Replace Your Mercury Barometer!
The Eco-celli barometer is safe, easy to use, and incredibly accurate. The 162 cm (64") long, securely fastened, U-shaped glass tube is filled with red, nontoxic silicon oil. The adjacent 81 cm (32") calibration tube is a sealed blue alcohol thermometer, complete with a sliding scale between the two tubes to compensate for the expansion of the oil due to temperature. Mounted on clear acrylic for easy viewing. Measures in both millimeters and inches of Hg. 92.7 x 14.6 x 3.2 cm (36.5" x 5.75" x 1.25")
Advantages of an Eco-celli Barometer
This barometer is MERCURY-FREE!!
- Contains No Mercury
- Easy to Read
- Replaceable Components
- Applies Boyle's Law
Case studies document cleanup cost to schools for mercury spills ranging from $2,000 to more than $200,000. There is no longer any reason to jeopardize the health of children and educators with the presence of mercury in science classrooms.
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This product will support your students' understanding of the Next Generation Science Standards (NGSS)*, as shown in the table below.
Suggested Science Idea(s) ALL LEVELS
| Elementary || || Middle School || || High School |
| K-ESS2-1 |
Students can use the thermometer to make observations to use and share regarding local weather conditions to describe patterns over time. 3-ESS2-1
Students can use the thermometer to collect data to add to tables and graphical displays to describe typical weather conditions expected during a particular season. 4-PS3-2
Students can use the thermometer to collect data to provide evidence that energy can be transferred from place to place with heat.
| || MS-ESS2-6 |
Students can use the thermometer in an investigation to develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. MS-ESS3-5
Students can use the thermometer to collect data to provide evidence for how changes in weather may occur. MS-ETS1-3
Students can use the thermometer in the design of tests and to gather data for a design solution about climate, materials, and natural resources.
| || HS-LS2-3 |
Students can use the thermometer to collect data in an investigation to construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. HS-ESS2-5
Students can use the thermometer to plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. HS-ETS1-1
Students can use the thermometer to collect data for use in analysis of a major global challenge. Specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
Students can conduct investigations using the thermometer, providing evidence of release or absorption of energy. K-ESS2-1
Students can use the thermometer to gather data in the schoolyard. This could include how temperature changes over the course of a day as the sun moves or weather conditions change. 4-PS3-2
Students can use the thermometer to collect data to provide evidence that thermal energy can be transferred from place to place. MS-ESS2-6 and
Have students collect temperature readings so that they analyze and have a frame of reference to understand more complex thermal scientific principles or global temperature issues.
Students can use the thermometer to see the rise in temperature in a composting experiment where microorganisms give off heat as the cycle matter or other environments where aerobic and anaerobic conditions exist.
* NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of, and do not endorse, this product.