the bubble tank causing the fizz to greatly increase. Then, she used a bottle of bubbles and started blowing bubbles into the tank. When the bubbles entered the tank, they were actually floating around in mid-air of the container and travelling in an upward-downward trend. Therefore, this result proved that the previous inference made was incorrect. 

           The revised inference of the previous inference of observation five:

*There is something in the tank, but it is invisible. 

Note:

        The reaction of the fizz was an indication that carbon dioxide was produced. However, it was not visible to the sight. The bubbles that were blown into the tank showed the presence of the carbon dioxide. 

         Soon, Mrs. Friedmann used a large spoon and gathered carbon dioxide from the tank. She then put and exposed the collected carbon dioxide into the lit candle of fire. This caused the fire to flicker and eventually be put out once contact was made. This indicated that carbon dioxide was present in the tank. The collected carbon dioxide from the tank extinguished the lit candle demonstrating that this gas was present in the tank. 

Lab Safety Video

*Being safe in the lab should be a top priority for a chemistry student working in the lab. It is important to follow all rules and safety precautions in order to have a good learning experience. 

Safety Tips:

*Tie long hair back

*Wear safety goggles at all times 

*Handle chemicals safely

-Make sure to not have chemicals contact the skin or eyes. 

-Use small containers to control easily

*Only mix chemicals when your instructor approves

*Mixing chemicals correctly can prevent accidents

-Add sulfuric acid to water. If done oppositely will result in unsafe boiling of the substance.

*Read and reread instructions 2 to 3 times.

*Make sure you understand directions and read them completely. Ask questions if you have any doubts. 

*Follow the instructions exactly as mentioned.

*Use clean glassware

*Accidents occur. Inform your instructor immediately.

-Allow your instructor to clean up any spills.

*Keep chemicals and lab materials away from your face and body.

*Keep a work tray by you since spills occur often.

*Hold bottles with hands over label

*Hold coin top stopper between fingers

*Replace stoppers immediately

*Use a pipette. Do not use your mouth in any way to collect and transfer chemicals.(As Marie Curie)

*Do not set bottles in a position in which they could easily spill.

*Do not touch or smell substances directly. Only light whiffs might be permitted. 

*Volatile chemicals should be handled under a fume hood.

*Never pour excess chemicals back into their original bottles. It is better to waste them. Do not contaminate bottles.

*After measuring the reagent, dispose of it.

*When a spill occurs, use a good absorbent to clean the substances. Kitty litter works well but may not be used much in our class.

*Waste residue should properly be disposed.

-broken glassware should be placed in the proper disposal

*Clean up glassware thoroughly when finished.

*Clean chemicals off hands.

*Don't throw anything into the sink unless instructed by teacher.

*Clean up lab station thoroughly. Clean yourself up. 

            https://www.google.com/search?gs_rn=25&gs_ri=psy-ab&tok=PVMu_gGgikPuYj31XQagjA&cp=7&gs_id=1b&xhr=t&q=lab+safety&bav=on.2,or.r_qf.&bvm=bv.51156542,d.aWc&biw=1366&bih=667&um=1&ie=UTF-8&hl=en&tbm=isch&source=og&sa=N&tab=wi&ei=V40WUvidBeG9yAGAzIHYAQ#imgdii=_ -image citation

The next scribe post author is Lauren B.