General Psychology Essay Example | Topics and Well Written Essays - 1000 words

General Psychology - Essay Example Although women have attained much more freedom and greater respect as equally human, they continue to be judged more by appearance than personality, intelligence, talents or compassion. In the modern commercial culture, female role models have been mostly portrayed in the media as all appearance and no substance, or very little substance. TV has become our expression of the ideal as much as ancient Greek statuary was theirs, but it typically illustrates that happy and popular girls are very slim and tall with flawless complexions. The importance placed on this perfect image has created a culture that is inordinately focused upon appearance to the great detriment of most of its members. Girls exposed to this culture feel heavy pressure to do everything they can to bring themselves as close to this ideal as they can manage, many times developing unhealthy, sometimes fatal, ways of addressing their perceptions. This unhealthy female self-concept as a result of an innate need to conform to cultural norms is the focus of an article in Teen Voices Girl Talk about new programs being introduced by the Girl Scouts. The article reveals that 60 percent of girls compare their bodies to the bodies of fashion models and just a little less than that number admit they are trying to achieve that image for themselves. â€Å"Even though we know that these depictions are not based in reality, many of us still define our self-worth by how we measure up to them† (Harig, 2010). Because the images on TV are perceived to be the only possible images of success, girls everywhere adopt methods like going on starvation diets, inducing vomiting after eating or developing other eating disorders. They may also try to get plastic surgery when they are still young or try other crazy methods of bringing their body in line with these ideals no matter what kind of body style they have or what might be healthy for th at form. The numbers reported in

Beta Blocker in Case of Heart Failure Essay Example for Free

Beta Blocker in Case of Heart Failure Essay Introduction : Beta-blockers, also known as beta antagonists, beta-adrenergic blocking agents, or beta-adrenergic antagonists, are drugs that are prescribed to treat several different types of conditions, including hypertension (high blood pressure), angina, some abnormal heart rhythms, heart attack (myocardial infarction), anxiety, migraine, glaucoma, and overactive thyroid symptoms. Beta-blockers block the action of the sympathetic nervous system of the heart, thus reducing stress on the heart. The sympathetic nervous system activates the fight or flight response. It is part of the autonomic nervous system. Beta-blockers block beta-adrenergic substances, such as apinephrine (adrenaline) in the autonomic nervous system (involuntary nervous system). They slow down the heart beat, decrease the force of the contractions of the heart muscles, and reduce blood vessel contraction in the heart, brain, as well as the rest of the body. Generic Names:| Carvedilol / Metoprolol / Atenolol / Bisprolol / Propranolol / Timolol| Brand Names:| Coreg / Lopressor, Toprol XL / Tenormin / Zebeta / Inderal / Blocadren| How it is given:| Oral (tablet or capsule), intravenous (IV)| Indications : Doctors may prescribe beta-blockers for patients with tachycardias (rapid heart rates). They help patients with angina by lowering the amount of oxygen the heart muscles require. Angina pectoris occurs when the heart requires more oxygen than it is getting. Beta-blockers can help hypertensive patients because their effects on blood vessels lower blood pressure. Patients with hereditary tremors as well as those who suffer from migraines may benefit from taking beta-blockers. In other words, beta-blockers are known as beta- adrenoreceptor blocking agents and are used to treat: Commonly * Angina * Heart failure * High blood pressure (hypertension) * Irregular heart beat (atrial fibrillation) * Myocardial infarction (heart attack) Â  less commonly * Prevention of migraine * Thyrotoxicosis (overactive thyroid) * Anxiety * Tremor * Glaucoma (as eye drops) - The first clinically useful beta adrenergic receptor antagonist was called Propranolol. It was invented by Sir James W. Black (born 1924), a Scottish doctor and pharmacologist. Sir James also synthesized Cimetidine (for the treatment of heartburn and peptic ulcers) and was awarded the Nobel Prize for Medicine in 1988. Propranolol revolutionized the medical management of angina pectoris it is considered as one of the major contributions to clinical medicine and pharmacology of the 20th century. Mechanism of work : The use of beta blockers in heart failure is primarily associated with the medication’s effect on heart rate. The medication, by way of the sympathetic nervous system, decreases the patient’s heart rate, preventing the heart from having to work harder because of the condition. This effect was not considered desirable for heart failure patients when the medication was first studied, however. A lowered heart rate has the risk of worsening heart failure symptoms, but as research continued, beta blockers proved to have benefits that outweighed this risk. The exact etiology of the case of heart failure is of importance when a doctor is deciding whether to use beta blockers. A case that is present because of impaired ventricular filling, in contrast to a case caused by impaired ventricular emptying, seems to respond better to beta blockers in heart failure. In addition to their sympathetic action on heart muscle, beta blockers in heart failure influence the kidney’s renin/angiotensin system. Beta blocking medications cause the secretion of the hormone, renin, to decrease. As renin decreases, a cascade of events transpires that decrease the heart’s demand for oxygen. The cascade lowers extracellular fluid volume and increases the blood’s ability to hold and carry oxygen to body tissues. Beta blocker treatment can be supplemented, and is supplemented in most cases, with diuretics and angiotensin-converting enzyme (ACE) inhibitors that enhance this effect. Patients who have significant dyspnea — shortness of breath — while they remain at rest are among those who may not be candidates for treatment with beta blockers. Having severe dyspnea can increase the risks that are associated with beta blocker treatment. Some patients are considered hemodynamically unstable if their blood does not carry oxygen well, even under normal circumstances; these patients may not be good candidates for treatment either. Heart problems for a patient with heart problems beta-blockers can reduce the workload for the heart; so that it does not have to work so hard to supply all parts of the body with oxygen-rich blood. For people with angina, heart failure, or after a heart attack, reducing the hearts workload is crucial. Drugs Used in case of Heart Failure : * Propranolol * Metoprolol tartrate (Lopressor) and metoprolol succinate (Toprol XL)| * | * Carvedilol (Coreg)| * | * Bucindolol (Bextra)| * | * Bisoprolol (Zebeta)| * | Side Effects : The most common side effects are: * Cold feet * Cold hands * Diarrhea * Fatigue * Nausea * Very slow heartbeat The following less common side effects are also possible: * Sleeping difficulties and disturbances * Bad dreams (nightmares) * Erectile dysfunction (male inability to achieve or sustain an erection during sex) References : Myo clinic www.Hearthealthywomen.com http://www.wisegeek.com

Portfolio Management Essays -- GCSE Business Marketing Coursework

Portfolio Management Introduction: Portfolio management is a conglomeration of securities as whole, rather than unrelated individual holdings. Portfolio management stresses the selection of securities for inclusion in the portfolio based on that security’s contribution to the portfolio as a whole. This purposes that there some synergy or some interaction among the securities results in the total portfolio effect being something more than the sum of its parts. When the securities are combined in a portfolio, the return on the portfolio will be an average of the returns of the securities in the portfolio. For example, if a portfolio was comprised on equal positions in two securities, whose returns are 15% and 20%, the return on the portfolio, will the average of the returns of the two securities in the portfolio, or 17.5%. From this we will discuss the process of creating a diversified portfolio. The diversified portfolio is a theory of investing that reduces the risk of losing all your money when â€Å"al l your eggs† are not in one basket. Diversification limits your risk an over the long run, can improve your total returns. This is achieved by putting assets in several categories of investments. Portfolio Process: The portfolio process is as follows: 1. Designing an investment objective; 2. Developing and implementing an asset mix; 3. Monitoring the economy and the markets; 4. Adjusting the portfolio and measuring the performance Due to the intensity of each of the four items, we will be covering only the first two. 1. Investment Objective: This topic is broad and contains three major divisions. They are foundation objectives, constraints and major objectives. Foundation Objectives: These objectives generally receive the most attention from investors and are determined by thorough determination of your needs, preferences and resources. ï‚ · Return – you need to determine whether you prefer a strategy of return maximization, where assets are invested to make the greatest return possible while staying within the risk tolerance level, or whether a required minimum return with certainty is preferable, generating only as much return with emphasis on risk reduction. ï‚ · Risk – There are many ways to assess the risk tolerance of any particular investor, from the least knowledgeable of investments to the very sophisticated investor. Beside... ...the market as a whole. Diversifying among a number of securities can reduce nonsystematic risk. Both of these types of risk can be avoided when you correctly evaluate your risk guidelines and determine the maximum amount of risk that you are willing to handle. Conclusion: Once your portfolio has been established then next step in the management is to evaluate your portfolio’s performance. The success of your portfolio is determined by comparing the total rate of return of the portfolio to the average total return of comparable portfolios. It is essential to develop a system to monitor the appropriateness of the securities that comprise the portfolio and the strategies governing it. The process is twofold as it involves monitoring: ï‚ · The changes in your goals, financial position and preferences; ï‚ · Expectations in capital markets and individual companies; Remember that diversification is more than placing your eggs in different baskets. It is also making sure that all your baskets aren’t made from the same material. References: Wall Street 101, www.familyinternet.com Learning to Invest, www.learningtoinvest.com Your Money Coach, www.yourmoneycoach.com

Telecommunications Test :: essays research papers

TEL109 Quiz #1 Spring 2005 Instructions: 1.  Ã‚  Ã‚  Ã‚  Ã‚  This quiz is regarded as â€Å"open notes† only. This means you may use any notes you have taken in class, or any handouts that were give to you in class but not your textbook. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Each question carries equal weight (20pts each). 3.  Ã‚  Ã‚  Ã‚  Ã‚  Partial credit will be given where warranted, but you must write out some response for each question. 4.  Ã‚  Ã‚  Ã‚  Ã‚  The grade for this quiz will be averaged together with the grade for quiz #2 and this average will represent 1/3 of your term grade. 5.  Ã‚  Ã‚  Ã‚  Ã‚  Record all of your answers on these sheets. If you need additional pages, be sure that your name is on each one. Questions: 1.  Ã‚  Ã‚  Ã‚  Ã‚  What are the provisions of the Kingsbury Commitment? What was the major impact on the Public Telephone Network? The provisions of the Kingsbury Commitment were as follows: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  AT&T would not buy any more Independent companies or service providers without the Justice Departments approval. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  AT&T would allow Independent companies to connect to the AT&T network so that homes only needed one phone and one phone company to provide service. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  AT&T would allow any company to interconnect with other independents and AT&T to complete calls anywhere in America. AT&T also declared that they would sell all its interest in Western Union. The major impact on the public telephone network was as follows:   Ã‚  Ã‚  Ã‚  Ã‚   The public telephone network was now all open to any company and this in turn made it open to any home with a telephone and telephone service to call anywhere in the US. Also this commitment helped to stop AT&T from completely buying out all the smaller telephone companies and monopolizing the entire telephone service provider market. This commitment made it possible for smaller phone companies to survive in this market. Lastly it also helped to prevent AT&T from having to deal with the consequences of the Department of Justice using the Sherman Antitrust Act to bring charges against them. 2.  Ã‚  Ã‚  Ã‚  Ã‚  What agencies are responsible for communications policy on the national and the local levels? The Federal Communications Commission (FCC) is responsible for all federal communications regulation of policy and the Public Utilities Commission (PUC) is responsible for regulating telecommunications within the state. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Explain what is meant by: (a)  Ã‚  Ã‚  Ã‚  Ã‚  Simplex Transmission Simplex Transmission is transmission of signals in one direction only, such as in radio and television there is no way to send a signal back it is strictly one way. (b)  Ã‚  Ã‚  Ã‚  Ã‚  Half-duplex Transmission Half-duplex Transmission is a when signals can go in both directions (to and from) they take turns such as with a CB radio, each side takes a turn sending and receiving over the same medium.

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

Battle of Hamburger Hill in the Vietnam War

Battle of Hamburger Hill in the Vietnam War The Battle of Hamburger Hill was fought May 10-20, 1969, during the Vietnam War (1955-1975). In late spring 1969, American and South Vietnamese forces commenced Operation Apache Snow with the intent of driving North Vietnamese troops from the A Shau Valley. As the operation moved forward, heavy fighting developed around Hill 937. This soon became the focus of the battle and additional American forces were committed with the goal of securing the hill. After a grinding, bloody fight, Hill 937 was secured. The fighting on Hill 937 was covered extensively by the press who questioned why the battle was necessary. This public relations problem escalated when the hill was abandoned fifteen days after its capture. Fast Facts: Battle of Hamburger Hill Conflict: Vietnam War (1955-1975)Date: May 10-20, 1969Armies Commanders:United StatesMajor General Melvin Zaisapprox. 1,800 menNorth VietnamMa Vinh Lanapprox. 1,500 menCasualties:United States: 70 killed and 372 woundedNorth Vietnam: Approximately 630 killed Background In 1969, US troops began Operation Apache Snow with the goal of clearing the Peoples Army of Vietnam (PAVN) from the A Shau Valley in South Vietnam. Located near the border with Laos, the valley had become an infiltration route into South Vietnam and a haven for PAVN forces. A three-part operation, the second phase commenced on May 10, 1969, as elements of Colonel John Conmeys 3rd Brigade of the 101st Airborne moved into the valley. Among Conmeys forces were the 3rd Battalion, 187th Infantry (Lieutenant Colonel Weldon Honeycutt), 2nd Battalion, 501st Infantry (Lieutenant Colonel Robert German), and the 1st Battalion, 506th Infantry (Lt. Colonel John Bowers). These units were supported by the 9th Marines and the 3rd Battalion, 5th Cavalry, as well as elements of the Army of Vietnam. The A Shau Valley was covered in thick jungle and dominated by Ap Bia Mountain, which had been designated Hill 937. Unconnected to the surrounding ridges, Hill 937 stood alone and, like the surrounding valley, was heavily forested. Moving Out Terming the operation a reconnaissance in force, Conmeys forces began operations with two ARVN battalions cutting the road at the base of the valley while the Marines and 3/5th Cavalry pushed towards the Laotian border. The battalions from the 3rd Brigade were ordered to search and destroy PAVN forces in their own areas of the valley. As his troops were air mobile, Conmey planned to shift units rapidly should one encounter strong resistance. While contact was light on May 10, it intensified the following day when the 3/187th approached the base of Hill 937. Sending two companies to search the north and northwest ridges of the hill, Honeycutt ordered Bravo and Charlie companies to move towards the summit by different routes. Late in the day, Bravo met stiff PAVN resistance and helicopter gunships were brought in for support. These mistook the 3/187ths landing zone for PAVN camp and opened fire killing two and wounding thirty-five. This was the first of several friendly fire incidents during the battle as the thick jungle made identifying targets difficult. Following this incident, the 3/187th retreated into defensive positions for the night. Fighting for the Hill Over the next two days, Honeycutt attempted to push his battalion into positions where they could launch a coordinated assault. This was hampered by difficult terrain and fierce PAVN resistance. As they moved around the hill, they found that the North Vietnamese had constructed an elaborate system of bunkers and trenches. Seeing the focus of the battle shifting to Hill 937, Conmey shifted the 1/506th to the south side of the hill. Bravo Company was airlifted to the area, but the remainder of the battalion traveled by foot and did not arrive in force until May 19. Soldiers inspecting the damage in the surrounding area of Dong Ap Bia during Operation Apache Snow, May 1969. US Army Military History Institute On May 14 and 15, Honeycutt launched attacks against PAVN positions with little success. The next two days saw elements of the 1/506th probing the southern slope. American efforts were frequently hindered by the thick jungle which made air-lifting forces around the hill impractical. As the battle raged, much of the foliage around the summit of the hill was eliminated by napalm and artillery fire which was used to reduce the PAVN bunkers. On May 18, Conmey ordered a coordinated assault with the 3/187th attacking from the north and the 1/506th attacking from the south. Final Assaults Storming forward, Delta Company of the 3/187th almost took the summit but was beaten back with heavy casualties. The 1/506th was able to take the southern crest, Hill 900, but met heavy resistance during the fighting. On May 18, the commander of the 101st Airborne, Major General Melvin Zais, arrived and decided to commit three addition battalions to the battle as well as ordered that the 3/187th, which had suffered 60% casualties, be relieved. Protesting, Honeycutt was able to keep his men in the field for the final assault. US Army Photographer and assistant climbing through the devastated landscape on Dong Ap Bia after the battle. US Army Military History Institute Landing two battalions on the northeast and southeast slopes, Zais and Conmey launched an all-out assault on the hill at 10:00 AM on May 20. Overwhelming the defenders, the 3/187th took the summit around noon and operations began to reduce the remaining PAVN bunkers. By 5:00 PM, Hill 937 had been secured. Aftermath Due to the grinding nature of the fighting on Hill 937, it became known as Hamburger Hill. This also pays homage to a similar fight during the Korean War known as the Battle of Pork Chop Hill. In the fighting, US and ARVN forces suffered 70 killed and 372 wounded. Total PAVN casualties are unknown, but 630 bodies were found on the hill after the battle. Heavily covered by the press, the necessity of the fighting on Hill 937 was questioned by the public and stirred controversy in Washington. This was worsened by the 101sts abandonment of the hill on June 5. As a result of this public and political pressure, General Creighton Abrams altered US strategy in Vietnam from one of maximum pressure to protective reaction in an effort to lower casualties.

Spinner Dolphin Facts

Spinner Dolphin Facts Spinner dolphins were  named for their unique behavior of leaping and spinning. These spins can involve more than four body revolutions. Fast Facts: Spinner Dolphin Size: 6-7 feet and 130-170 poundsHabitat: warm tropical and subtropical waters in the Pacific, Atlantic and Indian OceansClassification: Kingdom: Animalia, Class: Mammalia, Family: DelphinidaeLifespan: 20 to 25 yearsDiet: Fish and squid; locate prey using echolocationFun Fact: Spinner dolphins gather in pods that can number into the thousands and are known for spinning and leaping.   Identification Spinner dolphins are medium-sized dolphins with long, slender  beaks. Coloration varies depending on where they live. They often have a striped appearance with a dark gray back, gray flanks and white underside.  In some adult males, the dorsal fin looks as if has been stuck on backwards. These animals may associate with other marine life, including humpback whales, spotted dolphins and yellowfin tuna. Classification There are 4 subspecies of spinner dolphin: Grays spinner dolphin (Stenella  longirostris  longirostris)Eastern spinner dolphin (S. l.  orientalis)Central American spinner dolphin (S.l.  centroamericana)Dwarf spinner dolphin (S.l.  roseiventris) Habitat and Distribution Spinner dolphins are found in warm tropical and subtropical waters in the Pacific, Atlantic and Indian Oceans. Different spinner dolphin subspecies may prefer different habitats depending on where they live. In Hawaii, they live in shallow, sheltered bays, in the Eastern Tropical Pacific, they live on the high seas far from land and often associate with yellowfin tuna, birds and pantropical spotted dolphins. Dwarf spinner dolphins live in areas with shallow coral reefs, where they feed during the day on fish and invertebrates. Click here for a sighting map for spinner dolphins. Feeding Most spinner dolphins rest during the day and feed at night. Their preferred prey are fish and squid, which they find using echolocation.  During echolocation, the dolphin emits high-frequency sound pulses from an organ (the melon) in its head. The sound waves bounce off objects around it and are received back into the dolphins lower jaw. They are then transmitted to the inner ear and interpreted to determine the size, shape, location and distance of prey. Reproduction The spinner dolphin has a year-round breeding season After mating, the females gestation period is about 10 to 11 months, after which a single calf about two and a half feet long is born. Calves nurse for one to two years. The lifespan for spinner dolphins is estimated at about 20 to 25 years. Conservation The spinner dolphin is listed as data deficient on the IUCN Red List. Spinner dolphins in the Eastern Tropical Pacific were caught by the thousands in purse seine nets targeting tuna, although their populations are slowly recovering due to restrictions placed on those fisheries. Other threats include entanglement or bycatch in fishing gear, targeted hunts in the Caribbean, Sri Lanka, and the Philippines, and coastal development which affects the sheltered bays that these dolphins inhabit in some areas during the day. Sources and Further Information American Cetacean Society. Spinner Dolphin: . Accessed April 30, 2012.Stenella longirostris (Short-Beaked) and Delphinus capensis (Long-Beaked)Culik, B. 2010. Odontocetes. The toothed whales: Stenella longirostris. UNEP/CMS Secretariat, Bonn, Germany. Accessed April 30, 2012.Hammond, P.S., Bearzi, G., Bjà ¸rge, A., Forney, K., Karczmarski, L., Kasuya, T., Perrin, W.F., Scott, M.D., Wang, J.Y., Wells, R.S. Wilson, B. 2008. Stenella longirostris. IUCN 2011. IUCN Red List of Threatened Species. Version 2011.2. Accessed April 30, 2012.Nelson, B. 2011. Why Does This Dolphin Have Its Fin On Backwards?. Mother Nature Network, Accessed April 30, 2012.NOAA Fisheries: Office of Protected Resources. Spinner Dolphin (. Accessed April 30, 2012.Stenella longirostris)OBIS SEAMAP. Spinner Dolphin (. Accessed April 30, 2012.Stenella longirostris)Perrin, W. 2012. Stenella longirostris (Gray, 1828). In: Perrin, W.F. World Cetacea Database. Accessed through: World Register of Marine Species at marines pecies.org/aphia.php?ptaxdetailsid137109 on April 30, 2012. The Mammals of Texas. Spinner Dolphin. Accessed April 30, 2012.

Aniety essays

Aniety essays Jenny Bishop September 3, 1998 Social Phobias Everyone is afraid of something. Everyone experiences nervousness, anxiety and even in superior feelings around certain people. Some people possess these feelings so deeply that their fear is considered irrational. Even they realize that it is irrational and that they have a phobia. Millions of people suffer from phobias every day of their lives. The third largest psychological disorder in the United States is what psychologists have labelled a social phobia. A social phobia is the fear of social situations and the interactions with other people that can automatically bring on feelings of self-consciousness, judgement, evaluation, and scrutiny. They cannot overcome a social phobia without the patient first grasping exactly what triggers their fears, and then learning how to receive proper help. A social anxiety disorder or social phobia is the constant fear of being criticized or evaluated by other people. People with a social phobia are nervous, anxious, and afraid about many social situations. Simply attending a business meeting or going to a company party can be highly nerve wracking and intimidating. Although people with social anxiety want very much to be social with everyone else, their anxiety about not doing well in public is strong and hinders their best efforts. They freeze up when they meet new people, especially authority figures. They are particularly afraid that other people will notice that they are anxious, so this fear enables the anxiety to grow and turn into a vicious cycle. One example, a woman hates to stand in the grocery store because she is afraid that everyone is watching her. She knows that it is not really true, but she cannot shake the feeling. While she is shopping, she is conscious of the fact that people might be staring at her from the big mirrors on the inside front of the ceiling. Now, she has to talk to the person who is checking out the grocerie ...

Computer Operating Systems Research Paper Example | Topics and Well Written Essays - 3250 words

Computer Operating Systems - Research Paper Example It manages the resources of the computer. It allocates the CPU, memory and the input/output devices. It manages the data that is it handles the storage of the data it manages the input and output. It enables communication between the system and the user. There are different types of operating system available in the market such as Real-time, Multi-user, Multi-tasking, Distributed and Embedded. Real-time operating systems are used in applications which are real-time . Multi-user operating system are useful when there are more than one users to access a single computer at the same time. In Multi-tasking operating systems different tasks are executed at the same time. In Distributed operating system many computers are connected together to give the appearance of a single computer. Embedded operating systems are used in systems which are embedded. â€Å"Examples of popular modern operating systems include Android,BSD,iOS,GNU/Linux,Mac OS X,Microsoft Windows, Windows Phone and IBM z/OSâ €  (Operating System para. 4). In this research we will discuss various operating systems such as Snow Leopard, Windows, Linux, Unix and Ubuntu. We will study the advantages and disadvantages of these operating systems. We will also learn how these operating systems are installed in the computer. Snow Leopard – Snow leopard is an operating system used in Macintosh systems. It has a high performance, good efficiency and uses less memory to run. It is compatible with the new hardware of Macintosh. â€Å"New programming frameworks such as OpenCL were created allowing software developers to use graphic cards in their applications† (Mac OS X Snow Leopard para.2). It is not compatible with the Mac systems which use processors like PowerPC. â€Å"As support for Rosetta was dropped in Mac OS Lion, Snow Leopard is the last version of Mac OS X that is able to run PowerPC-only applications† (Mac OS X Snow Leopard para.2). It supports Intel’s Core Solo and Core Du o Processors which are 32-bit. Power is managed properly as new features like the â€Å"wake on demand feature supported on more recent Macintosh hardware. Wake on demand takes advantage of the sleepy proxy service implemented in Airport and Time Capsule routers, so that the computer can sleep while the router responds to mDNS queries. Should the request require the host computer to wake up, the router sends the necessary special wake-up-packet to sleeping computer† (Mac OS X Snow Leopard pg.4). System requirements of Snow Leopard are – A Mac Computer consisting of Intel processor RAM of 1GB Minimum 5GB free space DVD drive or USB for installing Some features need more requirements such as – â€Å"QuickTime H.264 hardware acceleration support, requires an Nvidia GeForce 9400M,320M, or GT330M graphics card† â€Å"OpenCL, requires a supported Nvidia or ATI graphics card† (Mac OS X Snow Leopard pg.2). Advantages and disadvantages – It is best t o use same company’s software and hardware while designing a system, but Snow Leopard uses Intel Processors and Nvidia graphic cards. This affects the performance of the system. There are least chances of virus attacks as compared to windows. There are less gaming features in it as most gaming companies prefer providing softwares for Windows operating system. There are interesting softwares bundled with Snow Leopard. Its desktop is very attractive. Installation – 1. Insert the Snow Leopard installation DVD in to the disk. 2. Double- click Install button. 3. Click on the continue button and accept

Global Warming, Extraction and Exploration Essay - 6

Global Warming, Extraction and Exploration - Essay Example Oil plays an endless and crucial part of the modern world. Other than being a critical source of energy, petroleum items serve as feedstock for a few purchaser products, subsequently playing a developing and pertinent part in individuals lives. Then again, the oil business holds a noteworthy capability of risks for nature and may affect it at distinctive levels ranging from air, water, soil, and every living being on the planet. Consequently, the broadest and hazardous outcome of oil and gas industry exercises is contamination and pollution. Pollution is experienced throughout all phases of oil and gas creation, from exploratory exercises to refining. Some of the main environmental effects include; While the greater part of global warming happens in the in rich nations such as the United States and other parts of Europe. It is the poorest nations, those that can least bear to adjust to an evolving atmosphere, who are suffering the most. Developing nations economies are hurt when oil is extracted from them, or when they are subject to unpredictable oil imports. Also, when the oil is at last flared and the carbon contained in it discharged into the environment. Oil contributes intensely to diminished agricultural output, extended dry spells, human health effects, displacement of people and other effectively watched and anticipated effects of environmental change (McKibben Para. 3). The impacts of environmental change are as of now being felt everywhere throughout the planet as climate change is turning out to be less predictable and everything from agribusiness and fisheries to the insurance business is being impacted. According to Hunter (24), when conducting oil exploration for offshore oil, the oil companies use seismic waves to analyze the possibilities of the rocks below the water surface to be bearing gas and oil. This process may result in the destruction of tissues and organs of fish and also  alter the means of communication of marine organisms as well as how they search for food.  

Sontag, In Platos Cave from On Photography Essay

Sontag, In Platos Cave from On Photography - Essay Example n individual may perceive a story that consists of different objects and or people, the story will remain in a particular form in the mind of absence of a photograph. When the individual observes a photograph on the scenario later, then the notion that was formed in the mind originally changes automatically. The impact of the photo would depict a sense of superiority of the event or an individual. Again, the photograph have targeted objects during their time of creation or presentation. A photograph may consist of several objects but only the focal point matters amongst the observers. In most scenarios, the observers prioritize the central objects on which the photographs emphasize. As per the descriptions provided in the previous paragraphs, a rational evaluation of a photograph demands transparency. In a practical scenario, consider the photograph of a presidential candidate and analyze the main attributes. In 2008vpresidential elections in the United States, the contents of Obama’s photographs and especially the posters were stunning. Moreover, Obama’s polished picture with his name at the top and the slogan, â€Å"Yes We Can† at the bottom had the main impact on the voters. Indeed, photographs have a broad command in influencing notions, imaginations, and the viewing right. Impression is the most important aspect in the sense of sight (Sontag,

Jose Clemente Orozco's Zapatistas Essay Example | Topics and Well Written Essays - 500 words

Jose Clemente Orozco's Zapatistas - Essay Example One can see that interpretation helps a viewer to perceive an artwork from a different angle of view. The artwork consists of different figures (animate and inorganic) in different sizes. To be specific, the rocks and hill in the artwork is symbolic of inorganic objects in different sizes. On the other side, the horses and human figures represent life in different sizes. These objects/figures in different sizes provide proper balancing to the artwork. The upright, parallel, and slanting lines indebted to the figures provide proper rhythm to the artwork as a whole. To be specific, the swords, caps, and dress in the artwork results in wave like rhythm in the artwork. Besides, the painter is deeply interested in the usage of contrasting colors in the artwork. The different shades of dark brown, blue, and yellow are used in the artwork. This is helpful to project the focal point (armed soldiers, captured revolutionaries, and women) as the central figure. In my opinion, the artwork is sym bolic of the artist’s view of human life. The artist considers that vegetative life without intellectual development is wastrel. In addition, one must be ever ready to protect one’s individual rights. Still, the painting portrays how dictators can crush the self-confidence of the mass. Beyond the artistic elements, I like this artwork because the same is symbolic of the social responsibility of art. Summing, Orozco’s artwork is symbolic of the influence of art, which can be used as an innovative medium for social criticism.

Traditional Chinese Law Essay Example | Topics and Well Written Essays - 3000 words

Traditional Chinese Law - Essay Example For instance, some historians and legal analyst explains that the advancement of traditional Chinese legal system is defined by the confucianization of law, while some argues that China has Confucian foundation legal account1. In fact, this concept played a significant role in developing the ancient Chinese legal system, the legal success of Tang and numerous dynasties that later contributed highly to the development of the contemporary laws. Furthermore, even though there is little explicit evidence linking China’s imperial and modern laws, the impacts of Confucian philosophy and ethos is readily obvious in the modified and transformed Chinese legal culture2. An Introduction to Confucianism Confucius (Kong Fuzi) who lectured at an era of pronounced social disorder during the Seventh Century B.C., on the foundation of the traditional approaches and principles, particularly as prescribed by the ancient Zhou (Chou) rulers or as documented in their deeds (3.14), convention li, wh ich implies numerous effects, but specifically, denial of the eternal and operative normativity of official and sanction. Confucius essentially champions social and political order via a procedure of persuasion and instance, which can be got from the concept of Confucian Viewpoint that defines the human treatment of the emperor. For example, when it postulates that the moral strength of a gentleman is likened to wind, while that of a common man is compared to grass. According to Confucius, human nature is kind, therefore, he prefers personal-cultivation and education as the way by which people should be directed. In essence, he underpins that people should be guided by virtue is emphasized for benefits, values and compromise so as to prevent any kind of friction and form a perfect universe of peace and harmony in which the proper coexistence of human and nature can be noted. Confucius’ approaches towards law can be easily be got from Analects as can be supported by the phrase when he says â€Å" I could adjudge lawsuits just like any other person. However, I would love to make lawsuits needless†. This is because, the people ought to be motivated positively by li, conduct themselves in a correct way as punishment is nothing but a source of making people shameless. Confucius similarly encourages the human relationship between the leader and the subjects and also between families. On the contrary, the legalists maintains that human beings can coexist in a society harmoniously only when the offenses are handle by prompt punishments and underpins state powers and control instead of championing morality3. The law which at times is called (fa), as their entity is discouragement, enforces severe penalty for failure to adhere with the responsibilities levied by the government and the moral concerns are rigorously exempted in the conduct of the state. Confucianism and legalism had co-occurred, with uneven effect and conflicts in the entire China history. A fter being implemented as a national ideology, the Confucians, on one side recognized the superiority of li to fa, which subsequently, as a result of being Confucianized, played a subservient role to li4. The spirit and at times the real necessities of the Confucian li were integrated into

Jose Clemente Orozco's Zapatistas Essay Example | Topics and Well Written Essays - 500 words

Jose Clemente Orozco's Zapatistas - Essay Example One can see that interpretation helps a viewer to perceive an artwork from a different angle of view. The artwork consists of different figures (animate and inorganic) in different sizes. To be specific, the rocks and hill in the artwork is symbolic of inorganic objects in different sizes. On the other side, the horses and human figures represent life in different sizes. These objects/figures in different sizes provide proper balancing to the artwork. The upright, parallel, and slanting lines indebted to the figures provide proper rhythm to the artwork as a whole. To be specific, the swords, caps, and dress in the artwork results in wave like rhythm in the artwork. Besides, the painter is deeply interested in the usage of contrasting colors in the artwork. The different shades of dark brown, blue, and yellow are used in the artwork. This is helpful to project the focal point (armed soldiers, captured revolutionaries, and women) as the central figure. In my opinion, the artwork is sym bolic of the artist’s view of human life. The artist considers that vegetative life without intellectual development is wastrel. In addition, one must be ever ready to protect one’s individual rights. Still, the painting portrays how dictators can crush the self-confidence of the mass. Beyond the artistic elements, I like this artwork because the same is symbolic of the social responsibility of art. Summing, Orozco’s artwork is symbolic of the influence of art, which can be used as an innovative medium for social criticism.

Discuss the implication of globalization for the organized labour Essay

Discuss the implication of globalization for the organized labour movement in rich countries - Essay Example The process of globalization, with the liberal economic policies, which have been adopted by many countries, has come to weaken the strong foundation upon which many trade unions have been built. Globalization has intensified the economic competition among the various developed nations of the world and to increase this competitiveness, these countries have adopted very liberal trade policies to ensure that their products remain at the top of the global market. These new policies have had an impact on trade unions in very negative way because one of their key parts are the legal restrictions which have been placed on the rights of workers for the sake of a higher efficiency of the economy. A major consequence of these restrictions has been the fact that trade unions in these countries have come to lose those rights, which they had struggled for many years to gain, and this has ensured that the political foundations of such trade unions have been increasingly weakened1. At the same tim e, the liberal policies that have been brought about by globalization have been creates more in favor of the employers than the workers. These policies advocate for the flexibility of the labor market and this has meant that the labor market has been deregulated and that employers have been empowered in areas the hiring of workers, their firing, the choice of how much to pay them, as well as the choice of the use of labor. As a result of this, informal employment and other cheap forms of labor have become prevalent because employers prefer them not only for the cheapness of wages paid to them, but also for the fact that they do not have to cover them in such matters as insurance and safety. This has made it very difficult for trade unions to be able to organize workers into the powerful force that they previously were because many of these informally employed people are not members of unions. The swift change in the development of equipment as well as the globalization of the econom y has led to the acceleration of structural adjustment. With the division of labor on the international scene, some of the developed countries have opted to shift those enterprises that they consider labor intensive to other countries where there is cheaper labor. This has led to the trade unions in these countries to lose those industrial sectors, which had been their traditional bases of support. To add to this, the use of new technologies in such traditional industries as steel, manufacturing and construction has led to the drop in the demand for labor from these industries due to the fact that most of the labor within them has become redundant. Moreover, the traditional ways through which trade unions worked have been challenged by the development of the Information Technology and other related industries, and it is against this background that trade union activities in developed countries, are on the decline2. Globalization has enabled the speeding up of the work of trade union s at an international level. Trade unions have developed as a product of the social and economic conflicts that have been brought about by industrial disputes. They gain their legitimacy through their legalization at a national level and they function as the protectors of the rights of the workers who fall within their jurisdiction. Due to the globalization

Hcl Project Report Essay Example for Free

Hcl Project Report Essay Before I begin my documentation I must thank all the people behind the successful completion of my project. I am especially thankful to my industry guide Mr. Vinod Rai for his valuable and enlightened guidance. I am highly grateful to him for providing me an opportunity to undergo the project in his presence. Despite his hectic schedule he showed a keen interest in my research and helped a lot in broadening my vision for the topic. My thanks again go to him for providing me all the required help to compile the data and other information to materialize the study. I am also grateful to my faculty mentor Mr. Tarun Kumar Vashisth for his guidance and kind support throughout the project. I must also not forget to mention the names of people in the organization who pumped me with immense confidence and support without which it would have been impossible to complete the project, hence with warm regards I would like to thank Mr. Sunil Bhatt Mr. Shammi S. Bhatia Ms. Priyanka Ms. Parbhaker PREFACE This project is based on the study of working capital management in HCL Infosystems. An insight view of the project will encompass – what it is all about, what it aims to achieve, what is its purpose and scope, the various methods used for collecting data and their sources, including literature survey done, further specifying the limitations of our study and in the last, drawing inferences from the learning so far. HCL Infosystems Limited (HCL) is a leading domestic computer hardware services company. HCL is engaged in selling manufactured (like PCs, servers, monitors and peripherals) and traded hardware (like notebooks, peripherals) to institutional clients as well as in retail segment. It also offers hardware support services to existing clients through annual maintenance contracts, network consulting and facilities management. The working capital management refers to the management of working capital, or precisely to the management of current assets. A firm’s working capital consists of its investments in current assets, which includes short-term assets— cash and bank balance, inventories, receivable and marketable securities. This project tries to evaluate how the management of working capital is done in HCL Infosystems through inventory ratios, working capital ratios, trends, computation of cash, Inventory and working capital, and short term financing. DECLARATION I Ajay hereby declare that research project submitted to punjabi university, patiala in partial fulfillment of the degree of BBA on Working Capital is the result of my own hard work under continues guidance of Mr. Vinod Rai , HCL CDC Chandigarh.