Dangerous Sports Essay

In recent years we have seen a considerable rise in dangerous or extreme sports. This essay shall discuss some of the main reasons why people engage in such sports and suggest ways in which some risks involved in such sports can be reduced. The main reason why people go for dangerous sports is that they get the thrill out of them. They like taking risks. They like to challenge their abilities and potentials. They feel a sense of satisfaction when they come face to face with fears while bungee jumping, rock climbing and so on. In addition, going through a dangerous experience gives them courage and confidence to face the hurdles of their daily life. Another reason for pursuing such sports is that there is a lot of fame and money involved in them. They get attention by doing stunts on motorcycles and jumping from tall buildings. They make headlines in newspapers and TV News Channels. They feel great when their name comes in the Guinness Book of World Records. Once they get famous they get a lot of money also. For instance, many businesses hire them to endorse their products. They also get jobs on the basis of such skills. Many steps can be taken to reduce the risks are that involved. Firstly, these sports should be done under strict supervision. All safety precautions should be taken. Such sports should be performed after sufficient training and under supervision of adults. Sport companies which cater to such sports should require a license for providing such training. Some people suggest banning some sports. However, I do not believe that banning is a good solution. We all know that forbidden fruits taste sweeter and people will do such sports in hiding which would increase the risks involved. To put it in a nutshell, I pen down saying that, people do such sports for fun, for money and for fame. However, such sports should be performed after sufficient training from licensed companies and under some supervision.

Bench Strength

Any thriving business is cognizant of the fact that their success hinges significantly upon the services and loyalty of key personnel, as well as the ability to attract, retain and motivate qualified staff. Of course it does not stop with hiring and retention, the most important aspect of human resources is to be able to recognize potential leaders and train them accordingly so as to prepare them for more responsibilities and leadership roles as they grow with the company. The term bench strength refers to the depth of any given company’s pool of qualified and potential executives and managers.These short-listed people are being groomed to go up the corporate ladder, in a seamless succession of leadership that will bring stability and increased growth for the company. To make sure that the potential leaders will be up to the task, every company must invest in the training and development of their personnel. This training and development program is so designed in such a way tha t will harness the skills and strengths of these people, in the hopes that they will be able to steer the company through rough waters and towards higher grounds.Potential leaders must be identified, mentored, and exposed to all levels of the company’s operations. This way, these people are able to gain a broader and deeper insight of how the business functions, and as such, be able to contribute in all the levels of operation of the business. According to Conger (2004), â€Å"Succession management must be a flexible system that is oriented toward developmental activities, and not just a rigid list of high-potential employees and the slots they might possibly fill.† An effective bench strength strategy is to create a program that successfully marries succession planning and leadership training and development. This way, the company knows the skills required for leadership positions, and training will be aligned in such a way that these skills are successfully developed . Conger (2004) further maintains that the companies that have the most success in bench strengthening programs are â€Å"those that merge succession planning and leadership development in order to create a long-term process for managing the talent roster across their organizations. †Of course a company cannot develop a succession program if its fails to institute a hiring and retention program that would ensure the appropriate fit of employees to their respective job responsibilities. Human resources must be able to attract and hire the right people the first time. If a company fails in this regard, staffing will eat into the company’s resources, and cause disruption in the business because there is frequent change in personnel, leaving the business without any real sense of succession. (Burkholder, 2003, p. 150) In such cases, some companies are forced to hire outsiders for leadership roles.While this is not necessarily bad, personnel who have been groomed for sensit ive and executive positions are will require less adjustment both from subordinates and higher-ups alike. Companies must first look within and find potential leaders among the ranks. The sense of opportunity and career growth will inspire people and motivate them to work harder and give their best performance in every endeavor. Employees who know that their efforts are noticed and recognized have no reason to leave in search of greener pastures and better opportunities.A company with loyal and hard-working personnel will also have the pool of leaders that they need for a seamless succession of leaders. This internal development program not only saves on cots in terms of cost in time and additional compensation to attract and hiring outside people, but more importantly, boosts the morale of the personnel and ensures the stability of the company in terms of human resources. Therefore before any successful succession and leadership development can be designed, an effective staffing pro gram must first be put in place.Burkholder (2003, 151) maintains that staffing â€Å"must be aligned with the rest of the organization. † This means that staffing must take a proactive role in the company, and not just act on a need basis. There are many techniques to ensure an effective staffing program. One method is called the Baldridge process. This program requires a company to take self-assessment. This self-assessment is designed to help companies align their business processes and operations with fluctuating business needs and with the highly fickle labor market. By so doing, this recognizes the strategic role of the staffing group in the business.(Burkholder, 2003, 152) The main advantage of using the Baldridge process is that it empowers the staffing group and acknowledges their value in the business. Knowing that they have full support of the company, an empowered staffing group is thus able to create better and more efficient hiring and recruitment programs that w ill ensure the best matching of people to their spheres of responsibility. The entire business must operate as a single entity, with each department geared towards forwarding the business’ core values and achieving financial success for the company.When designing or implementing any type of staffing and retention programs, it is important to involve all the employees. It is a good idea to solicit their ideas and feedback. A cross-section of all departments must give their suggestions, this is to ensure that staffing and retention practices will be highly aligned with the needs of the company. After the programs have been implemented, there must be a system that will regularly monitor and evaluate the programs.Such a system allows dfor continued improvement; buttressing the good points and working on the not-so-good aspects of the program. (Harris & Brannick, 1999, p. 206) Every organization, regardless of its size will benefit from competent people. The issue that every compa ny must address is how to invite these people and keep them once they have been hired. The next step once you have retained these leaders, is to provide them with growth opportunities that would harness their skills and competencies to the benefit of the entire business.As the company grows, your key personnel should be made capable to handle decision-making responsibilities. To achieve this, your staffing group must be explicitly involved in the planning and implementation of the company’s business plan. By being aware of the objectives of the company, the staffing group has a framework by which to design its own hiring and retention procedures and programs in such a way that contributes to the realization of these goals. (Becker, 2001, p.29) Indeed when a department knows what is expected of them and how they can help the organization, all their energies will be focused towards the attainment of that common goal. Every company must endeavor to encourage a sense of community and participation across all levels of the organization. Only then can a business ever have a chance at carving a niche for itself in the highly competitive world of the free market. References: Becker, B. E. , Huselid, M. A. (2001). The HR Scorecard: Linking People, Strategy, and Performance.Harvard Business School Press. Brannick, J. & Harris, J (1999). Finding & Keeping Great Employees. NJ: AMACOM Div American Management Association. Burkholder, N. C. , Edwards, P. J. , Sartain, L. (2003). On Staffing: Advice and Perspectives from HR Leaders. NJ: John Wiley and Sons. Conger, J. A. & Fulmer, R. M. , (2003). Bench Strength: Grooming Your Next CEO. Developing Your Leadership Pipeline. Harvard Business Review. Vol. 81, No. 12. Retrieved on August 5, 2007 from http://hbswk. hbs. edu/archive/3855. html

Fat Burning Myths and Aerobics

For the past twenty years, everyone followed fitness professionals, nutritionists, dieticians and aerobic instructors repeated recommendations to follow a low fat diet and attend aerobic classes twice a week. According to experts, low fat diets and aerobic exercise were the only effective way to lose weight. Rapid increase of qualified fitness professionals only accomplished teaching everyone endless ways of how not to lose weight, or which exercise habits do not work. Professionals have yet to come up with resolutions that do burn fat. â€Å"It’s a Fact–Americans are getting fatter. Experts suggest that 75 percent of Americans will be overweight by 2015, and 41 percent of that group will be obese. Along with our burgeoning waistlines, the business of weight loss has become huge.†(Villarosa, 2007)   When aerobics for weight loss are encouraged by any professional, including medical doctors, it is assumed the only acceptable form of aerobics were organized class es through a qualified instructor. Although the only visible evidence aerobic classes and low fat diets trim waistlines are only words written on paper, people continue to be deceived into thinking they can purchase their ideal fitness levels.The market is flooded with a new fitness facility on every corner, a new diet, or new weight loss video created based on latest breakthrough research. New fitness programs based on the latest breakthrough research have been created for the past twenty five years with each new weight loss book, video or diet leading consumers farther from their fitness goals.With promises of weight loss, aerobic classes increased in popularity overnight. Falling short of the improved fitness promises, aerobic classes remain popular. The industry attract customers using fitness promises to sell their products. Knowledgeable professionals use their education to gain peoples trust. There are an abundance of fitness professionals to explain technical details of the human system, naming scientific names for every muscle in the body. Educating the public with all this physiological knowledge does not result in more fat burning during aerobic classes.When fitness programs fail to keep their promises, even with financial obligations, or the trial period to return the item has passed, the focus switches off fitness goals. Fitness myths continue because lies are always explained away. After realizing one hour aerobics class twice a week is hardly vigorous enough to shed a pound, dietary habits are blamed.After exposure of dietary myths, experts blame hereditary.   Popular fitness magazines write informative articles bringing newfound knowledge to customers explaining the cardio system and it relates to aerobics. The only people who will waste time reading article after article or listening to sales people’s lectures on human anatomy are the ones trying to tell someone the fitness advice is not delivering the promised results. People are tol d losing weight is beyond their capacity when there are no visible results from aerobic classes.With professional’s enthusiasm to educate every client on scientific details of fitness, basic commonsense diet and exercise understanding is forgotten. The intensity level involving any activity determines weight loss results. It is common knowledge that excess body weight is unused calories or unused energy. Repeated muscle contraction burns up energy. The faster and more frequent the muscular contractions, more energy is consumed, muscles become fitter, stronger and more efficient. Stronger, fitter muscles move easier, allowing more calorie consumption during everyday routine activities.â€Å"The energy required for muscle contraction comes from the breakdown of adenosine triphosphate (ATP), a substance that is present in the cells and is formed during cellular respiration.†(â€Å"Muscle,† 2007)   In simple terms, ATP is the scientific procedures explaining how v igorous exercise or repeated rapid muscle contraction burns stored body fat. Muscles, proteins, and engaged cells break down the stored energy the same way during aerobics, power walking, rollerblading, weight training, biking, mountain climbing, running stairs, or playing basketball.Analyzing the term aerobic can give someone the misconception long term endurance exercising is essential for weight loss. Aerobic relates to oxygen or air. An aerobically fit person understandably has a healthy respiratory system. Anaerobic is the opposite of aerobic, using maximum muscular strength. â€Å"Anaerobic endurance is a short-term, high intensity muscular effort–less than about two minutes; cardiovascular endurance involves muscular effort for a much longer duration.†(Brzycki, 1993)   For years, experts believed a person could not exercise the muscular system and the cardio system simultaneously without sustaining serious injury or building oversized muscles.â€Å"Keep in mi nd that compared to fat, muscle is very dense. Increase your muscle mass and your metabolism gets an automatic boost. Muscle weighs more than fat so it's possible to build muscle mass and gain weight but appear smaller visually because you've decreased your overall fat percentage.† (Hanlon, 2007, p. 28) Adding weights to a cardio workout increases muscular contraction’s capacity, making the ATP breakdown more thorough. Aerobic classes, the most moderate walking program and even daily tasks such as shopping or house cleaning potentially engages higher percentage of working muscles adding ankle and wrist weights.â€Å"When you exercise, your muscles burn sugar, fat or protein in the presence of oxygen to produce energy. If you exercise so intensely that you become short of breath and your muscles can't get enough oxygen, lactic acid accumulates in your muscles.   Lactic acid removes the chloride, so it is easier for potassium to get back inside cells. Therefore lactic acid increases the ratio of potassium inside cells to the amount outside, and this helps the muscle contract with more efficiency.† (â€Å"Study: Lactic Acid Not,† 2007, p. C10) Combining weight training with aerobic activity decreases the exerciser’s size.Cardio training can be fast weight lifting. Depending on gender, and as long as no supplements are used, the amount of weight during workout routines does not determine muscle size. People working towards a visually larger appearance lift weights very slowly, making sure to workout the muscles on the release. This is called working out the negative muscles. Either light weights or heavy weights used at a very slow speed will increase body size. Working out with heavy or light weights at aerobic pace utilizes fast twitch muscle fibers reducing body size. Anaerobic exercises or exercise strategies using fast-twitch muscle fibers are effective for fat burning.Experts never encourage vigorous exercise; it is up to the individual to experiment with effective fat burning exercises. The fitness industry, including fitness magazines, is designed for people who have very little or no previous knowledge of workouts. The term aerobic directly relating to the cardiovascular system is one of the reasons it was the only effective exercises resulting in fat loss.   High speed muscle contraction, the build up of lactic acid, the breakdown of ATP, burns up stored fat. Endurance or aerobic training takes a long time to get muscles to the point of exhaustion. Using muscles to their maximum cannot be taught in a one hour aerobic class because the weakest fitness levels must be considered when choreographing such exercise sessions.ReferencesBourne, G. H. (Ed.). (1960). The Structure and Function of Muscle. New York: Academic Press. Retrieved March 2, 2008, from Questia database: http://www.questia.com/PM.qst?a=o;d=91183119Brzycki, M. (1993). Strength Testing – Predicting a One-Rep Max from Reps-to-Fa tigue. JOPERD–The Journal of Physical Education, Recreation & Dance, 64(1), 88+. Retrieved March 2, 2008, from Questia database: http://www.questia.com/PM.qst?a=o&d=5002191543Muscle. (2007). In The Columbia Encyclopedia (6th ed.). New York: Columbia University Press. Retrieved March 2, 2008, from Questia database: http://www.questia.com/PM.qst?a=o;d=112875101Adenosine Triphosphate. (2007). In The Columbia Encyclopedia (6th ed.). New York: Columbia University Press. Retrieved March 2, 2008, from Questia database: http://www.questia.com/PM.qst?a=o;d=112842222Hanlon, K. (2007, June). Health and Fitness: Strong . and Lean. Dance Magazine, 81, 28. Retrieved March 2, 2008, from Questia database: http://www.questia.com/PM.qst?a=o;d=5021239018Study: Lactic Acid Not So Bad. (2007, May 20). The Washington Times, p. C10. Retrieved March 2, 2008, from Questia database: http://www.questia.com/PM.qst?a=o;d=5020836376Villarosa, A. (2007, October). Fat vs. Fad: Demystifying Diet and Exercise Programs. Ebony, 62, 165+. Retrieved March 2, 2008, from Questia database: http://www.questia.com/PM.qst?a=o;d=5023144778

Reaction to the AA meeting Essay Example | Topics and Well Written Essays - 1000 words

Reaction to the AA meeting - Essay Example The people at the meeting belonged to a variety of ethnic groups. There were African Americans, whites, and a few were Hispanic. There were a number of different people that were at the meeting. Some of the people there looked intimidating. One man, in particular, really struck me. Just looking at him sent chills down my spine. He looked like one of those weirdoes that you see on TV waiting to abduct or hurt someone. Anyone who looked at him, even from a distance, could tell that he was not right. Without being too noticeable, I moved my seat. I played it off real well, as I told the group leader that I needed to sit closer to the front of the room in order to see better. She was more than accommodating, and I was elated, as I did not want to cause too much of a disruption to the meeting, nor did I want to offend the scary looking man to the point of having him retaliate on me at a later time. That was something I wanted to avoid. Aside from the scary looking man, there were others who looked rough and dirty. These ones looked as if hygiene was the furthest thing from their mind. I'm guessing that their addiction was so great that it took priority over bathing. I was so glad not to be sitting near any of them, as they did give off an unpleasant odor. I could smell a hint of the stench where I currently sat: but, I knew I'd not be able to bare it if I were sitting in close proximity of these individuals. One man looked like he had been sleeping in the garbage can or the ditch. His hair was so greasy and dirty that it was literally matted to his head. His close also had a lot to be desired, as they were stained and dirty that it was hard to tell what they looked like originally. I was guessing that, by the looks of this man, he was probably homeless. I felt so sorry for this man, as his addiction enslaved him to the point of being past decency. In my heart, I hoped that he would benefit from this program, so he will be able to be clean and presentable, have a roof over his head that wood provide him comfort and shelter from the harsh elements, and live a normal life. It is so horribly sad how an addiction can rob a person to the point of destruction. Other than the people there that made me feel uneasy, the environment was warm and friendly. This was partly due to the way that the leader of the group directed the meeting. The group was led by a woman who had overcome her own addiction. It was a struggle for her, but she wanted us to know that, through her testimony, it was definitely possible to do. She was a pleasant woman. She had a wonderful demeanor about her. Her personality was warm, and she was approachable. She carried herself in a confident fashion, and her confidence was contagious. She was so encouraging to everyone. She opened the meeting by first sharing all of her experiences. She talked bout her trials, and then she told us what she did to triumph. It was important to her that everyone knew that alcohol addiction did not have to rule one's life. After she finished speaking to the group, she then asked for everyone to share their experiences. One man talked about how his addiction first began when he was fourteen years of age. Because his father owned a liquor store, he had easy access to alcohol of all types. His alcohol addiction led to even greater addictions, as he then began to use hard drugs. To make for an interesting experience for himself, he combined the drugs and alcohol. What he'd do was that he'd first drink as much as he could handle. Then,

Implementation of a Customer Relation Management System (CRM) in B2B Term Paper

Implementation of a Customer Relation Management System (CRM) in B2B with the example of Aviation business - Term Paper Example Therefore, airline organisations need to develop new methods to manage the customer relationship in order to enhance customer loyalty and income. The impacts of global economic downturn along with the terrorist attack of 9/11 have severely impacted on the aviation business. The airline companies concentrate on operational developments in order to minimise expenses without ignoring the demand of customers. Customer relationship has nurtured for aviation companies to maintain competitive advantage and productivity in the long-run. The customer relationship management (CRM) has become a tool for aviation companies for managing good association with the customers (Boland & et. al., 2002). The paper explains the CRM system in B2B business with concentration on aviation business. B2B allows one business to interrelate with other business. The developing technologies have enabled businesses to apply CRM system in B2B. The chief resemblance between B2B and CRM is that they both work on onlin e platform. Therefore, developing and implementing CRM strategy on the basis of B2B model can result in low managerial expenses, well-organised marketing promotion and improved customer receptiveness. By using CRM in B2B, aviation organisations can increase the reach of customers and lessen the expenses of quality management (Zeng & et. al., 2003). The paper describes how CRM can be conducted in B2B aviation organisation. The objective of the paper is to understand various aspects of CRM in aviation organisations concerning designing, implementation and procedure which must be considered in order to get positive results. 2. The Strategy 2.1 Design CRM Strategy Several organisations pursue expensive CRM initiatives without considering the challenges and the expenses involved in them. Therefore, they are unable to get the benefits of CRM. IT and CRM managers are responsible for economic reasoning in order to make sure that CRM plans get appropriate funding. Aviation organisations must realise that CRM is a business strategy with underlying technology and it necessitates huge spending of money in software, hardware, communication, consultation and employee training. Objectives of CRM The major objective of CRM is to enhance the level of customer satisfaction. The task of CRM is not only providing technological support to the business, but it also acts as marketing philosophy for organisations. The â€Å"one-to-one† marketing system which has appeared in present days, proposes organisations to be more prosperous if they focus on gaining and preserving a portion of every customer, rather than a portion of entire market. In this context, information technology i.e. CRM can become an enabling aspect for organisations. With the improvements in technological innovations and the emergence of internet, CRM has become powerful enough to forecast the behaviours of customers, develop value–added functions, reinforce the brand image and develop customer support functions. CRM is a technology empowered business approach whereby organisations influence increased customer information in order to establish commercial relationships, on the basis of optimisation of value provided to the customers. Customer satisfaction through implementation of CRM can be achieved by lessening of cost of services, development of

Research Proposal Essay Example | Topics and Well Written Essays - 750 words - 5

Research Proposal - Essay Example Although judging people from the face value may reveal certain issues about them, it is not a representative way of understanding an individual. The story introduces to the readers a number of characters that are only defined by the things they carry. However, such tendencies may not provide the exact representation of the individuals presented in this context. Jimmy Cross is thought to be in love with a former girlfriend who he dated before joining the service (O’Brien 3). The assumption presented in the story that Cross intimates is that he hopes the girl is still in love with him. However, the letters from the woman suggest a contrary opinion. Ideally, what is thought to be a love issue is blown out of proportion only for the mere details in the letter. Though the letters reveal an element of love as exhibited by Cross, the woman feels the opposite way effectively making the letters a mere symbol of love and not the actual feelings (O’Brien 3). O’Brien introduces the characters by describing the different things carried by the soldiers. Ordinarily, one would easily define the individuals based on the various things they have in their possession. For instance, Henry Dobbins is introduced as a person who carries extra foodstuffs (O’Brien 5). From the face value, it would mean that Dobbins likes eating or never gets satisfied. However, such a perception may not have any basis because being a soldier would mean that Dobbins is only taking precautionary measures so that he is not disenfranchised while in the battlefield. O’Brien introduces Ted Lavender as an individual who carries the tranquilizer pills. Defining the personality or the character of Lavender by the pills he carries does not provide facts concerning her. Kiowa walks with the hunting hatchet throughout the journey, and this would perhaps give the impression that he is a hunter (O’Brien 6). It is important to note that such an individual may carry the hatchet only for fun and not for

Media Study Coursework Example | Topics and Well Written Essays - 250 words

Media Study - Coursework Example The aim of having as much information on one page is to save on printing results. This results in properties been placed wherever space is available to accommodate them. In order to find a property the customer would essentially have to go through the whole brochure which is time consuming. Additionally, the customer will be overwhelmed with too many options. Furthermore, if houses are sold the customer is not aware until contact is made with the sales agent. New Communications Context – Online Publication The product will be digitised so that it can be uploaded online. The first page of the magazine will have different sections indicating the types of properties available - townhouses, two family houses, apartments, etc. These will be hyperlinked to the relevant pages. There will also be requirements for additional inputs to narrow users search. See New York Mag (n.d.). These will include inputs for lower and upper limit of price range and location. Here the customer will not have to waste time searching through irrelevant information. All relevant pages in the online brochure will be linked to the home page. The online edition will also allow the potential purchaser to view the property inside out by way of a virtual tour of the house. Additional information on the property will be accessed by way of a hyperlink. These include contact details.

Common Chemicals in the home that cause toxicological poisoning Essay

Common Chemicals in the home that cause toxicological poisoning - Essay Example This may cause death, breathing complications, shock or even nausea. Treatment may be done by giving the person a lot of fluids, prevent vomiting by the victim and in worse situations, contact the poising centre is advised (Turkington & Mitchell, 2010). Acrylamide is yet another household chemical that may cause poisoning. Acrylamide is used to treat drinking water and toughen paper (Turkington & Mitchell, 2010). This chemical dissolves in water, can be ingested, inhaled and absorbed via the skin. Acrylamide may damage the brain, peel and inflame the skin, numben the legs and may cause drowsiness. Treatments can be done by administering activated charcoal and gastric lavage with salty cathartics (Turkington & Mitchell, 2010). Vitamins B1 and B12 may be helpful in protecting the central nervous system (Turkington & Mitchell, 2010). Medicines also contain chemicals that may cause deaths in the homes. Medicines may contain iron, aspirins, sedatives, digoxin, and quinidine amongst other chemicals that may lead to suicidal actions in the homes (Turkington & Mitchell, 2010). Care can be taken by storing medicines well, especially among children, and adults avoiding overdependence on

Correlation between Safety and Judgement (Pychology Static Research) Essay

Correlation between Safety and Judgement (Pychology Static Research) - Essay Example However, as the safety of a person depends on interpersonal skills as well as communication skills, the positive attitude also helps in gaining self confidence as well as keeping away from disasters in life. The usage and application of interpersonal skills depend on the surroundings and the ability of the individual to use his communication skills as per the needs. In this paper, 41 people of age groups 18 and 21 are analyzed according to the above mentioned aspects. The individuals selected are the people aged between 18 and 21 years, having mean age as 20 years. Hence, Mean age =20. Range = 3. Majority of the participants are Caucasian and the families belong to middle class. Participants visited the psychologist's lab all at a once, when they are given a test regarding their decision making and judgment. After that they met psychologist once in a month and out of 41 three of the participants visited once in three months for the first one year. Hence, for 38 participants the yearly visits were 12 and for three of them they were 4 each. Consequently, when the values of yearly visits are calculated, there are 38 values of each 12 and 3 values of each 4. The standard deviation for the above values is 11.4 and is nearer to the majority of the values in the visits data and hence the researchers considered the results. In the second year for the first six months, all the participants are asked to visit once in two months and all the participants fol lowed the instruction. In the next six months of the second year, they were asked to visit once in three months and at the last visit, the consequences of their judgment have been compared. Method In the research the individuals are given two consequences and are asked for answers. The first one is about an uncomfortable situation that demands a judgment to come out of it safely and the second one is about a normal situation that talks about the future situation. The participants responded according to their confidence level and amount of attribution. Researchers classified the 41 participants into groups according to their confidence levels and amount of attribution. As amount of attribution depended on confidence level, participants are divided into three groups basically having high confidence level as well as attribution (A), the high level of self control with resourcefulness (B), the participants having less confidence as well as self control (C). In group A, there are 12 participants, 13 participants in group B and 16 participants in group C. The division of the participants into three groups has been done based on the conversations during the visits in the first year. Moreover, researchers found that the resourcefulness of participants while taking a decision. While considering the resourcefulness, the researchers graded the decisions of the participants according to different situations that come over in the course of one's life according to the individual's community and profession. The safety and judgment results are as following according to the confidence, attribution levels of the groups. It is clear from the following graph, that the self control group that have high resourcefulness has shown greater safety for their judgments in the course of time.

Mutual Exclusiveness of Generic Strategies Essay

Mutual Exclusiveness of Generic Strategies - Essay Example Thus, a firm that seeks cost leadership must explore all avenues that will guarantee its cost advantage in the industry. For a firm to achieve differentiation advantage over its competitors, it must come up with the necessary measures to produce a unique service or product that is valued by the customers to the extent of foregoing a relatively cheaper service or product offered by the firm’s competitors to buy from the firm at a higher price (Dahlen, 2006). Therefore, cost leadership and differentiation strategies define two fundamentally different approaches to business strategy given that a firm competing on low cost is discernible from that competing through differentiation evident from their different organizational characteristics, market poisoning, capabilities and resources (Grant, 2010). Michael Porter pooled differentiation and cost leadership with the firm’s choice of scope to constitute the generic strategies that a firm can use to achieve high profit margins . According to Porter, cost leadership and differentiation are mutually exclusive strategies to the extent that firms that endeavor to practice both strategies are stuck in the middle. Further, Porter defines a firm that is stuck in the middle as one with a guaranteed low profitability since it losses the high volume customers who demand low prices or has lowered its profits so that it can attract customers from those firms offering lower prices. The firm that is stuck in the middle loses its high-end customers who have high margin targets in their mind or have generally achieved differentiation. Such a firm would also lack a well-defined corporate culture in addition to having an incompatible set... This essay has looked at what is covered under cost leadership and differentiation as the two most important components of generic strategies. The following parts of the essay have looked at why it is possible for firms to implement both cost leadership and deferential generic strategies successfully. The paper has highlighted as a case example the strategic approach employed by Toyota which is an industry leader in automobile industry as a major example of how combining the two strategies is possible. The changes in market environment in areas like demand and supply calls for firms that need to keep up with modern trends to diversify their strategic approaches. Evidence from contingency approach to human resource management has been presented to oppose the mutual exclusive view of generic strategies. This paper makes a conclusion that the fear that firms employing both strategies simultaneously run the risk of being stuck in the middle, not knowing which of the two to concentrate on, has also been dispelled. Last part has presented a brief analysis detailing why the concepts as detailed by Porter needs further scrutiny. This analysis assists in place Porters ideas in the context of practical business environment as opposed to the theoretical framework under which Porter postulated the two strategies. Therefore, this essay has succeeded in proving that Cost leadership and differentiation generic strategies are not mutually exclusive but are approaches that business organizations can take advantage of to achieve greater margins in terms of their profits.

Primate Evolution Essay Example for Free

Primate Evolution Essay The theory of evolution began when man first noted his distinct similarity to apes. The possibility of a common ancester with the modern apes had been discussed since the mid 1800’s, but it wasn’t until Charles Darwin published his book, On the Origin of Species in 1859, that the idea was considered legitimate. Since that time, fossil records have helped us to deliniate and define our evolutionary history and to describe the many human-like species that have lived on the earth over the last 8 million years. Charles Darwin studied a population of finches that had been isolated on the Galapogos Islands, and described the theory of natural selection, whereby over time, each finch had changed in ways that made it more successful in a particular niche. He observed fourteen different species of finches, all who were very similar, except for the size and shapes of their beaks. He noted how each type of beak was shaped very specifically for the type of food the bird ate and explained that the changes were due to the natural selection of the characteristics in a species that made it more successful at obtaining food and at reproducing. If a finch with a slightly longer beak was more efficient at eating termites from holes in trees, he would survive longer and reproduce more than his short beaked counterparts who ate termites. His offspring that inherited his slightly longer beak would also survive longer and reproduce more. Over time, the longer beaked finches would be more prolific than the shorter beaked version within that particular niche and the adaptation would flourish while the shorter beaked finches would die out. Eventually, speciation occured (the development into reproductively separate species), as the termite eaters with longer beaks became more distinctly separate within their environment and became reproductively isolated. This gradual change of a segment of a population into reproductively different species, in response to an environmental pressure (competition) for survival factors is called adaptive radiation. Although Darwin mentioned nothing about human evolution in his first book, his science minded peers were able to understand how his theory applied to humans. Initially there was much debate by the general population over the idea that humans could have evolved from the same lineage as an ape, but by 1870s, the scientific community had already come to the general conclusion that a fossil record would be found in Africa, where our great ape relatives were found. In the 1920’s, as predicted, Raymond Dart found bones from Australopithecus africanus, a hominid who lived between 2-3 million years ago in the Pliocene Era. They were discovered in a cave in Africa. From the skeletal structure he was able to determine that the specimen was bipedal; a defining trait of humans, and the size of its braincase was between that of modern humans and apes. Since that time, paleoanthropologists have been able to trace the evolutionary history of the primates including hominids, for some 85 million years and can determine many facts about their lifestyle through the study of fossils and other artifacts (O’Neal, 2006). There is not a complete record, and although paleoanthropologists have presented us with many pieces of the puzzle, we do not know exactly how man evolved into the species we are today. Some researchers have speculated that many of our developed traits were due to adaptations for an aboreal life. The premise of this idea is that as angiosperms became prevailant, an overlapping canopy developed that allowed cross movement from tree to tree. The canopy was a niche that had little competition and provided advantages for primates. Over time and through natural selection, primates took to the trees. They developed opposable thumbs and short finger nailed, grasping hands for holding onto branches, binocular vision for depth perception, and more complex brains to be able to better deal with balance and complex navigation (Simons, 1992). The difficulty with this idea is determining why, since there are other aboreal animals without these characteristics, primates developed them. There had to be some other factors that added the pressure for choice of these characteristics in primates. A primary characteristic of hominids is bipedalism. We likely developed from a chimpanzee-like, knuckle walking ancestor. The reason for the change from using all four limbs for locomotion to standing upright, on two limbs is unknown. There are several theories that focus on environmental conditions as being the motivating factor. One such theory is called the Savannah Hypothesis which proposes that due to drier conditions, the African forests thinned and disapeared. Bipedalism developed both as an adaptation to facilitate movement across the grasslands and as a way to give early hominids use of their hands for food cultivation and tool use since they were no longer needed for locomotion (Simons, 1992). The pressures that fuel evolutionary trends are those that are required for the species improved survival. We immediately think of food and shelter, but perhaps the most critical in insuring the continuation of a species is reproductive strategy. Primate reproductive strategies today include those that are monogmous (one male and one female), those that are polygynous (one male and multiple females), those that are polandrous (one female, multiple males), and those that are promiscuous (multiple males, multiple females). Eighty percent of primates practice polygyny, eighteen percent practice monogomy, with polandry seen only in some of the Callitrichids, the marmosets and tamarins, and promiscuity seen in chimps. The evolution of polygyny can be easily rationalized. In polygynous strategies, the egg has a high energy cost and the female puts her energy into childcare. Males may help with childcare as well, but females have a long period of gestation and then a period of lactation, so childcare is their primary focus. Females must focus also on food, not only for themselves, but for their offspring, whether directly or as an energy source for lactation. Therefore, female primates will naturally search for food sources. It is advantageous for females to congregate for childcare, for shared food sources and for safety. Reproductive success for a female primate is through the focused care of each individual offspring. Males do not have the same enforced biological costs throughout the reproductive process. Sperm are easily produced in large quantities at a low energy cost. Reproductive success for males is through the number off offspring he can produce. Under these circumstances, polygyny is the most efficient reproductive strategy for species survival (O’Neal, 2006). Mongomous primates have a different environment. Monogomy is driven by the spacial arrangements of females or when the male’s role in childcare is critical. When females do not gather, it is logistically not feasible for the male to obtain additional mates. Gibbon females will not tolerate another female in her claimed territory. The males might have the tendancy toward polygyny, but the females won’t allow it. Monogomy in tamarins is necessary because of the relative size of the offspring to parent size. The young, although still dependent on parental care, quickly grow to near adult size. It is nearly impossible for a single female to raise her offspring alone. Although reproductive strategy is varied among primates, each species’ tendancy is based on the evolutionary pressure for their survival and success. Recent fossil discoveries have been able to describe an evolutionary history that dates back as far as 4. million years ago to the Autraliopitecines. An almost complete skeleton was found in 1974 in Hadar, Ethiopia and adopted the name Lucy. This was the first human –like homonid. Lucy was bi pedal and had a large brain for her body size of 48 inches. Since that time, other fossils of Australopitecines have been uncovered, but Lucy remains the most complete, and is the standard for the species (Primate Info Net, 2008). Homo habilis is thought to have descended directly from a species of Australopithecine hominid and lived from approximately 2. 2 to 1. million years ago. Fossils found in Tanzania in 1962 by Louis and Mary Leakey show that Homo habilis was short and had long arms, like the Australipithecines, but had a decrease in facial protrusion, giving it a more human-like appearance. They used rudimentary tools in their hunting and gathering (Primate Info Net, 2008). Homo erectus had a larger brain case than Homo habilis and stood slightly more erect. They also had more sophisticated tools that were able to cut and slice. They had discovered the use of fire and were the first actual hunter-gatherer society. They lived approximately 2. 2 to 1. 1 million years ago and were the first to leave Africa and travel throughout the Great Rift Valley (Primate Info Net, 2008). . Homo sapiens archaic or Neanderthal Man inhabited Europe and parts of Asia approximately 1. 2 million years ago. They were a fairly sophisticated society. They buried their dead, had fire, ate meat and had modern tools like hand axes and knives. They were adapted to a colder climate with short, robust statures and large noses. Their brain capacity was greater than modern humans and they had language. There were probably only about 10,000 Neanderthals and they slowly disappeared as modern man, Homo sapiens sapiens began to appear 200,000 years ago (Primate Info Net, 2008). . Throughout man’s evolutionary history there has been a trend toward greater intelligence, mobility and refined physical and mental control. We are evolving each day towards a better version of ourselves. Are we the final model? Or will we eventually be replaced by a more efficient, successful hominid? In all likelihood, we will.

GPRS navigator Essay Example for Free

GPRS navigator Essay Living for them is not the scenario but they have to earn a handsome income so that they can have nice bread and butter. Crime is not a thing which is always present in the blood of a person; sometimes the situation rams a person to do such crime. Many of you don’t even understand the basic definition of crime, crime is an evil act and it is very much punishable under law. Crime is not punishable under the law especially when the crime is committed in an act of self-defense. As said earlier, sometimes people are forced to take such a step to complete or accomplish the needs of the person itself and also the fellow family members. During the prosecution of a person for any type of crime, the reason for committing such crime is also taken under consideration. Now days some people commit crime in order to satisfy their needs, such as rape cases, cannibalism etc. Cannibalism is one of the crimes which can disturb the state of society. In cannibalism, a person starts eating human flesh itself. But, in this very section we have to discuss on the case of robbery which was committed by person whose main interests were playing sports which could involve many people. He only had elementary education along with few years in high school. His monthly income was very low. He was a middle aged person with a wife and children to be looked after. He was spending his livelihood in a rented house and had a semi-skilled line of work, i. e. a work of a laborer. He started living in a society to understand the term society and wanted to integrate. He knew many people in the society, and then suddenly he had to collect $4000 to pay the house rent. There were only two ways through which he could get the money, one way was to borrow from someone or the second way was to adopt the path of a criminal. In that he had two options either to supply drugs or sell stolen items. He decided to follow the path of a criminal, but in that too there were two possible ways. The option to supply drugs was very dangerous as money earned from it was very less and chances of getting caught was more but the other option which was selling of stolen goods was much better as the risk was much lesser and also the money which could be earned was more. Then he finds a friend which could help him in finding such people who buy stolen cars and then they make a list of the cars which were in demand. Then he made a list of the cars which could be easily stolen and do not have GPRS navigator or alarms. Then started the planning process in which his would help in jacking the car and helping him in taking the car. He decided to divide the money between his friend and him. Then due to his good communication skill and knowledge he started the process of stealing. He spotted a location of the car and checked the amount of risk associated with the crime, and then with the help of his friend he succeeded in jacking a car and taking to a neighboring community where he could possibly dispose off the car. He came through with the situation and earned a handsome amount of $6000, but the amount was achievable only when he could deliver another car. Then after assuring the presence of his in the next incidental, he started the planning of one more robbery in which there were less chances of being caught and the act could be carried out without any carry-on. He advanced into the next incident by finding a car which could be easily stolen and also the risk was minus. Then with the help of his fellow friend, he jacked the car and carried out the process which was against the law. He finally succeeded in selling the car and with this he earned again bounteously. With the proper execution of this act he earned an amount of $4000. Then as decided they distributed the money which they earned which was $10000, so they both earned an amount of $5000 each which was sufficient to satisfy the need of the person which was of $4000. He made the amount which was needed by him in a very less time. How can someone assure me that he will not take the same path when he is again in need of the money? Now, it is the time to learn the steps of robbery which he did to properly execute the robbery. Are you really interested? If yes, then also don’t take such a path. But I must tell you what are the skills he possessed and which are needed to perform such crime. He was already conversant with the community and also with the roads around which helped him. He had an idea of the path ways of illegal trade around and by getting to know the people who are involved he started making the gasp of the act. Then he started burglarizing the cars rather than going for simple mainstream crimes. Then gathering information of such cars which could be easily stolen and do not have GPS navigator or alarms, made him analyze the cars which were ready to be stole. Due to his command over communication skills he succeeded in getting contacts of the people who were ready to buy the stolen car and also helped him in finding a friend which could help him in carrying out the robbery as he was a car thief. Then he persuaded the dealers for a handsome amount on each robbery due to his winning over power. He then arranged some of the tools which were required for the robbery to be successfully carried out, in which he had assistance of his friend who was himself a genius in the business and knew how to quickly jack a car. Then starting he car could not be done by him if his friend would not have helped and with good handsome for each act, he was successful in accomplishing a task which was not very easy for an experienced man as well. Getting two people which could him a handsome amount for he act and also getting two cars in a span of just two days, with a very little risk of being caught also indicated the luck in his favour. But the risk increases as the serial number of the incident increases, but he still superintended the act very smartly the next day as well. This helped him in paying his debts which were the actual cause of making such a man to do such act which was actually against the law. Money and its immediate need force many people in such a direction which they very well know, that the path is not appropriate and the end results could be legal injury. This is such a kind of path which always have a inlet to allow people to enter into such a business any time, but only few succeeds in finding the outlet of this path, i. e. it is very easy to adopt this path of legal injury, but it is very difficult to get out of it almost next to impossible (only few finds a way to pass through the walls of crime). Now, it is the time to analyze what steps the police officials would possibly take to control such a situation of crime in the city. It has always been very easy for the police officials to take a control of such acts of crime in the city as in such cases there is always a possibility of evidence left behind by the criminal. In such criminal acts, the best possible way to conquer is by following the evidences which are available after the crime is successfully accomplished. The officials must always look through the point of view of a thief in order to successfully succeed in catching the thieves. They must always think that which could be the next place where the thieves would find a great deal of their business material and also a place from where these thieves could easily run away if officials would attack them. Then the police officials must look for a pattern (if exist), as in most of the high profile robberies there is link which connect all the robberies as they are pre planned. It also on the other hand very difficult to find the thieves, if there is not much evidence in the past incidents and the criminals stop their activity for some time. This situation is a self explanatory situation, as you have no evidence and there is no incident preceding to provide a hint for the next possible event and hence making it impossible for the police officials to get hold of the criminals. The criminals can only be caught, if there is a systematic procedure opted by the police officials and also they must consider each and every fact which could possibly help them to catch the criminals. By such systematic approach, proper execution of the plan with the proper support as a team can only lead to the success which the police officials are looking for and which is watching the criminals stand behind the bars. Now, I would like to give the information about one more crime which I read on internet and really one of the crimes which would affect you mentally. It is a crime which was going on from months and the police officials were not actually thinking this way, by this I mean the situation which was revealed after the interrogation of the police officials. This is an incident which all started with the kidnapping of a small child about four to five years old. Then the parents of the child reported this missing to the police officials and immediately the police officials started working on this matter. But after several days of sleepless nights the officials ended up with no clue to what actually happened to the child and where the child was. Then suddenly, one more parent came running to the police officials to report on more missing of their child who was again four to five years old. This report messed up the situation more for the police officials. This made the police officials to restart the investigation from the scratch. But again in the end there was not even single evidence with the police officials and this made the situation worst for the police officials. But, then a sequence of kidnapping started in the city where children of age group four to eight were kidnapped and there was not even single evidence with the police officials which could make things easy and simple for the police officials. This all carried for about a span of six months, when a ray of hope stroked in the favour of the police officials and there was a case which was registered, not in the police department but in the local sewage department as there was lot of smell which was coming from the drainage which was associated with a house, which was taken by a person where he could make a nursing home for small children who are homeless. Then the local authorities responded to the situation very quickly as it was disturbing the atmosphere. The smell which was coming out of the drainage was very unusual and being an unusual smell, it was disturbing the people a lot and made them to lodge a complain for it. When the local authorities started the process of digging the drainage, then initially everything went on nicely and smoothly. But as they proceeded one of the shocking incidents came to the notice of the police officials and also to the people who were residing in the same locality. It made the police to think on and on as nothing of such sort had ever taken place in the city as well as in the country. What could be the possible crime Can u think or imagine Wait, I will tell you. The incident actually started when the first missing report was launched about six months back and the same process continued until now. The person who was the owner of the house, which was meant for homeless children, was actually the kidnapper who was kidnapping children from various parts of the city. His motive was not actually which you all are thinking off, this case was not as simple as it seems. His motive was not extortion as he was himself very rich. So, what was the case all about Now, it is the time for you all to know what was the crime all about. The crime actually was done by the person to meet his sexual need. He used to rape each and every child, and then he used to kill them and put them in the sewage which was attached to his house. Could you possibly imagine a rape of a four to five year child by a forty year old man? I know what your answer is and possibly the same reply I too have, i. e. NO. It is actually very difficult for a human to analyze such a criminal act. The person then went missing and the police officials started their investigation for which Special Forces were also used in order to get assistance and then after some days, the man was caught in a city which was about 500 kilometers away from the city where the crime took place. The man was beaten by the local people for his act which was simply inhuman and then in the end he was sentenced to death by the court. Is it sufficient to give death sentence to such a person From the point of view of a normal citizen, the answer would be no but from the point of view of a court; this is the highest punishment which they can give to any criminal. Hence, from my point of view there should be made a change in the law and also the constitution, where such people make the life of a normal citizen a living hell by committing crime and then in the end, they are sentenced to death. But what about those people who are actually the victim of such crimes and have to live with such a horrifying reality throughout their life. This is a real incident to which the crime was known to the person and the police did not take the proper action. This is an incident which took place in my near by location. The person is a male of not more than fourteen years of age or a teenagers, he has five more friends who are involved in such an operation. The person wants to earn a livelihood or handsome money which could lead him a sum amount for his actions to take place. He always wants to have good food or some thing like that but no one could understand what was in his mind. The person had stolen the bike, this was a series of misery as day by day the crime was helding his hands high and the security could not get catch hold of them. Now what was going on in the mind of the thief that he wants to earn a handsome amount of money so that he can earn his entire livelihood? But now as the series was going the security was made tight but then also he did not stop or rather no one was able to stop him. Now the action did not took place for a month but suddenly the person whose bike was lost caught hold of them. The bike was stolen from the basement, the boy had parked his bike in the basement and went up to his house for some work when he came back somebody had broken the lock of the bike and had started off to take it. Now the bike was taken away from the location or the community was he was living. The person lodged a complain in the police station but no action was taken but instead the police told them to give the names of the person who were involved in the operation. Later on, on the very next day the person saw his bike and again went to the police station to tell them that he had seen his bike again in the community near by. The police said the same statement as said earlier. The person could not get a satisfaction but then also he didn’t give up. H got the names of the person involved in the crime and gave it to the police but then they told him to get hold of them and hand over them to the police. Now you can imagine that what would be the status of the person at that time. Now what is the person at that phrase of time? He could not get the things back but now he can not trust the police any more. Now what was the very next operation or the crime to take place which can be taken place? The person of such a small age can get through what he was doing so or the police can take some action which can be involved in such a case where the person can be trapped and he can held his crime. The robbery or other sought of crime can never be cut short but not a strict action can take place where they can easily get hold of them. But if police can not prove that they are with the local people, they have to be every time alert about the crime. The police and the local people along with the security can make or catch hold of such type of crime and every person can make there things secure by passing the loot affairs in your premises. The security alarms and GPS tracking system of such a thing can be added to your set of place and things. Your place and items are not a single set of things which can secure your items. They grabbed the opportunity and manage to take it without being caught once again. References 1. CRIMINAL LAW. 2. MERCHANTILE LAW. 3. GOOGLE 4. BUSINESS LAW.

I Love You Bro Play Analysis Theatre Essay

I Love You Bro Play Analysis Theatre Essay The La Boite Theatre Companys production of Adam J. A. Casss I Love You, Bro , directed by David Bethold, is a play which masterfully engages and captivates the audience. It effectively tells an enthralling tale of love, deceit and manipulation. The plays protagonist, Johnny, is a troubled teen who is desperate for love. Devoid of any power in reality, online chatrooms are his only escape. It is here, on the virtual stage, where Johnny meets, seduces and manipulates the unwitting Markymark, who through the lies of Johnny, becomes a tool in an incitement of murder. Although on the surface, I Love You, Bro may seem a twisted story of devious treachery, it is in fact a simple, yet tragic anecdote of a boy whose desire to be loved supersedes any other. The play successfully engrossed the audience through its skilled use of dramatic elements. The tension which existed in the play was well cultivated by the roles and relationships excellently portrayed by a single actor. Some of the succes s in this regard can be attributed to the highly creative use of the stage, and the combination of lighting and effects, designed by Renee Mulder, Carolyn Emerson and Guy Webster. Behind the many masks which he creates, Johnny (played by Leon Cain) himself is just as intriguing a character as any he invents. Coming from a world of domestic violence, lacking any who sincerely love him, it is little wonder that he reaches out in the only way he has available to him; virtually. Early on in the play, Johnny tells the audience he was never an outgoing personality; however, as the story develops, so too does Johnnys confidence. As the main protagonist, the story follows Johnnys struggle to connect with someone, and the gradual transformation of this struggle into an unhealthy obsession. The subject of this obsession is the oblivious teen footballer, Mark. When Mark first begins conversing online with Johnny, he mistakenly believes him to be a female. Johnny plays along, eager to satisfy his desire to be needed by someone. As time progresses, the relationship between the two grows exponentially, to the point wherein Johnny believes himself to be in love with Mark, wh o was still unaware that his online lover is in fact a younger male. Throughout the course of the play, Johnny conceived a multitude of spurious characters, all of whom served to further his connection with Mark. Initially, the chain of characters began with a simple error on Marks behalf. After mistakenly believing that Johnnys online alias AlbaJay was a female character, Jessica was born. Jessica was Johnnys first creation, and became his obsession when he came to the realisation that she could act as a conductor for reciprocated love. Jessica, although starting off fairly innocently and without any intention of harm, Johnny soon begins to conceive new characters to fuel his insatiable desire to feel as though he is cared about and attempts to achieve this with his creation of two new fictitious characters. These characters are Simon, Jessicas helpless, albeit fabricated younger brother and Stings, an intimidating bully. Johnny creates these people in order to heighten Marks feelings towards him by establishing an element of danger in the relationsh ip the two share. By putting Simon in a threatened position, and then using it to pressure Mark into a predicament wherein he has limited courses of action he can take, Johnny takes the game to a much higher level, and as a direct result, vastly increases the tension in the play. Similarly, the creation of Jane Bond and Agent 41579 serve similar purposes as Johnnys previous fabrications. Jane Bond and Agent 41579 both add to the danger involved in the romance, deepening the urgency of the connection between Mark and Johnny. In addition to this, Agent 41579 is similar to Jessica in that she acts as a magnet for attention and the affection of Mark. The establishment of the new relationship between Mark and Agent 41579 created a renewed level of tension after a lull in the play, and this was only increased as the plot continued and led to the attack on Johnny. This story is played out on a quite simplistic and minimalistic set designed by Renee Mulder. It consisted of an abstract stage, which was elevated in the upstage region to creatively act as a cyclorama onto which images and videos were projected. As well as this, the stage had a simple wire framed desk structure at its most downstage point. It was to this point that the entire stage was pointed towards and focussed on. This was because the desk and the computer which sat upon it were the pinnacle of Johnnys existence. His computer was the most important part of his life. The set was an accurate reflection of his world, and how it revolved around his online presence. The jagged and sharp edges of the stage also demonstrated the disjointed and shattered life which Johnny was a part of when not on his computer. The stage also worked well in cohesion with the use of a single actor. Being a small and uncluttered stage, the focus was always directed on Johnny and his actions, and this for ced the audience to engage with him and added significantly to the plays overall delivery. Another interesting aspect of the set was the wheeled chair which so often Johnny rolled around the stage on. The use of this chair to roll around stage showed Johnnys internal conflict and indecisiveness. On numerous occasions throughout the play, Johnny could be seen rolling around stage when faced with a difficult decision. This clearly showed his opposing and clashing opinions, a metaphor for his uncertainty as to which direction to take, and ultimately, his uncertainty in himself. The action of the play was effectively accentuated by lighting and effects. For the majority of the play, the stage was lit with an azure blue tinge. The lighting effects reflected Johnnys personal feelings at any certain time. A perfect example of this was seen when Stings took over Johnny. Stings was the darker side of Johnny, and the lighting of the production captured this aspect of him perfectly. Each time Stings appeared, the lights would immediately and without warning switch off from a light colour, and the stage would be bathed in almost total darkness, with only the slightest hints of light dancing around stage.In combination with this, a distinct whipping sound effect was played to indicate the rapid and brusque change into the alter ego. After the change had occurred, a low and menacing tone was played, personifying the insidious nature of Stings. Similarly, the azure colour which was present as Johnny took the guise of Jessica showed his softer, lighter side. These light ing and sound elements were creatively used to transmit both mood and personality to the audience, as were the simple images and occasional video images projected onto the cyclorama. Director David Berthold successfully manipulated the dramatic elements of distinct roles and relationships presented in Adam J. A. Casss I Love You, Bro. Consequently, the audience is able to connect on a very powerful level with this production. The play skillfully creates tension at key points throughout the plot, and by the timely balancing of this tension, the play was thoroughly engaging.

Dyslexia Essay -- Biology Essays Research Papers

Dyslexia Choosing a topic for my research project was quite easy. Dyslexia naturally presented itself, probably because I have a mild case myself. I thought of it as a good omen when typing the word â€Å"dyslexia† into an internet search engine, I spelled it â€Å"dsylexia†. Of course I was troubled when the computer reported zero matches, but I caught my mistake, and tried again, this time more successfully. My dyslexia is really very minor, and has not presented too much difficulty for me. I often reverse numbers, which is annoying when dealing with phone numbers, and I am a terrible speller, which may well be related to my dyslexia. However, people with severe cases are presented with a serious handicap, making reading, writing, listening and language comprehension difficult (1,2). Despite normal intelligence levels, dyslexics often feel stupid and have self-esteem problems, because of the difficulty they experience in reading and writing (1). Dyslexia was first described in 1896 by Pringle Morgan of Sussex, England, who described a 14 year old boy who â€Å"has always been a bright and intelligent boy, quick at games, and in no way inferior to others of his age. His great difficulty has been--and is now--his inability to learn to read.†(5) This was the first description of the disorder, which exposes the curious problem of intelligent, motivated people unable to learn basic reading skills. Dyslexia’s most diagnosable feature is a pronounced disparity between intelligence and scholastic success, particularly reading. Reading involves rapid association of symbols (letters and letter combinations) with the 44 phonemes ( the smallest unit of discernible sound) of the English language, which must in turn be assembled into... ... 1) http://www.dyslexiao nline.com/dyslexia.html#what From Dyslexia Online 2) http://www. ldonline.org/ld_indepth/reading/reading-4.html From Orton Dyslexia Society 3) http://www .ldonline.org/ld_indepth/reading/nih_report.html From Learning Disabilities Online 4) http://www.ldonline.o rg/ccld/ld/ldresearch.html From Learning Disabilities Online 5) http://www.sciam.com /1196issue/1196shaywitz.html From Scientific American Dyslexia article 6) http://www.dyslexia.com/ From Dyslexia.com an advocate site 7) http ://www.kidsource.com/kidsource/content/news/brain7_9_96.html From a review of an article published in Nature 8) http://www.merck.com/!!ucy831YlLucy831YlL/pubs/mmanual/html/iomhgeeg.htm From the Merck Manual 9) http://www.interdys.org/ articles.stm#content From the International Dyslexia Association Dyslexia Essay -- Biology Essays Research Papers Dyslexia Choosing a topic for my research project was quite easy. Dyslexia naturally presented itself, probably because I have a mild case myself. I thought of it as a good omen when typing the word â€Å"dyslexia† into an internet search engine, I spelled it â€Å"dsylexia†. Of course I was troubled when the computer reported zero matches, but I caught my mistake, and tried again, this time more successfully. My dyslexia is really very minor, and has not presented too much difficulty for me. I often reverse numbers, which is annoying when dealing with phone numbers, and I am a terrible speller, which may well be related to my dyslexia. However, people with severe cases are presented with a serious handicap, making reading, writing, listening and language comprehension difficult (1,2). Despite normal intelligence levels, dyslexics often feel stupid and have self-esteem problems, because of the difficulty they experience in reading and writing (1). Dyslexia was first described in 1896 by Pringle Morgan of Sussex, England, who described a 14 year old boy who â€Å"has always been a bright and intelligent boy, quick at games, and in no way inferior to others of his age. His great difficulty has been--and is now--his inability to learn to read.†(5) This was the first description of the disorder, which exposes the curious problem of intelligent, motivated people unable to learn basic reading skills. Dyslexia’s most diagnosable feature is a pronounced disparity between intelligence and scholastic success, particularly reading. Reading involves rapid association of symbols (letters and letter combinations) with the 44 phonemes ( the smallest unit of discernible sound) of the English language, which must in turn be assembled into... ... 1) http://www.dyslexiao nline.com/dyslexia.html#what From Dyslexia Online 2) http://www. ldonline.org/ld_indepth/reading/reading-4.html From Orton Dyslexia Society 3) http://www .ldonline.org/ld_indepth/reading/nih_report.html From Learning Disabilities Online 4) http://www.ldonline.o rg/ccld/ld/ldresearch.html From Learning Disabilities Online 5) http://www.sciam.com /1196issue/1196shaywitz.html From Scientific American Dyslexia article 6) http://www.dyslexia.com/ From Dyslexia.com an advocate site 7) http ://www.kidsource.com/kidsource/content/news/brain7_9_96.html From a review of an article published in Nature 8) http://www.merck.com/!!ucy831YlLucy831YlL/pubs/mmanual/html/iomhgeeg.htm From the Merck Manual 9) http://www.interdys.org/ articles.stm#content From the International Dyslexia Association

Essay --

Text A is a comic strip entitled â€Å"CATHY†, created by Cathy Guisewite and published in 1986. The text talks about gender stereotypes and the fact that people become ignorant when it comes to gender. Text B is an extract from a memoir by Shusha Guppy, â€Å"The Blindfold Horse, Memories of a Persian Childhood†, and is published in 1988. This text is about gender inequality but as well refers to destiny and determinism vs. free will. Both texts deal with the common theme of gender stereotypes, but each one approaches the theme from a different point of view. The comic mainly focuses on the physical and behavioral characteristics that identify each gender, whether the extract focuses on gender stereotypes from a different view, gender inequality, and also talks about determinism and destiny in life. In Text A, Cathy supports her ideas with a series of sketches and the use of visual images by adding facial expressions to the characters. In contrast, Text B has a more na rrative style and passes the message to the audience without the use of direct images. A similarity between the two texts is the date of publication and thus the reader can understand that they have a similar contextual background. However text B, as an extract from a memoir, talks about events that occurred years before the publication. ​Text A has the purpose of showing how people viewed specific characteristics as masculine or feminine and sensitizes people that sex stereotyping is compulsory. From the first image we can see that the mother of the baby is not saying yet the baby’s sex in order for it to have the ability to meet people, continue living free, away from stereotypical characteristics that may affect its life. The reaction of the nurse, â€Å"I’ll bet it’s a boy†, r... ...traditional Persian ways and shows that the narrator stands up for the sex equality. The veil is also literally used as a symbol to hide women’s beauty and highlight their feeling of being less towards the society. At both texts there has been carefully selected word choice to relay the message. This word choice is basically feminized for the description of the women and hence, we can understand that both writers are feminists and they have the similar target audience. To conclude, women nowadays have a more advanced and sophisticated role in society although the sex stereotypes continue to exist and societies’ attitudes change towards gender roles. The contrast between a comic with an extract from a memoir which share a common theme, provides us with information about the different attitudes that cultures have towards gender stereotypes and especially towards women.

Summary and Analysis of The Millers Tale Essay -- Canterbury Tales Th

Summary and Analysis of The Miller's Tale When the Knight had finished, everybody decided that he had told a noble story. The drunken Miller claims that he has a tale as noble as the one the Knight had told. The host tried to quiet the Miller, but he demanded to speak. He claims that he will tell the tale of a carpenter and his wife. His tale will be one of infidelity. The narrator attempts to apologize for the tale that will follow, admitting that the Miller is not well-bred and will therefore tell a bawdy tale. Analysis It is in the prologues to the various tales that Chaucer comments on the tales that his characters have told. This serves as an internal critique of the tales that Chaucer has written. In this prologue, the Miller constructs the author's reaction to the Knight's Tale. The Miller mocks the noble messages of the Knight's Tale, and prepares to tell a tale that he finds equally uplifting. The tale that will follow is unreservedly bawdy and lowbrow, a necessary antidote to the oppressive sense of epic honor that permeates the stodgy Knight's tale. The Canterbury Tales offer Chaucer an opportunity for experimentation, for he has created characters who create their own stories. Therefore the stories are not simply an extension of Geoffrey Chaucer's imagination. The story of Palamon and Arcite is a tale that a man such as the Knight might tell; the inflated pomposity of the tale is a deliberate move by Chaucer, purposely adhering to the Knight's personality even at some dramatic and narrative expense. This also affords Chaucer the opportunity to engage in forms of disreputable humor, as the Miller's Tale will demonstrate. Chaucer even separates himself from the tale that the Miller has told, claiming th... ...s into taking tubs onto the roof. Only Nicholas does not suffer for his romantic pursuits. He does not court Alison  ­ rather, in his first encounter with her Nicholas grabs her crotch before even speaking. Nicholas only receives a form of punishment when he attempts to trick Absolon with a 'kiss' for the second time, and in this occasion Nicholas suffers not because he has broken any moral codes, but because he was foolish to try the same trick twice. Only Alison escapes any form of retribution, for she is the one who is consistently cunning and wily. She receives no punishment for her infidelity, while the characters who are the most overtly virtuous (John and Absolon) are the ones who suffer the most. The Miller's tale thus prizes the characters who are the most shrewd rather than those who hold more sentimental emotions or obey traditional standards of behavior.

CANDLE MAKING IP

Mr.. Meekly Sibyl for lending the book related on the study and for teaching us how to make our product. Mr.. And Mrs.. Romeo F. Aquinas and Mr.. And Mrs.. Ariel Peter M. Seeding for their support to the researchers not only financially but also morally. Their batches from Ill-Titanium. Especially, Sherry Barras, Anomie Lazars, and Jenny Pictorial. ABSTRACT A candle is a solid block of wax with an embedded wick which is ignited to provide light, and sometimes heat, and historically was used as a method of keeping time. A candle manufacturer is traditionally known as a chandler.Various devices have been invented to hold candles, from simple tabletop candle holders, to elaborate chandeliers. For a candle to burn, a heat source is used to light the candles wick, which melts and vaporizes a small amount of fuel, the wax. Once vaporized, the fuel combines with oxygen in the atmosphere to form a flame. This flame provides sufficient heat to keep the candle burning via a self-sustaining cha in of events: the heat of the flame melts the top of the mass of solid fuel; the liquefied fuel then moves upward through the wick via capillary action; the liquefied fuel finally vaporizes to urn within the candle's flame.Chapter I I. Introduction Candles were once used as a source of light and were simple and plain, without color or fragrance. They came in standard sizes and shapes. Now candle making is an art form and candles have become decorative works of art that come in an infinite variety of shapes, sizes, colors and fragrances. They are generally used to create a peaceful, romantic ambiance and are treasured for their relaxing effect. Candles have recently become a big part of home decor and this has encouraged the development of new techniques and materials.The materials you use will determine the quality of your candles but each candle will require a different combination of materials and techniques. Good note taking will allow you to determine what works and what doesn't and when you perfect your candle, you will be able to reproduce it. Whatever doesn't work, can be melted down again and re used. Candle scraps and pieces of shaved wax can all be kept and recycled so nothing goes to waste. Candles were meant to be burned so no matter how beautiful your candle comes out, remember it isn't done until it burns well so keep working t it until you get a good smokeless, even burning candle.Ill. Statement of the Problem This study aims to determine the compare commercial candles to a homemade candle. The objectives of this study are the following: ; To know how long is the duration of the candle ; To know if the candle is smokeless IV. Significance of the Study Candles represent a classic example of the process of combustion. When enough heat is applied, the wax of a candle starts to oxidize. The paraffin reacts with oxygen to produce carbon dioxide and water, and also heat and light. The flame is the visible part Of this exothermic reaction – wher e the reaction is energetic enough to produce visible light.Here are some more facts about candles. V. Scope and Limitation of the Study Our study is about candles using the materials we will use. To know how to make candles and the duration of the candles. To know more about candles and to enhance our knowledge about candles. VI. Definition of Terms Fragrance- a pleasant, sweet smell. Duration- time during which something continues. Exothermic reaction- chemical reaction accompanied by the evolution of heat. Oxidize- combine or become combined chemically with oxygen. Combustion- the process of burning something.Ambiance- atmosphere of a place. Http://www. Overexploitation. Com/library/complaining. Asp CHAPTER II Review Of Related Literature I. Local Literature In the Philippines candles have come a long way since their initial use. Although no longer man's major source of light, they continue to grow in popularity and use. Today, candles symbolize celebration, mark romance, soothe the senses, define ceremony, and accent home decors casting a warm and lovely glow for all to enjoy. II. Foreign Literature Candles were also commonplace throughout Europe.In England and France, Candle making had become a guild craft by the 1 13th century. These candle makers made candles from fats saved from the kitchen or sold their own candles from within their shops. During the middle Ages in Europe, The popularity of candles is shown by their use in Candles and in Saint Lucy festivities. Tallow, fat from cows or sheep, became the standard material used in candles in Europe. The Tallow Chandlers Company of London was formed in about 1300 in London, and in 1456 was granted a coat of arms. Dating from about 1330, the Wax Chandlers Company acquired its charter in 1484.By 141 5, Tallow candles Were used in Street lighting. The trade of the chandler is also recorded by the more picturesque name of â€Å"congresswomen†, since they oversaw the manufacture of sauces, vinegar, soa p and cheese. The unpleasant smell of tallow candles is due to the glycerin they contain. For churches and royal events, Candles from beeswax were used, as the smell was usually less unpleasant. The smell of the manufacturing process was so unpleasant that it was banned by ordinance in several cities. The first candle mould comes from 15th century Paris.The first American colonists discovered that bayberries could be used to make candles, but the yield was very poor. Fifteen pounds of boiled bayberries would provide only one pound of wax. Http://en. Wisped. Org/wick/History_of_candle_making http://www. Candles. Org/about_history. HTML CHAPTER Ill l. Methods and Procedures Materials Paraffin Wax Palette Knife Wick Scent Spoon Double Boiler Crayons Water Scissors Methods Twisted Candles 1. Roll out the upper part of the candle until it is about mm (1/4 in) thick. Leave the bottom 2. CM (in) unrolled so that it can fit into a candle holder.If the candle cracks whilst rolling, then it h as become too hard. Soften it by dipping it for three seconds at 71 co (1 60 OF) and then waiting for thirty seconds. 2. Hold the candle upside-down, with the unrolled base in one hand and the flattened part nearest the base between the thumb and forefinger of your other hand. 3. Pull the candle slowly upwards, sliding it between your thumb and forefinger and turning it steadily. 4. Repeat the process to give a more exaggerated twist. 5. Trim the base flat and allow the candle to cool for one hour. Floating Rose Candles 1.Melt the wax, heat it to 71 co (OFF), and prime the wicks. 2. Switch off the heat, and add twelve drops of perfume to the wax. 3. Carefully pour out the wax on to the paper so that it forms layers about mm (h in) thick, and allow it to cool until it is rubbery. 4. Cut petal shapes with the pastry cutter or palette knife. You will need petals of different sizes. Curve them with your fingers. 5. Squeeze two small petals around a wick and build up a rose flower. Wax t hat has cooled too much and become brittle can be softened with a hair dryer. 6.

Expository – Unpolished Gem

Expository Essay Prompt: The power of the group is often the cause of losing our individual identity â€Å"Our identities have no bodies, so, unlike you, we cannot obtain order by physical coercion. We believe that from ethics, enlightened self-interest, and the commonweal, our governance will emerge. † – A quote from John Perry Barlow. This quote describes how our identity will emerge through the different ethic influences as well as our self – interests. Personal identity is about knowing who you are and what you are the eyes of others. Every different person is different in their own persona.We all come from different families and cultures as well as social groups who influence the way our individual identity is sculpted. Being part of a group can change and/or influence our identity as well as the choices we make. This is commonly known as peer pressure. During adolescence we experience an insurmountable number of changes to our social well-being including th e way we interact with others and what peer groups we associate ourselves with. Throughout this time we learn from many mistakes that usually evolve around our social life including what actions we undertake as a part of our peer group.As depicted in today’s society, a large amount of these groups have negative effects on the individuals that are part of these groups and are therefore judged by society not knowing the individual identity of the people in that group. This is the time where identity is discovered and maintained throughout our maturity into adulthood. Individuality is something all people naturally have that develops into an identity. The definition of â€Å"identity† is the collective aspect of the set of characteristics by which a thing is definitively recognizable or known.Throughout the course of life, people encounter many obstacles that they must overcome and conquer in order to complete the process of learning. Your reputation is determined by the actions that you complete as a result of an association with certain social groups. That reputation translated to a key part of discovering your individual identity. Family groups can complete change the way you express yourself and showing your identity. Every family is different and expect many different characteristics in your identity which include appearance, personality and beliefs.A person can have two separate identities, one they use for family groups and culture and the other for their social groups. How you interact with people from your family group can sometimes interfere and change the way we interact with our social groups making it a negative and positive effect. The cultures in which we live in also alter how we express ourselves and interact with others. Many people with the same cultural background usually form their own group together and sometimes dislike or do not accept other groups because of their cultural backgrounds.In conclusion, the power of groups can c ompletely alter a person’s individual identity through Social group influences and family/cultural influences. The different influences can alter decisions you make as well as the way you act around certain people of society. All around the world people make assumptions and conclusions on a person’s identity through the different groups they are associated with. These different assumptions lead to the world problems of racism, religious wars and also in some aspects war itself.This alone displays the power of the group identity can have over a development of an individual’s sense of identity. Reflective response This essay was basically a replication of how my individuality was/is determined and developed throughout my life. I included the many different influences that had a heavy effect on my personal identity which included the most powerful influence of a group. Being part of a group pretty much disintegrated my identity unless I was identified on my own wit h people from another group.The audience is basically anyone who wants to learn more about how their Individual identity may be developed without knowing when or in what way it had developed. Many adolescences can relate to these influences as they are my fellow peers who are experiences many of these things that shape who we are and aren’t. However it was quite a challenge to try include these influences and explain them so many people who be the audience of this will have to have some sort of understanding about identity in general so that they can relate to the purpose and context of the text.

Chemistry 16 Lab Manual

Table of Contents Laboratory Safety and Laboratory Guidelines Common and Special Laboratory Equipment Materials and Other Requirements Common Laboratory Operations and Techniques Experiment 1 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 10 Properties of Matter Experiment 2 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 12 Chemical Changes Experiment 3 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 15 Classification of Matter Experiment 4 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 17 Chemical Nomenclature: The Language of Chemistry Experiment 5 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 22 Water of HydrationExperiment 6 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 25 Gases Experiment 7 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 27 Oxygen Experiment 8 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 29 Heat and Volume Effects Experiment 9 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 31 Flame Test Experiment 10 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 32 Electromotive Series Experiment 11 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 33 Oxidation – Reduction Reactions/ Some Aspects of Corrosion Experiment 12†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦. 35 Colligative Properties GENERAL INSTRUCTIONS TO THE STUDENTS Apparatus Check each piece of apparatus, which you find in your locker from the duplicate list furnished to you by your instructor. Sign your name and submit to your instructor. The instructor signs the checklists and gives one copy to you for your safekeeping. ? Provide your locker with reliable padlock. You are responsible for all the apparatus issued to you. Towards the end of the semester you have to replace or give a deposit for any piece which you have lost or broken. If you have partners, each of you will share equally any loss or breakage of apparatus kept in your lockers and those orrowed from the stockroom. A clearance duly signed by the laboratory attendant is a requirement for taking the final examination. NO CLEARANCE, NO FINAL EXAMINATION. ? General apparatus, e. g. , Bunsen burner, thermometer, iron stand, clamps, etc. and special apparatus may be borrowed from the laboratory attendant. ? Borr owing of apparatus from the stockroom should be done during the first 30 minutes of the laboratory period. Materials and Other Requirements You have to provide yourself with the following materials and supplies besides the apparatus in the laboratory locker and the stockroom: Group |Individual | |Masking/paper tape |Tissue paper |Vials with cover (5 pcs) |Lab notebook | |Pair of scissors |Rags |Medicine dropper (3-5 pcs) |Lab manual | |Aspirator |Marking pens |Rubber tubing (2 ft) |Lab gown | |Wire gauze |Filter paper |Newspaper/scratch paper |Hand towel | |Wash bottle |Tray |Stirring rod |Mask | |Liquid detergent |Match |Corks/rubber stoppers |Goggles | |Test tube brush |Test tube holder |Padlock with keys | | Laboratory Work Laboratory work is an integral and essential part of any chemistry course. Chemistry is an experimental science – the compounds and reactions that are met in the lecture and classroom work has been discovered by experimental observation. The purpose of laboratory work is to provide an opportunity to observe the reality of compounds and reactions and to learn something of the operations and techniques. Safety is Top Priority ? All students are required to wear a lab gown during each experiment. This will be strictly enforced to avoid accidents caused by chemical spills and the like. Safety glasses, goggles or eye shields must be worn during the experiment. Contact lenses should not be worn. ? Shorts, skirts, sandals, slippers are not allowed in the laboratory. Secure long hair. ? Never taste, smell, or touch a chemical solution unless specifically directed to do so. Individual allergic or sensitivity responses to chemicals cannot be anticipated. If any chemical comes in contact with any other parts of your body or clothes, wash thoroughly with plenty of water. ? Procedures involving the liberation of volatile or toxic flammable materials shall be performed in a fume hood (e. g. , H2S, HCN). ? Never heat a flask or apparatus that is not opened to the atmosphere. Always pour waste acid, used KMnO4, organic solvents and solutions of heavy metals into their respective disposal jars, never into the sink. ? Replace the cover of every container immediately after removal of reagent. Deposit insoluble refuse such as pieces of paper, wood, glass cork in the waste basket, never into the sink or on the floor ? All accidents, injuries, breakages and spillages, no matter how minor, must be reported immediately to the instructor. ? Eating, drinking, smoking and playing inside the laboratory are strictly prohibited. Your hands may be contaminated with â€Å"unsafe† chemicals. ? Unauthorized experiments, including variations of those in the laboratory manual, are strictly prohibited.If your chemical intuition suggests further experimentation, consult with your instructor first. ? Unauthorized person(s) shall not be allowed in the laboratory. ? Maintain a wholesome, businesslike attitude. Horseplay and other careless ac ts are prohibited. ? The tabletop must be cleared of unnecessary materials. Put all bags and books in designated areas. ? Solids, water and other liquids spilled on your tabletop must be cleaned up as soon as possible ? No electronic equipment (laptops, ipod, mp3s, cellphone, etc. ) will be switched on while working in the lab. For Economic Reasons ? Always turn off the burner as soon as you are finished using it. Get only the amount of the reagent, which you need in the experiment. Use spatula for solid reagents and pipet for liquid ones. ? Never return any excess reagent to a bottle, unless specifically directed, to avoid contamination Before leaving the room, see to it that: ? Your locker is locked ? Your assigned water and/or gas outlet(s) are turned off ? The tabletop and the floor near your working area are clean and dry Collecting Data ? Record all data as they are being collected on the laboratory notebook. Data on scraps of paper (such as mass measurements in the balance ro om) will be confiscated. ? Record the data in ink as you perform the experiment. If a mistake is made in recording data, cross out the incorrect data entry with a single line (do not erase, white out or obliterate) and clearly enter the corrected data nearby. If a large section of data is deemed incorrect, write a short notation as to why the data are in error, place a single diagonal line across the data, and note where the correct data are recorded. Assessment: Evaluation of the students’ progress will be based on performance laboratory experiments; written reports of laboratory work and exams. The distribution is as follows: Exams35% Performance/ Attendance15% Written Laboratory report35% Pre-laboratory write-up/ Data notebook15%Laboratory Course Policies: 1. Arrive on time. The overview and description of the lab exercise, and the questions you need to answer in your written reports are usually given at the start of each session. These could be valuable to the success of you laboratory course. 2. Note all laboratory safety policies at all times. You are required to wear lab coats and safety glasses while in the lab. You must wear your protective gear at all times that any lab work is underway. Failure to observe safety precautions may result in your being dismissed from the laboratory class. 3. Request all chemicals and materials that you may need from the stock room at least 30 mins. head of the scheduled experiment. At this stage in your studies, you are expected to be able to work independently and responsibly. 4. Written reports of laboratory work are due at the start of the following lab session. Reports that are late will be penalized for each day of late submission(10% deduction per day). 5. Laboratory techniques, including your preparedness and participation in each laboratory activity, good note-keeping and ability to work well with your partner will be graded accordingly. 6. Read and plan you work before every laboratory class. Prepare a p re-laboratory write-up at the start of the lab period and prior to starting your laboratory work.You will not be allowed to perform the experiment without a pre-lab write up. The pre lab should include the following sections,: Experiment #, Title of Experiment, Date, Objectives of the Experiment’ Theoretical Framework, Materials and Methods, Expected Outcome. Sign and Date each pre-lab write-up. During the conduct of the experiment, record all your raw data in the same notebook. 7. Written Reports should be written on a short-sized bond paper and will have the following components: Name, Laboratory partner/s, Discussion of Results, Calculation/s(if any), Question/s, and Answer/s, Conclusion/s, Comment on you and your partner’s contribution towards the successful completion of the laboratory activity.Submit your lab report as a group, write your group number and experiment number as the subject of the email. COMMON LABORATORY OPERATIONS AND TECHNIQUES 1. BUNSEN BURNER A . Lighting the Burner a. Examine the parts of the Bunsen burner. Make a sketch of the burner, label and state the function of its parts. b. Attach the rubber tubing from the burner to the gas outlet on the lab bench. Bring the lighted match or striker up 4-5 cm above the barrel while opening the gas valve. c. Adjust the gas supply so as to have a flame of not more than 8 cm high. Close the air holes of the burner and observe the appearance of the flame. Hold the porcelain dish on this flame for a moment.What is deposited on the porcelain dish? d. Open the air holes until the flame is pale blue and has two or more distinct cones. A slight buzzing or roaring sound is characteristic of the hottest flame from the burner. Too much air may blow the flame out. Adjust the air intake until the roaring stops. What is the effect on the flame upon opening of the air holes? Does this type of flame have the same effect on the porcelain dish? Why? Spray powdered charcoal on the flame and note its effect. What makes the flame luminous? e. When the best adjustment is reached, three distinct cones are visible. Always use this kind of flame unless directed otherwise. f.Extinguish the flame when it is not being used, by closing the gas valve. B. Determining the Flame Temperatures a. Wet a piece of cardboard and hold it vertically through the center of the flame, with the lower end of the cardboard resting against the top of the burner. b. Remove the cardboard as soon as it shows a tendency to char. From the scorched portions note the relative temperature of the different parts of the flame. c. Draw a sketch of the flame to illustrate the different regions. 2. GLASS MANIPULATION A. Cutting a. Place the glass tubing flat on the table. Make a single scratch with a sharp triangular file 30cm from one end of the glass tubing. b.Grasp the glass tubing with both hands and place the thumbs one cm beside the scratch. Position the thumbs such that they are opposite the scratch. c. Break th e glass tubing by applying a gentle pressure. If it does not yield to gentle pressure, make a deeper scratch. d. The edges of the cut glass tubing are sharp and should be polished by rotating it at the non-luminous portion of the burner’s flame. This is to prevent the sharp edges of the glass from ruining corks and rubber tubing as well as cutting your fingers. B. Bending a. Take a piece of glass tubing about 30 cm long and hold it lengthwise over the flame. b. To bend the glass tubing properly, it must be heated uniformly over a length of 5 to 8 cm.This can be done using a flame spreader. c. Roll the tube back and forth until it has become quite soft. d. When it has become sufficiently soft, (i. e. , the glass tubing begins to take a pink color and sag gently) take it out of the flame. e. Bend quickly to the desired angle (30 ° or 90 °) and hold until it hardens. Try to get a good idea of the angle before you begin to work so that you may work rapidly and secure the desi red bend at once. f. Make one right angle and one 30O bent glass tubing. NOTE: Reheating and re-bending produces unsightly and often frail apparatus. C. Drawing Out a. Roll the center of a 10cm glass tube over the flame until it softens.The tube must be constantly rotated, to prevent the softened portion from sagging. b. Quickly remove it from the flame, and while holding it in a vertical position, gently pull the ends apart until the bore at the stretched portion is of the desired diameter. c. Cut to the desired nozzle length and fire polish the tip. D. Boring corks and rubber stoppers a. Select a cork that will fit into the mouth of the flask or test tube. b. Soften by rolling it between the tabletop and the palm of your hand. Select a sharp cork borer one size smaller than the glass tube that will be inserted. c. Place the cork on the desk and gently twist the borer in until it is halfway through the cork.Then withdraw the borer and finish the hole from the other end of the cork. d. Smoothen the hole in the cork with a round file. e. If the hole is too small, enlarge it by carefully filing with a round file. Only small adjustment should be made in this way. f. Rubber stoppers are bored in the same manner as mentioned. Select a very sharp borer one size larger than the hole to be made, and wet it with glycerin. Proceed as in boring the cork, but do not apply too much pressure. E. Inserting a glass tubing through a cork/rubber stopper NOTE: This operation is the most common cause of accidents in the laboratory. a. Wet the cork and the glass tubing with water. b.Place your hand on the tubing 2-3 cm away from the stopper. Protect your hand with a towel. c. Simultaneously twist and push the tubing slowly and carefully through the hole. 3. CLEANING OF GLASSWARE a. Clean all glassware with a soap or detergent solution. Use a brush if appropriate. b. Once the glassware is thoroughly cleaned, rinse several times with tap water and then once or twice with distilled w ater. c. Roll each rinse around the entire inner surface of the glass wall for a complete rinse. Discard each rinse through the delivery point of the vessel (e. g. , beaker spout). d. Invert the clean glassware on a clean paper towel or rubber mat to dry.Do not dry any glassware over direct flame. e. The glassware is clean if, following the final rinse, no water droplets adhere to the clean part of the glassware. f. If you must use a piece of glassware while it is still wet, rinse it with the solution to be used in the manner described in step 5c below. 4. TRANSFERRING OF LIQUIDS/SOLUTIONS a. When the liquid or solution is to be transferred from a reagent bottle, remove the glass stopper and hold it between the fingers of the hand used to grasp the reagent bottle. Never lay the glass stopper on the laboratory bench; impurities may be picked up and thus contaminate the liquid when the stopper is returned. b.To transfer a liquid from one vessel to another, hold a stirring rod against the lip of the vessel containing the liquid and pour the liquid down the stirring rod, which, in turn, should touch the inner wall of the receiving vessel. Return the glass stopper to the reagent bottle. c. Do not transfer more liquid than is needed for the experiment; do not return any excess liquid or unused liquid to the original reagent bottle. 5. MEASURING VOLUME OF LIQUID/SOLUTIONS a. The eye should always be level with the meniscus when you are making a reading. b. For measurements of clear or transparent liquids/solutions, the volume is read using the lower meniscus. For colored liquids/solutions, the upper meniscus is used. 6. HEATING A LIQUID/SOLUTION IN A TEST TUBE NOTE: Never fix the position of the flame at the base of the test tube and never point the test tube to anyone.The contents may be ejected violently if the test tube is not heated properly. a. The test tube should be less than one third full. Hold the test tube with a test tube holder at an angle of about 45? w ith the cool flame. A cool flame is a nonluminous flame supplied with a reduced amount of fuel. b. Move the test tube circularly in and out of the flame, heating from top to bottom. 7. PRECIPITATION a. Place 2 mL of sodium chloride solution in a test tube and slowly add 2 mL of silver nitrate solution. Write the balanced chemical equation for this reaction. NOTE: Be careful in handling silver nitrate solution. This solution may leave dark stains on skin, clothes or bench top. b.The solid formed is the precipitate and in this case, the slightly soluble silver chloride. Allow the precipitate to settle. c. Add a few drops of silver nitrate solution. Continue addition until no precipitation is observed. Divide the mixture into two portions and keep these for procedure 8. 8. SEPARATING A LIQUID FROM A SOLID A. Filtration a. Preparation of the filter paper to be used for gravity filtration: i. Cut out a 5† x 5† piece of filter paper. Fold the filter paper in exact halves and f old it again crosswise into two. ii. Make a small tear in one corner. This tear seals the paper against the inflow of air to the underside of the filter paper. iii.Open the folded paper so as to form a cone. iv. Place it in a funnel. Moisten it with a little water and press it against the top wall of the funnel to form a seal. The filter paper must always be smaller than the funnel. v. Support the funnel with a clamp or a funnel rack. b. Transfer the precipitate formed from the previous activity by carefully pouring the mixture, with the aid of a glass rod, into the filter paper. The liquid that passes through the liquid is called the filtrate. c. The tip of the funnel should touch the wall of the receiving beaker to reduce any splashing of the filtrate. d. Fill the bowl of the funnel until it is less than two-thirds full. e.Always keep the funnel stem full with the filtrate; the weight of the filtrate creates a slight suction on the filter in the funnel, thus this hastens the filtr ation process. f. Set aside both precipitate and filtrate for the next two activities. B. Decantation a. Transfer the precipitate retained in the filter paper into a beaker by rinsing the filter paper with jets of water from a wash bottle. b. Allow the solid to completely settle at the bottom of the vessel for several minutes. c. Transfer the liquid (called supernatant) into another container with the aid of a clean stirring rod. d. Do this slowly so as not to disturb the solid. Is this method applicable for the separation of all solid-liquid mixtures? Why? e. Rinse the precipitate with water and decant again. f. Which of the two separation methods (i. e. decantation or filtration) is better in isolating the precipitate? Why? E. Evaporation a. Pour the filtrate obtained from 8A into the evaporating dish. Place the evaporating dish on a wire-gauze supported on an iron ring clamped to an iron stand. Heat the dish over a cool flame. b. Continue heating until crystals begin to appear. C over the dish with a watch glass and allow the contents to cool. The solid remaining after evaporation is called the residue. What is the composition of the residue? 9. WEIGHING a. Weigh 0. 5 g of sand. Weighing may be done on platform balance or on an analytical balance. Rough weighing (to the nearest half gram), can be done on the platform balance.The analytical balance is used to get more accurate mass measurements. b. The properties of the substance will often determine the nature of the container where it is to be weighed. Use a weighing paper, a watch glass, a beaker, or some container to measure the mass of the chemicals. c. Do not place the chemicals directly on the balance pan. When in doubt as to what container to use, ask your instructor. TECHNIQUE IN HANDLING CHEMICALS d. A reagent is a substance which has a definite composition and a set of specific properties. The strong solutions are marked â€Å"concentrated† and the weak solutions, â€Å"dilute†. Some examples of the reagents are: Sulfuric acidH2SO4Ammonia NH3Hydrochloric AcidHClSodium hydroxide NaOH Acetic acidCH3COOHCalcium hydroxide Ca(OH)2 e. Before getting the desired amount, read the label twice to be sure it is the correct chemical at the right concentration. Transfer the needed amount into the receiving container. Once removed, these should never be returned. f. Do not take out more than what is needed to minimize waste. Do not return excess chemicals to the reagent bottle. In pouring reagents from bottles, don’t place the stopper on the table but hold it between your fingers. g. Never touch, taste or smell chemicals unless specifically directed to do so. ExPERIMENT Properties of MatterThis experiment presents several of the properties used to identify a sample of matter. The data gathered are interpreted by the use of some quantitative method. For safety and accuracy of results, the experimenter should make sure that all set-ups used should be properly checked for possible connection leaks and other errors. Stirring rod should be used to ensure uniform distribution of heat when heating liquids in an open container. The heat should also be regulated especially when heating closed set-ups. Laboratory techniques included are: measurement and transferring of liquids, weighing and heating of liquids and solids. MATERIALS AND APPARATUS 25 or 50-mL graduated cylinder |Thermometer |Cork and/or rubber stoppers | |50-mL distilling flask |Bunsen burner |Top loading balance | |250-mL beaker |Rubber tubings |Condenser | |25-mL Florence flask |Iron stand |Oil | |Test tube |Iron ring |Sulfur powder |2-3 iron clamps |Wire gauze |Isopropyl alcohol | | | |Lead pellets | PROCEDURE 1. BOILING POINT a) Measure 25 mL of isopropyl alcohol and record the initial temperature. 32 degrees a) Transfer it into a 50-mL distilling flask. Assemble the distillation set-up (consult the instructor). b) Warm the set-up gently with a Bunsen burner. Take temperature readings at one-minute time intervals until the liquid begins to boil, and two more minutes thereafter. c) Continue distilling until the flask is almost dry. Pour off the liquid still present in the flask. ) Transfer the distillate into the distilling flask and repeat the distillation process. e) Make a graph of your data with time on the x-axis and temperature on the y-axis. Compare the two graphs. f) Determine the boiling point of the liquid from the graphs. Look for the standard boiling point of isopropyl alcohol and get the % error of the boiling point obtained experimentally. 2. MELTING POINT a) Place about 1-gram of sulfur powder into a dry test tube. Clamp the test tube vertically into the oil bath. See to it that the solid is below the oil level. a) Hang the thermometer into the test tube such that it is covered by the solid and does not touch the sides and bottom of the test tube. ) Heat the oil bath gradually and take temperature readings at one-minute intervals until the solid has co mpletely liquefied, and two more minutes thereafter. c) Make a graph of your data with time on the x-axis and temperature on the y-axis. Determine the melting point of sulfur from the graph. Look for the standard melting point of sulfur and get the % error of the melting point obtained in the experiment. NOTE: Stir the oil bath so that the heat is uniformly distributed. 3. DENSITY OF A LIQUID a) Clean and dry the Florence flask. Weigh the dry flask and the rubber stopper on a top loading balance and record the mass. b) Fill the flask with distilled water until the liquid level is nearly to the brim.Put the stopper on the flask in order to drive all the air and excess water. Work the stopper gently into the flask so that it is firmly seated into position. c) Wipe any water on the outside of the flask and soak up all excess water from around the top of the stopper. d) Again, weigh the flask, which should be completely dry on the outside and full of water, and record the mass. e) Calcu late for the precise volume of the flask given the standard density of water, the temperature of the laboratory and the mass of water in the flask. f) Empty the flask, dry it and fill it with isopropyl alcohol. Stopper and dry the flask as you did when working with water.Record the weight of the flask filled isopropyl alcohol. g) Calculate the density of isopropyl alcohol and determine the % error using its standard density. 4. DENSITY OF A SOLID a) Use the same flask from the previous procedure for this part. Dry the flask completely and add small chunks of lead metal into the flask until it is about half full. b) Weigh the flask, with its stopper and the metal, and record the mass. Determine the mass of the metal in the flask. c) Fill the flask with water, leaving the metal in the flask, and then replace the stopper. Roll the metal around the flask to make sure that no air is trapped between the metal pieces. ) Refill the flask if necessary, and then weigh the dry stoppered flask full of water plus the metal sample. e) Compute for the density of the lead using the data obtained in this section and in part 3. Determine the density of the metal and compute for the % error. QUESTIONS 1. Interpret the graphs obtained in parts 1 and 2. What changes occur at the different regions of the graph? 2. What kind of properties are boiling point, melting point and density? 3. Which of these properties may be used to identify a sample of matter? Why? 4. Is one property sufficient to establish the density of the substance? 5. What is the identity of the distillate in Part 1? What is your basis?ExPERIMENT CHEMICAL CHANGES This experiment presents different types of chemical change. Some quantitative methods are included to emphasize proper data handling and interpretation of results. Formula writing and setting up of simple chemical equations are introduced. It is to be emphasized that the experimenter should always take note of any physical evidence that a chemical reaction is taking place. Such physical evidences include the formation of a precipitate, change in color of the solution or precipitate, evolution of a gas, and absorption or evolution of heat. ? Evolution of gas. This evolution may be quite rapid or it may be a â€Å"fizzing† sound. Appearance or Disappearance of precipitate. The nature of the precipitate is important; it may be crystalline, it may have color, it may merely cloud a solution. ? Evolution or Absorption of Heat. The reaction vessel becomes warm if the reaction is exothermic or cools if the reaction is endothermic. ? Change in color. A substance added to the system may cause a color change. Also included are the common laboratory operations such as measurement and transferring of liquids, precipitation, decantation, filtration, washing and transferring of precipitates, drying of solids, weighing, testing for acidity and basicity, and testing for completeness of a reaction.This experiment also emphasizes the need for gr adual mixing of reactants to make certain the maximum recovery of the product, and the importance of washing, to ensure the purity of the product. MATERIALS AND APPARATUS |50-mL graduated cylinder |Watch glass |Zinc dust | |250-mL beaker |Evaporating dish |0. 100 M Cu(NO3)2 | |250-mL Erlenmeyer flask |Pair of scissors |6. 00 M NH3 | |Funnel |Filter paper |6. 0 M NaOH | |Bunsen burner |Litmus paper |6. 00M HCl | |Stirring rod |Medicine Dropper |6. 00 M H2SO4 | PROCEDURE 1. Precipitation of Copper (II) hydroxide a) Measure 10-mL of 0. 100 M Cu(NO3)2 solution in a 250-mL beaker. a) Add dropwise with constant stirring about 0. 5 mL 6. 00 M NaOH solution. b) Place a piece of litmus paper on a dry watch glass and moisten it with the solution using a stirring rod. c) If it is not yet alkaline, add more NaOH. Record any change in color of the solution and describe the precipitate. 2.FORMATION OF COPPER (II) OXIDE a) Boil the contents of the beaker in part 1 for about 2 minutes with constant stirring to prevent â€Å"bumping† which may result in loss of material. The precipitate should change in color. b) Allow the copper (II) oxide precipitate to settle. Take note of the change in color of the precipitate. c) Test the supernate with a few drops of 6. 00M NaOH. If cloudiness is observed, continue the addition of the base until precipitation is complete. d) Heat the solution again with constant stirring, until all the precipitate has changed in color. Record the color changes that occur. What is the evidence of complete precipitation?What is the composition of the supernate? 3. CONVERSION OF COPPER (II) HYDROXIDE TO COPPER (II) SULFATE a. Let the precipitate settle until the supernate is clear. Decant the supernate through a filter paper into the Erlenmeyer flask. b. Wash the precipitate in the beaker using 10 mL of water. Let the precipitate settle and decant the wash water through the filter paper into the Erlenmeyer flask containing the filtrate. c. Repeat the process, so that the precipitate is washed a total of four times. d. Wash the same filter paper with about 1 mL 6. 00 M H2SO4 dropwise, catching the filtrate in the beaker containing copper (II) oxide precipitate. e.Rotate or stir the contents of the beaker to dissolve the solid. Add some more H2SO4 to dissolve the precipitate completely. f. Wash the filter paper again, this time with 10 mL water, catching the wash water in the same beaker. Record your observations. 4. REDUCTION OF Cu (II) IONS TO METALLIC COPPER a. To the solution (from 3), gradually add with constant stirring, about 1. 5 g zinc dust in minute amounts. CAUTION: Stir until no further reaction is observed before adding more zinc to make the solution colorless. b. Test for the completeness of the reaction by adding a few drops (1-2 drops) of the solution into a test tube containing about 1 mL of 6. 0 M NH3. If a colored solution is obtained, compare this with the control solution (prepare by adding a drop of 0. 100 M Cu(NO3)2 solution and 2 drops of NH3 to 1 mL water) and add more zinc into the solution with constant stirring. Repeat the process until the test with ammonia solution gives a colorless solution. c. Decant and discard the supernate in 4-b. Wash the precipitate in the beaker twice, each time using 10-mL portions of water. Decant and discard the wash water after each washing, taking care not to lose any solid. d. To the precipitate, add 10 mL water and 2 mL 6. 00 M HCl slowly and stir the contents until no more change is observed.Let the precipitate settle, decant and discard the supernate into a waste acid jar. e. Wash the precipitate twice, each time using 10-mL portions of water. Decant and discard the wash water. f. Transfer the entire solid in the beaker to a previous weighed filter paper. Use as little water as possible to wash out the solid from the beaker. Discard the filtrate and wash water. g. Fold the filter paper containing the solid and press this between pieces of dry f ilter paper to remove most of the water. Place the partially dried filter paper containing the solid on a watch glass, and air dry in your locker until the next period. Weigh the solid and the filter paper.Record all masses obtained. 5. OXIDATION OF COPPER a. Place a pinch of the weighed solid in an evaporating dish and heat the dish directly over a Bunsen burner. Observe and record your results. b. Submit the remaining solid, properly packaged and labeled, to your instructor. QUESTIONS 1. What type of process and/or chemical changes is observed in procedures 1-5? 2. Why must zinc be added very gradually to the solutions in procedure 4. a? 3. What is the purpose of the test using ammonia solution? 4. Why must HCl be added to the solid after the reaction with zinc dust is completed? 5. Why is it not advisable to dry the copper directly over a Bunsen flame? 6.Calculate the percent recovery in the experiment. Does your result refute the law of conservation of matter? Explain. ExPERIMEN T CLASSIFICATION OF MATTER Matter is classified according to its various properties and the type of changes it undergoes. There are two general types of matter, substances and mixtures. Substances are further subdivided into two types, elements and compounds. Mixtures are also of two kinds, homogeneous and heterogeneous. This experiment aims to differentiate several samples of matter. The samples are subjected to different conditions like temperature and solubility in some solvents. Chemical changes are illustrated by chemical equations. MATERIALS AND APPARATUS Beakers |Evaporating dish |Sugar crystals | |250-mL Erlenmeyer flask |Test tubes |Sodium chloride | |Funnel |Thermometer |Iodine Crystals | |Bunsen burner |Mortar and Pestle |Sulfur powder | |Glass tubing |Filter paper |Lead (II) nitrate | |Watch glass |Litmus paper |Magnesium ribbon | |Medicine dropper |Starch solution | | PROCEDURE 1. ubstances, homogeneous and heterogeneuos mixtures a. Measure out one gram of refined sugar in the balance. Dissolve the sample in 50 mL tap water. Compare the appearance of the solution with that of distilled water. Set up a simple distillation apparatus using the Erlenmeyer flask, thermometer and glass tubing. b. Distill the sugar solution and make a boiling point curve on the graphing paper. Collect the sugar solution and make a boiling point curve of the isopropyl alcohol (from experiment 1). Compare the boiling point curve of the sugar solution with that of the isopropyl alcohol. Which of the two is a substance and which is a mixture? c.Test for the solubility of the powdered sulfur in water. Do the same with sodium chloride. Weigh out 0. 5 g of each chemical on the analytical balance. d. Grind the two together in a mortar. Note the appearance of the mixture. With a hand lens, observe the mixture more closely. Can you distinguish the sulfur from the sodium chloride crystals? e. Transfer half of the mixture into a beaker containing about 15 mL of water. Stir thoroughl y then filter the resulting mixture. Identify the filtrate and the residue on the filter paper. f. Transfer the filtrate into an evaporating dish. Heat this to boiling. When the crystals begin to form, cover the dish with watch glass to prevent sputtering.When the crystals are almost dry, stop heating the dish. g. Heat the other half of the original mixture in an evaporating dish until melting is observed. Examine the resulting product closely using a hand lens. Can you now differentiate the two components? Test its solubility in water. Record all observations. 2. ELEMENTS AND COMPOUNDS a. Take two small crystals of iodine. Place one crystal inside the test tube and heat it gently. Compare the heated and the unheated crystals with respect to state, color, solubility in water and their behavior in starch solution. b. Take a pinch of lead nitrate crystals. Observe carefully and list down its observable physical properties.Heat it over a burner, gently at first, and then strongly after wards until no further change is observed. List down your observations. 3. METALS AND NON-METALS a. Clamp a medium-sized test tube horizontally. Take a piece of magnesium ribbon and insert one end into a 10-cm piece of glass tubing. b. Heat the magnesium ribbon. When it begins to burn, insert the burning magnesium ribbon into the test tube until the metal has burned completely. c. Dissolve the residue in 3-mL water. Test the acidity and basicity of the solution with litmus paper. Repeat using a pinch of sulfur. QUESTIONS 1. Write all chemical equations involved. 2. Does the appearance of the sugar solution differ from that of distilled water? 3.In part 1, which is an example of a homogeneous and heterogeneous mixture? How are the two types of mixtures differentiated? 4. What is the composition of the crystals formed after evaporation of the filtrate in 1. b? 5. Based on the results of part 1, how are substances different from mixtures? 6. Is there any evidence that would indicate a change in the identities of each of the substances heated? What are these evidences? 7. Differentiate the oxides of metals and non-metals. 8. From the results in part 2, define elements, compounds, metals and non-metal. 9. Iodine is liberated from seaweeds by the action of sulfuric acid on the ash of the seaweeds. How is it collected from the ashes? ExPERIMENTThe Language of Chemistry: Chemical Nomenclature Chemical Nomenclature is the system of naming substances. A systematic nomenclature was established by an organization of chemists called the International Union of Pure and Applied Chemistry (IUPAC). The standardized rules developed by the IUPAC are summarized below. 1. Binary Compounds 1. 1 Binary Compounds Containing Two Nonmetals If two nonmetals form a compound, the less electronegative is written first, followed by the more electronegative element. The same pattern is used in naming; the less electronegative is mentioned first, followed by the stem of the name of the more e lectronegative ending in –ide.When more than one compound can be formed from the combination of two elements, Greek prefixes are used to indicate the number of atoms of each element. |CO2 |carbon dioxide | |PCl3 |phosphorous trichloride | |Cl2O |Dichlorine mon(o)oxide* | |HCl |Hydrogen chloride | *this is omitted when the more electronegative element begins with a vowel Greek Prefix |Number |Greek Prefix |Number | |Mono- |1 | Hexa- |6 | | Di- |2 | Hepta- |7 | | Tri- |3 | Octa- |8 | | Tetra- |4 | Nona- |9 | | Penta- |5 | Deca- |10 | 1. 2 Binary Compounds Containing a Metal and a Nonmetal The metal is always written first, in both the name and the formula. As with all binary compounds, the nonmetal takes an –ide ending.There are two types that we must consider: metals with fixed (only one) oxidation number and those with variable (more than one) oxidation numbers. 1. 2. 1 Cations Monatomic ions cations retain their names as elements. The NH4+ ion, ammonium ion is named a s if it were a metal ion because of its saltlike properties. |Li+ |lithium ion | |Na+ |sodium ion | |Mg2+ |magnesium ion | |Al3+ |aluminum ion | 1. 2. 2 Monatomic AnionsMonatomic anions are named using their names as elements and the suffix –ide. |C4- |carbide | |N3- |nitride | |O2- |oxide | |H- |hydride | 1. 2. 3 Metals with Fixed Oxidation Numbers The metals with fixed oxidation numbers are the IA and IIA, Aluminum and Zinc. All other metals have variable oxidation numbers. Note that no prefixes are used. NaCl |Sodium chloride | |Na2S |Sodium sulfide | |AgBr |silver bromide | |Al2O3 |aluminum oxide | 1. 2. 4 Metals with Variable Oxidation Numbers In a binary compound of a metal of this type with a nonmetal, the oxidation number of the metal must be indicated in the name. There are two methods of doing this, the classical system and the Stock or Roman numeral system. 1. 2. 4. Classical System This system can only be used for metals having two oxidation states. An –ic ending is used for the metal with the highest oxidation state and an –ous ending is used for the lowest. Also, the Latin name is used for iron (ferric and ferrous), copper (cupric and cuprous), tin (stannic and stannous) and lead (plumbic or plumbous). The classical system does not indicate the actual oxidation state. 1. 2. 4. 2 Stock System or Roman Numeral System The actual oxidation state is designated by a Roman Numeral placed in parenthesis immediately following the name of the metal. This is useful especially if the metal has more than two oxidation states. Formula |Classical System |Stock System | |CuCl |Cuprous chloride |copper(I) chloride | |CuCl2 |Cupric chloride |copper(II) chloride | |FeCl2 |ferrous chloride |iron(II) chloride | |FeCl3 |ferric chloride |iron(III) chloride | 1. 3. Compounds Named Like Binary Compounds Few other compounds take an –ide ending, like binary compounds. These include the following: |OH- |hydroxide |O22- |peroxide | |CN- |cyanide | |NH2- |amide | |I3- |triiodide | |N3- |azide | 1. 4. Trivial Names Some common binary compounds are assigned trivial names that have been assigned arbitrarily. These are universally used that they are allowed by the IUPAC rules of nomenclature. H2O |water | |NH3 |ammonia | |PH3 |phosphine | |AsH3 |arsine | 1. 5. Binary Acids A binary compound composed of hydrogen with a more electronegative element can act as a binary acid in water solution. For acids of this types, the prefix hydro- is added, and then the –ide ending is replaced by –ic acid. HF |hydroflouric acid | |HCl |hydrochloric acid | |HBr |hydrobromic acid | |HI |hydroiodic acid | 2. Ternary and Higher Compounds 2. 1 Oxyacids and Salts Oxyacids are composed of a nonmetal with more than one oxidation state, along with hydrogen and oxygen. A salt of oxyacid is formed when one or more of the hydrogen ions of an acid is replaced by a cation. The prefix hypo-, is used to denote the lowest oxidation state of the non metal with the characteristic ending –ous and the prefix per- is used to denote the highest oxidation state with the ending –ic. For acids whose names end in –ous, the corresponding salt ends with the suffix –ite, and those whose names ends in –ic, the name of the salt ends in –ate. Acid |Oxyanion |Salt | |H2SO3 |sulfurous acid |SO32- |sulfite |Na2SO3 |sodium sulfite | |H2SO4 |sulfuric acid |SO42- |sulfate |Fe2SO4 |iron(II) sulfate | |HClO |hypochlorous acid |ClO- |hypochlorite |NaClO |sodium hypochlorite | |HClO2 |chlorous acid |ClO2- |chlorite |KClO2 |potassium chlorite | |HClO3 |chloric acid |ClO3- |chlorate |NaClO3 |sodium chlorate | |HClO4 |perchloric acid |ClO4- |perchlorate |NaClO4 |sodium perchlorate | 2. 2 Salts of Polyprotic Acids These types of salts are formed when one or more hydrogen ions in polyprotic acids or acids with more than one replaceable H+ ion (e. g. , H2S, H3PO4, H2SO4) is/are replaced by metal ions. In naming, the word hydrogen is added to the name of the oxyanion. |NaH2PO4 |sodium dihydrogenphosphate |Na2HPO4 |disodium hydrogenphosphate | |Na3PO4 |trisodium phosphate | |NaHS |sodium hydrogensulfide | EXERCISES 1. Name the following. a. FeI2___________________________________ b. I2___________________________________ c. FeCl3___________________________________ d. Fe2(SO4)3___________________________________ e. FeS___________________________________ f. NCl3___________________________________ g. H2CO3___________________________________ h. CaCO3___________________________________ i.Be2C___________________________________ j. SnSO4___________________________________ k. (NH4)2S___________________________________ l. N2O4___________________________________ 2. Write the correct chemical formula a. Barium chloride___________________ b. Stannous nitrate___________________ c. Stannic nitrate___________________ d. Aluminum carbide___________________ e. Magnesium phosphate___________________ f. Nitrogen dio xide___________________ g. Ammonium sulfate___________________ h. Barium carbonate___________________ i. Sodium carbonate___________________ j. Calcium hydrogen phosphate___________________ k. Disulfur dichloride___________________ 3. Complete the following table Formula |Name as acid |Formula of sodium |Name of salt | | | |salt | | |HNO3 | | | | |HNO2 | | | | |HBrO | | | | |HBrO2 | | | | |HBrO3 | |NaBrO3 | | |HBrO4 | | | | 4. Name the following as binary compounds or as salts from the anions of polyprotic or oxo acids. a. NaIO___________________________________ b. K2HPO4___________________________________ c. Na2SO3___________________________________ d. KMnO4___________________________________ e.BaSO3___________________________________ f. FeSO4___________________________________ g. HClO3___________________________________ h. Na2SO4___________________________________ i. Fe(NO3)3___________________________________ j. Ca(ClO2)2___________________________________ 5. The spaces below rep resent portions of some of the main groups and periods of the periodic table. In the proper squares, write the correct formulas for the chlorides, oxides and sulfates of the elements of Groups 1, 2 and 3, respectively. Likewise, write the formulas of the compounds of sodium, calcium and aluminum with the elements of Groups 6 and 7. Two of the squares have been completed as examples. Period |Group 1 |Group 2 |Group 3 |Group 6 |Group 7 | |2 | LiCl | |(Omit sulfate) | | | | |Li2O | | | | | | |Li2SO4 | | | | | |3 | | | |Na2S | | | | | | |CaS | | | | | | |Al2S3 | | |4 | | | | | | | | | | | | | | | | | | | | |5 | | | | | | | | | | | | | | | | | | | | ExPERIMENT WATER OF HYDRATION Most solid chemical compounds will contain some water if they have been exposed to the atmosphere for any length of time.In most cases the water is present in very small amounts, and is mere adsorbed on the surface of the crystals. Other solid compounds contain larger amounts of water that is chemically bound in the crystal. These compounds are usually ionic salts. The water that is present in these salts is called the water of hydration and is usually bound to the cations in the salt. In this experiment you will study some of the properties of hydrates. You will identify the hydrates in a group of compounds, observe the reversibility of the hydration reaction, and test some substances for efflorescence or deliquescence. Finally you will be asked to determine the amount of water lost by a sample of unknown hydrate on heating.From this amount, if given the formula or the molar mass of the anhydrous sample, you will be able to calculate the formula of the hydrate itself. MATERIALS AND APPARATUS |watch glass |iron ring |crucible tongs | |test tubes |iron stand |triangular clay | |Bunsen burner |crucible |desiccators | PROCEDURE 1. Identification of Hydrates. Place about 0. g of the compounds listed below in small, dry test tubes, one compound to a tube. Observe carefully the behavior of each c ompound when you heat it gently with a burner flame. If droplets of water condense on the cool upper walls of the test tube, this is evidence that the compound may be a hydrate. Note the nature and the color of the residue. Let the tube cool and try to dissolve the residue in a few cm3 of water, warming very gently if necessary. A true hydrate will tend to dissolve in water, producing a solution with a color very similar to that of the original hydrate. If the compound is a carbohydrate, it will give off water on heating and will tend to char.The solution of the residue in water will often be caramel colored. Nickel chloride Potassium chloride Sodium tetraborate (borax) Sucrose Potassium dichromate Barium chloride 2. Reversibility of Hydration. Gently heat a few crystals ~0. 3 g, of hydrated cobalt (II) chloride, CoCl2(6H2O, in an evaporating dish until the color change appears to be complete. Dissolve the residue in the evaporating dish in a few cm3 of water from your wash bottle. Heat the resulting solution to boiling (CAUTION! ), and carefully boil it to dryness. Note any color changes. Put the evaporating dish on the lab bench and let it cool. 3. Deliquescence and Efflorescence.Place a few crystals of each of the compounds listed below on separate watch glasses and put them next to the dish of CoCl2 prepared in Part B. Depending upon their composition and the relative humidity (amount of moistures in air), the samples may gradually either lose water of hydration to, or pick up water from, the air. They may also remain unaffected. Any changes in crystal structure, color, or appearance of wetness should be noted. Observe the samples occasionally during the rest of the laboratory period. Since the changes tend to occur slowly, your instructor may have you compare your samples with some that were set out in the laboratory a day or two earlier. Na2CO3(10H2O (washing soda) CaCl2KAl(SO4)2(12H2O (alum) CuSO4(5H2O 4. Percent Water in a Hydrate. Clean a porcelain cr ucible and its cover with 6 M HNO3. Any stains that are not removed by this treatment will not interfere with this experiment. Rinse the crucible and cover with distilled water. Put the crucible with its cover slightly ajar on a clay triangle and heat with a burner flame, gently at first and then to redness for about 2 minutes. Allow the crucible and cover to cool, and then weigh them to 0. 001 g on an analytical balance. Handle the crucible with clean crucible tongs. Obtain a sample of unknown hydrate from the stockroom and place about a gram of sample in the crucible.Weigh the crucible, cover, and sample on the balance. Put the crucible on the clay triangle, with the cover in an off-center position to allow the escape of water vapor. Heat again gently at first and then strongly, keeping the bottom of the crucible at red heat for about 10 minutes. Center the cover on the crucible and let it cool to room temperature. Weigh the cooled crucible along with its cover and contents. Exami ne the solid residue. Add water until the crucible is two thirds full and stir. Warm gently if the residue does not dissolve readily. Does the residue appear to be soluble in water? DATA AND OBSERVATIONS A. Identification of Hydrates |Water appears |Color of residue |Water soluble |Hydrate | |Nickel chloride | | | | | |Potassium chloride | | | | | |Sodium tetraborate | | | | | |Sucrose | | | | | |Potassium dichromate | | | | | |Barium chloride | | | | | B. Reversibility of Hydration Summarize your observations on CoCl2(6H2O. Is the dehydration and hydration of CoCl2 reversible? C. Deliquescence and Efflorescence |Observation |Conclusion | |Na2CO3(10H2O | | | |CaCl2 | | | |KAl(SO4)2(12H2O (alum) | | | |CuSO4(5H2O | | | D. Percent water in a Hydrate |Mass of crucible and cover | | |Mass of crucible, cover, and solid hydrate | | |Mass of crucible, cover, and residue | | Mass of solid hydrate | | |Mass of residue | | |Mass of water lost | | |Percentage of water in the unknown hydrate | | |Formula mass of anhydrous salt (if furnished) | | |Number of moles of water per mole of unknown hydrate | | ExPERIMENT GASESThis experiment illustrates three of the common gas laws: Boyle’s law, Charles and Gay-Lussac’s law and Graham’s law. Boyle’s law states that the volume, V, of a certain quantity of an ideal gas is inversely proportional to its pressure, P, at a given temperature and amount of gas. Charles’ and Gay-Lussac’s law states that the volume of a gas is directly proportional to the absolute temperature, at a certain pressure and amount of gas. Graham’s law describes that the velocity of an ideal gas is inversely proportional to the square root of its molar mass. The first two gas laws will be validated using plots of the properties involved. Graham’s law will be determined by comparing the velocities of two sample gases. MATERIALS AND APPARATUS Glass syringe |250 or 400-mL beaker |Black cardboard | |Syringe hol der |Iron stand |Ruler | |Thermometer |Iron ring |Graphing paper | |Glycerol |Wire gauze |Concentrated HCl | |Modeling clay |Glass tubing