Harry Potter and the Sorcerers stone Essay Example For Students

Harry Potter and the Sorcerers stone Essay The motivation behind perusing, when you get its hang, isn't simply to follow the activity of a plot, however to find out about the characters, investigate various thoughts and enter different personalities. (Besotted with Potter, pg. 1) For some guardians, black magic is risky and evil. There is Good and Evil on the planet. Times are changing and some accept kids are currently more powerless against double dealing than offspring of prior occasions. This is unmistakably because of various occasions and culture, for example, social exercises affecting results of numerous issues. Also, various kinds of imagination, PC games, TV and the media, motion pictures and Books are on the whole the introduction of various creative mind. Contingent upon the wellspring of the childs creative mind, explicit inclination, ethics and qualities are reflected upon the childs sentiments and symbolism. Thirdly, unique sort of homeroom and training framework where multicultural instruction and the worldwide network require a typical arrangement of qualities unveiling conventional convictions and biased suppositions. There is a lot of good in childrens books, catching a reality where quality, boldness, expectation, shrewdness, and love emphatically exist. Kids look for certification of the decency of life through the books they read. Youngsters are essentially extraordinary in their investigation for they need understanding and they convey a high overpowering personal circumstance. Their essential capacity to rationale accept the youngster should at last depend on his own comprehension of this world. Dread of disappointment in specific conditions may emerge and accordingly he makes the storys activity urgently significant. Fiction, especially dream makes these conditions for his thought. In a general public grown-ups and youngsters must cooperate for the security and self-acknowledgment of all. No individual can get self-acknowledgment at an expense of others, or a progressive framework for society will come up short. This is the place reasonable fiction contrasts from dream fiction; practical fiction guarantees youngster self-acknowledgment inside limits; though dream makes boundless opportunities for experience and innovativeness. Books have enchantment in them, regardless of whether its enchantment of Shakespeare and Coelho or Lewis Carroll and Harry Potter. Regardless of whether its the book of scriptures or the Quraan, one may discover enchantment in his own particular manner of life through dream or authenticity. Show see as it were

Helping Poor Students - 4 Tips For Writing an Essay on Helping Poor Students

Helping Poor Students - 4 Tips For Writing an Essay on Helping Poor StudentsHelping poor students can be an excellent topic to include in your essay. The fact is that being a student in America means being poor. And, you can do something about it, provided you can get through the dreaded writing session.You might wonder how to write an essay on helping poor students, when you are asked to write such a topic. The good news is that there are a lot of ways for you to do this. This article will help you get started with writing your essay. As a matter of fact, it is recommended to include some tips that might help you.The first thing that you need to do is to gather all your resources. You should gather at least three such resources, which include reference materials, e-book or a book. A reference resource will allow you to find out more information about the topic, as you will get tips and resources from it. This will be an asset to you, and it will help you in better understanding the topic.In addition, you should make sure that the information that you gathered will help you in better understanding the topic. This means that you will be able to determine the question you need to answer in your essay. The second thing that you need to do is to locate a good resource for you to read, to help you decide which way to go. A book is an excellent resource because it can provide you with plenty of ideas that can help you better understand the topic.The third thing that you need to do is to make sure that you have all the skills to write an essay on helping poor students. You should not think that you are qualified to write such an essay. To start with, you should have a basic knowledge about teaching English to non-native speakers. Otherwise, you will not be able to write a good essay on helping poor students. Also, it is important for you to have an experience on teaching English, otherwise, you will not be able to write a good essay on helping poor students.The fourth thing that you need to do is to write the essay on helping poor students. The best way for you to do this is to put all the resources that you have together in a logical sequence. It is important for you to write the essay first and then to use the other resources, but you should follow the order, in order to make it easier for you to write the essay.You should also be able to give examples of situations, and you should need to highlight these examples, in order to better illustrate the ideas. For instance, you should need to discuss the concept of the mission statement in your essay on helping poor students. You should need to discuss the idea that if you are not going to learn the best way to teach poor students, you should use the resources that are available to you, instead of teaching them all by yourself.Finally, the last thing that you need to do, before you actually start writing the essay, is to take a break. By taking a break, you will be able to concentrate more on the i deas that you are working on. By doing this, you will be able to better understand the essay that you are writing.

Native Americans and European Colonists Essay Example for Free

Local Americans and European Colonists Essay Toward the beginning of the seventeenth century, Native Americans welcomed European pilgrims with much energy. They viewed pilgrims as bizarre, however were intrigued to find out about the new apparatuses and weapons Europeans carried with them. The local individuals were more than obliging to the pilgrims, yet as time passed, Europeans exploited their liberality. â€Å"Once these newcomers landed and started to feel their way over the landmass, they everlastingly modified the course and pace of local turn of events. † Native Americans and Europeans confronted numerous contentions because of their immense contrasts in language, religion and culture. European settlers’ powerlessness to comprehend and regard Native Americans lead to numerous battles that would in the long run eject into vicious fighting. Numerous locals figured the furnished Europeans would have the option to shield them from their all the more impressive local foes. Much of the time, Europeans helped locals in fighting. Samuel de Champlain, a basic figure in the foundation of the New France state, supported the Montganais, Algonkaian and Hurons in their battle against the Iroquois. Champlain and his clans utilized European guns to alarm and thrashing their adversaries. â€Å"The Iroquois were highly bewildered that two men ought to have been executed so rapidly, in spite of the fact that they were furnished with shields made of cotton string woven together and wood, which were confirmation against their bolts. † In decades to come, Europeans were not be so neighborly toward Native Americans, utilizing guns to take local terrains and assets. Local Americans depended on â€Å"gift exchange† framework that permitted various clans to have some expertise in the creation of a specific products. They would exchange their merchandise with other local clans. Local Americans would have liked to join Europeans into this framework. For some time, locals traded skins and stows away, getting wampum, holy blue and white shell globules, in return from the pilgrims. â€Å"Exchange is implied the exchanging of material products as well as trades across network lines of marriage accomplices, assets, work, thoughts, procedures and strict practices. † Natives liberally shared their assets, supplies, nourishment, and the abilities essential for endurance in the New World with the pilgrims. In return, pilgrims gave Natives sickness, passing and denied them of their territories. Inside ten years of the main appearance of European pilgrims, the Natives welcome had exhausted. The pioneers had showed up on the scene in light of two destinations concerning the Native Americans: get their territory and convert them to Christianity. Europeans made a decision about locals for their diverse language, their absence of garments, and the nonappearance of government and religion in their general public. The Europeans set up their own arrangement of laws on local soil and considered locals responsible to these laws. Any penetrate of European law by Natives living in the zone brought about open embarrassment, a training new to Native society. More confusions collected because of their huge contrasts in language, religion and culture, yet it was the varying perspectives ashore, that caused savage clash. With an ever increasing number of Europeans showing up in America, they required more land to settle and develop crops. Additionally, as of now, the interest of tobacco was incredibly expanding. The tobacco business produced for the greater part of the settlers’ trades. To develop tobacco, pilgrims required huge plots of land. In the Native American’s eyes, the land was to be imparted to the European. Locals had no comprehension of the selling of land to European pioneers. Europeans utilized this to further their potential benefit, securing enormous plots of land without completely clarifying the conditions of the arrangement to the locals, or appropriately paying them. From the start, locals offered land to Europeans, accepting that this understanding would even now permit them to utilize the land. Afterward, they understood that Europeans were quickly setting up private uses on these grounds. Pilgrims firmly protested local settlements on the terrains that they would have liked to set up organizations on. A lot more issues emerged since the appearance of Europeans in America. Europeans presented an assortment of fatal illnesses to North America that Native Americans had never been presented to. The pioneers and voyagers brought measles, smallpox, cholera, and yellow fever, which radically wrecking the Native American populace. â€Å"The gathered astuteness of ages could disappear very quickly if disorder struck more seasoned individuals from the network who kept sacrosanct customs and showed extraordinary abilities. † Not just did the locals dread for their own lives, they dreaded for the people in the future of local individuals. They expected that their customs and culture would be perpetually lost. The connection between Native Americans and Europeans started as a route for Europeans to find out about the grounds they wished to possess. Locals can be given acknowledgment for showing the primary pilgrims how to get by in the new land. Because of the insatiability and egotism of the European pilgrims, relations with locals went bad. This battle of concurrence would proceed into the nineteenth century, bringing about the staggering abuse of Native Americans. [ 1 ]. James H. Marrell, â€Å"The Indians New World,† Major Problems in American History, (Boston: Wadsworth Cengage Learning, 2012), 17. [ 2 ]. Samuel de Champlain, The Works of Samuel de Champlain (Toronto, 1925), 89â€101. [ 3 ]. Neal Salisbury, â€Å"The Indians Old World,† Major Problems in American History, (Boston: Wadsworth Cengage Learning, 2012), 25. [ 4 ]. Collin G. Calloway, â€Å"Voices from the Shore,† The World Turned Upside Down, (Boston: Bedford/St. Martin’s, 1994), 21. [ 5 ]. Marrell, â€Å"The Indians New World,† 18.

Mutual Fund investors versus Shares Investors - Free Essay Example

Are There Any Significant Differences? Introduction: The title of the research is drafted as Investment profile of mutual funds versus shares investors. Are there any significant differences? The study aims to discuss the market of investment preferences of consumers in stocks and funds. After the global crisis period starts, there was a major downfall in investment sectors. Stocks of big multinational companies came down. People who invested in funds didnt received even the amount in the price they bought the funds. There were huge redemptions in many mutual funds. Many millionaires lost a big amount in money market. But the investing in funds and shares still didnt stop by public and again they started to invest in market. What is the preference given by investors while investing in the market? Because the conditions before and after the crisis are totally different. Do the investors preferred to invest in mutual funds more or in shares. The title of the research is drafted as Investment profile of mutual funds versus shares investors. Are there any significant differences? The study aims to discuss the market of investment preferences of consumers in stocks and funds. After the global crisis period starts, there was a major downfall in investment sectors. Stocks of big multinational companies came down. People who invested in funds didnt received even the amount in the price they bought the funds. There were huge redemptions in many mutual funds. Many millionaires lost a big amount in money market. But the investing in funds and shares still didnt stop by public and again they started to invest in market. What is the preference given by investors while investing in the market? Because the conditions before and after the crisis are totally different. Do the investors preferred to invest in mutual funds more or in shares. The introductory guide discover to reflect the rise and growth and worthy across the globe of mutual funds and shares as a mode of investing in worldwide economic development, whether to construct a fund for retirement or something else. Retail investment market get the investment services are generally divided according to wealth and can be distinguishing into three parts, self-directed, mass market and wealth management. The mass market exhibit the qualities where sales of investment product takes pla ce. In the same way, straightforward product sales, is also the investment service market. The self-directed element describes the condition where investment affairs of an individual investor are monitored by the investor himself. It control can be with or without professional advice. After then it comes wealth management services, which are generally categorised as mass affluent and high net value. In case of shares, if we owned share then we earn a portion and when we sell, we get capital gain. Also if we sell the shares below prices then there are chances of capital loss. In shares you can earn more profit as well as excess losses also. But in shares the time of profit earning is quicker than mutual funds. Who want to take more risk, go with the shares and who is satisfied with low margin is satisfied in mutual funds. It is not that in mutual funds v cant get more profit, but criteria will be different in that. Literature Review: According to Russel, future changes are likely to take the form of a broad different application of the product, instead of just structural change of the product itself. Regulators are starting to relax the restrictions on the nature of assets that may be held in a mutual fund accessible by the investors and possibly then more ‘hedge funds and ‘mixed funds being offered. The difference between the international markets, specially UK, Europe and USA are addressed while explaining both open-ended and closed-ended funds. Russel says, that public use the ‘funds and by that they mean both the hard cash which they have as their starting capital and is available for investment and also any mode or transport through which investments are made and controlled. Public shall take a responsibility to funds set aside or keeping up for their future needs or any commitments, but at least public can afford some of their extra funds as well as spare funds into an investment inst ead leaving that fund at home or just keeping like this, they also k now that its better to invest instead of leaving heavy damage of inflation weather as un invested cash or as interest earning savings. Russel agrees that most public has lack substantial wealth or enough wealth to investing of their personal funds directly into stocks and shares a practical and low-risk undertaking. Similarly, many people do not have the knowledge of economics or other subjects relating to that issue or we can say no specialist advice, business markets and individual companies which identify sheep out of goats. There is time required for this and paperwork also, which related with keeping the track of personal portfolio, and then can keep an eye on taxation facilities and obligations, especially a bit tricky , if its a global portfolio. Rothwell explains that administration of investment has a success key, which can play in several and different investment products and services that are suppo rting to retail investment market. This supply important background and internal information on the industry. After then, investors can have a look at the major activities that are follower by them but also keep in mind the subordinate areas as diverse as power of attorneys and trust. Mutual funds offer a solution and are a form of collective investment. Any number of individual investments and there participate in a greater and more complicated portfolio on investments than would otherwise can be possible. Mutual funds are build either as investment companies or trusts. The different between two forms is important as it affect ownership of the underneath stocks and the nature of investors interests in those products. Investing in shares is like public will get more profits. Baumol argues on what characterizes the transactions between shareholders of a mutual fund and its advisor? One approach for this question is provided by the literature which deals with the economies contr actual relationships. Contract analysis reflects on the related portion of a transaction and the nature of the single parties to the transaction. This attention provides knowledge about the kinds of contracts and enforcement mechanisms required to prevent either party to a performance from engaging to self looking behaviour. However, contracting is costly, and public try to avoid in entering in contracting. In shares, individuals have to involve with brokers and cannot deal directly. Sometime individual fear of this and avoid to invests in shares. According to Boumal, an analysis that communicates with the shareholders role of a mutual fund and its consultants as that of contracting agents allows a dual assessment. First, it permits an assessment of the role of regulation to make the task easier in execution of the implicit contract between advisors and mutual fund shareholder. Second, it allows to judge whether the organisation of advisor-shareholder transaction is effective in minimizing the performance costs that suddenly arise in exchanges between the two parties. Bodie explains savings as not spending all current income on consumption but investing and to selecting what assets to hold. The choice of selecting the investment is of investors and has rights to select risky assets or safe assets or can be also both. Generally, saving is often understand as investing in safe assets like in insured bank account. The portfolio of an investor is his all investment assets collection and once this set up then it is updated by selling or buying in securities or can also invest additional funds to grow the portfolios size or by selling securities decrease the size structure of it. Aims and objectives: The main aim of this assignment is to analyse the preference of investors to invest in shares or mutual funds. After the global crises, there were high redemption in mutual funds and many share prices came down. Many large profit making companies started getting losses during the recession period. What is the opinion of public as they are the one who invests in market? do they still prefer to invest in shares or in funds or they will go for safe investment like in saving accounts in banks. Aim has been to provide the reader with a basic appreciation of mutual funds in their many forms, in the hope that, apart from proving a useful reference, it will stimulate further exploration of the subject and encourage still greater appreciation, advocacy and use of the mutual fund as a sensible, efficient and ultimately rewarding means of investment, suitable for the vast majority of people. (Book 5) The objective of this is to explain what mutual funds are. How they have developed and how they are used, regulated and administered across the globe. (Book 5) The problem and the challenge is knowing how to select investments that meet our objectives for return and suit our appetite for risk. (Book 5) Research Sources: Mutual funds are run by professional fund managers, who may choose to appoint other professional bodies to undertake, under contract, one or more aspects of running their funds, such as: Investment managers to manage the portfolio of the investments; Marketing companies to advertise and promote the funds; Selling agents to actively sell the funds shares or units; administrators to perform accounting and servicing functions; registrars or transfer agents to maintain registers of shares- or unit holders. (Book 5) Methods of Data Analysing: Presentation: References: 1) Baumol, W.J., Goldfeld, S.A., Gordon, L.A. Koehn, M.F. (1990) The Economics Of Mutual Fund Markets: Competition Versus Regulation, Massachusetts: Kluwer Academic Publishers. 2) Bodie, Z., Kane, A. Marcus, A.J. (2009) Investments, 8th Edition, New York: McGraw-Hill. 3) Bryman, A. Bell, E. (2007) Business Research Methods, Second Edition, New York: Oxford University Press Inc. 4) Rothwell, K. (2007) Handbook of Investment Administration, Chichester: John Wiley and Sons Ltd. 5) Russel, R. (2007) An Introduction to Mutual Funds Worldwide, Chichester: John Wiley and Sons Ltd. Bibliography: 1) Bogle, J.C. (1999) Common Sense on Mutual Funds, New York: John Wiley and Sons, Inc. 2) Gregoriou, G.N. (2007) Diversification and Portfolio Management of Mutual Funds, New York: Palgrave Macmillan. 3) Gregoriou, G.N. (2007) Performance of Mutual Funds, New York: Palgrave Macmillan.

The Cultural And Contextual Impacts Of A Child s...

Piaget, Gesell, Erikson are all theorists that looks and discusses the development of a child. Each theorist looks at the different domains of a child’s development. Piaget looks at the cognitive development, Gesell looks at the physical and Erikson looks at the emotional development. Bronfenbrenner’s theory will also be looked at as it examines the cultural and contextual impacts of a child’s development. Ruby will be the child that will be looked in this essay. She is in the early childhood stage, sitting at the age of three. In Piaget’s cognitive development theory, Ruby is currently in the Preoperational stage. In this stage children increase the social and verbal interactions (Santrock, 2014). Limitations to Ruby’s pre operational thoughts are animism, egocentrism and centration. Animism and egocentrism falls under the symbolic function sub stage, where they begin to mentally represent objects that it does not represent. Animism is where children at Ruby’s age starts giving inanimate objects lifelike characteristics. In Ruby’s case, she would play with Lego toys by dressing them up and makes food for them. Giving them human like characteristic. Egocentrism, it is where children can’t distinguish problems and situation in others perspective and assume what they feel, see, or hear is the same for others (Santrock, 2014). An example of this is when Ruby struggles to say goodbye to her mum. She is not able to understand why her mum has to leave. Centration where childrenS how MoreRelatedSocioeconomic Status Affects Development During All Stages Essay959 Words   |  4 PagesSocioeconomic status affects development during all stages, but the infancy stage is affected dramatically because the effects on health and wellbeing are at a crucial stage of life that affects an individual throughout life. 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The phrase Institutions Matter! epitomizes the essence of the New Institutional Economics approach and its policy implications. Certainly, a set of â€Å"Global StandardRead MoreNature Vs Nurture : Is It Nature Working With Nurture?1550 Words   |  7 Pagesspecialist Watson wants. He stated that he could train him to be such regardless of the child s potentialities, talents and race. Lerner (2002) expressed a similar position that human behavior cannot be fully understood without mentioning the changing relationship between human and the contextual environment. Nature and nurture have influences towards many aspects such as, personality, intelligence and physical development. The age-old question of whether nature or nurture determines a person’sRead MoreRole of Cultural Factors in Shaping Human Resource Management6912 Words   |  28 PagesRole of Cultural Factors in Shaping Human Resource Management Practices in the Multinational Corporations (MNCs) Operating in the Emerging Markets of South Asia ABM Abdullah*, Stephen Boyle** and Carmen Joham*** A number of studies have been conducted for addressing the issues related to cultural diversity of employees working for Multinational Corporations (MNCs) operating in South Asian countries. However, only a few of the studies have looked

Journey Of Odysseus Journey - 947 Words

Many people enjoy adventurous journeys, although most would not enjoy a journey involving their demise. In The Odyssey, by Homer, a comparable journey occurs. The Odyssey is one of the oldest poems in history, highlighting the travels of Odysseus. Odysseus is a warrior from Ithaca who has just finished fighting a war, and now must journey to his homeland. As he travels he angers many gods, including Poseidon, the Greek god of the sea. During his arduous journey, Odysseus and his men learn that teamwork leads to success, angering the gods will lead to devastating casualties, and self-control is an important skill to avoid mortality. Odysseus and his men learn that teamwork is a skill needed to succeed. For example, with the help of his men,†¦show more content†¦For instance, Odysseus becomes Zeus’s enemy through his own arrogance towards people, leading Zeus to rise â€Å"in the north/ a storm against the ships, and driving veils/ of squall mov[ing] down like night on land and sea. / [Causing] the bows [to plunge] at the guest, sails/ [to crack] and [lash] out strips in the big winds. / [Odysseus and his men] saw death in the fury† (70-75). Odysseus’s sinful actions toward innocent people lead Zeus to pursue vengeance. An enemy, such as Zeus, causes a lot of damage to resources used in Odysseus’s journey, and the death of many crew members. Furthermore, after Odysseus hurts the cyclops, Cyclops wants Poseidon to have Odysseus â€Å"‘ lose all [his] companions, and return/ under strange sail to bitter days at home’† (492-493). Poseidon becomes angry at Odys seus after Odysseus hurts the Cyclops, his son. Poseidon begins plotting to kill Odysseus in retribution, causing many casualties for him and his men in future events. Similarly, the men became Lord Helios, the sun god’s, enemy by eating his prized cattle, which causes â€Å"Lord Helios [to] burst into angry speech amid the [Greek Gods]/ ‘Restitution or penalty [the men] shall pay’† (906-912). Lord Helios despises the men for eating his cattles, so he contributes to their death by telling Zeus to eradicate them. Such a consequence could haveShow MoreRelatedOdysseus Journey Essay846 Words   |  4 PagesThirdly, Odysseus’s journey takes him through many road of trials that depict the heroic cycle. One of Odysseuss odysseys is the cyclops and his brutality. Odysseus is going through a state of trickery when the cyclops, Polyphemus, depicts kindness by letting Odysseus and his men enter his home. Moments later, the cyclops eats two of Odysseuss men an d then traps the rest for a meal later to come. 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From the beginning of â€Å"the hero’s journey†, which is the call to adventure Odysseus will begin his journey when he makes the choice of going into battle in the Trojan War. There will also be specific events in this epic story to display â€Å"the hero’s journey† even furtherRead MoreChallenges Of Odysseus Journey1021 Words   |  5 PagesOver the course of his 10 year journey across vast and treacherous waters, his physical attributes are not enough to help him reach home. He faces many obstacles that he must overcome. The most important obstacle is temptation. His journey home is full of temptation and will challenge his physical and mental capabilities that he must learn to control, and overcome, so that he can find his way back home. 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It was women like Calypso, Athena, and Penelope, who had a lasting affect on him and his journey because they put his mental strengths to the test, not his physical strengths. Read MoreOdysseus : A Hero s Journey2024 Words   |  9 Pages Odysseus: A Hero’s Journey Throughout the ages, scholars have been writing stories, telling tales, and painting pictures. Although each tale is different they all implement one universal form of writing known as the Hero’s Journey. The Hero’s Journey is a set of 6 steps in order to create an interesting and educational theme. Take Harry Potter and Lord of The Rings for example, each of them has a very different story line that makes them unique while still using the Hero’s Journey as a backbone

Legal Process for Prohibited Groups Act-myassignmenthelp.com

Question: Discuss about theLegal Process for Prohibited Groups Act. Answer: Issue According to the case study the issue has been arises whether Wendy, Travis and Linda has committed any offence under the Prohibited Groups (Anti-Terrorism) Act 2017 or not? Rules As per the case study Linda, Travis and Wendy want to take initial steps against meat industry and cruelty towards the animals. The Prohibited Groups (Anti-Terrorism) Bill has been passed recently in 2017 which has been formed by the Commonwealth government for dealing with threat of terrorism under some specific legislation[1]. Therefore the government has added that Australian society has been threatened and under the fear of terrorism. Therefore this bill helps to apply the strong legal sanctions against any kind of violence or Anti Social activities or the groups who try to pursue their goals through the violent activities towards the citizenship of Australia. The legislation has been formed with serious penalties where it affect the Australian citizen for attacking on create any violence towards them. The application of this Prohibited Groups (Anti-Terrorism) Bill 2017 will help to prevent such attacks on the Australian people and the government also[2]. It also helps to keep th e Australian people safe and stop extremist violence towards the citizens by the terrorist. The act has been also mention to help the Australian people from every injury, death or harm by the prohibited groups who are involved in the threatening or any violence towards them[3]. The section 3 of the Prohibited Groups (Anti-Terrorism) Act 2017 has been stated the commission of a terrorist act where it has legislated that any person who is a member of a prohibited group or whilst to be a member of under the prohibited group and if he has involves with any terrorist act and found guilty of any such violence offences then he will be charged of guilty under the section. The Australian government has set up to 10 years of imprisonment for the guilty of the offence of any violence activities towards the Australian citizens. The Prohibited Groups (Anti-Terrorism) Act 2017 has stated the supply of terrorist group in the Section 4 in this act. This section has described that any person who will be found to supply any weapons or dangerous goods to any member of a terrorist group will found guilty of an offence under this section. It will also define the threats towards the Australian people for committing and terrorist act. If any person found guilty of any offences under Section 4 then the court may provide penalty of $10,000 or up to 1 year of imprisonment[4]. The Section 5 of Prohibited Groups (Anti-Terrorism) Act Bill has legislates the act of promoting terrorist activities. It defines that if any person found to form, join and distribute any information on behalf of or promotes the activities of a group of terrorist then he will found guilty of an offence under the Prohibited Groups (Anti-Terrorism) Act 2017[5]. Therefore there is no right of any terrorist activated group not to involve any person or provoked to enter in such terrorist activities and must not distribute any information which explain any violence activities towards the Australian citizens. Then it will be treated as an offence under section 5 of Prohibited Groups (Anti-Terrorism) Act 2017. If any person has found guilty of the offence of promoting terrorist activities under Section 5 of Prohibited Groups (Anti-Terrorism) Act 2017 then the court may order for penalties of up to 18 months of imprisonment of that offender who has committed that effects of promoting terroris t activities[6]. Application The fact of the case study is Wendy and Travis has decided to be a vegan after watching a gruesome documentary about the meat industry and became emotional for the cruelty on the animals in the meat industry[7]. They decided to protest and take actions against such cruelty on the animals and tried to record the sound of animals in a local abattoir. Every day they watched the arrival of the trucks which carries animals for the meat and animal products. After some days they again decided to take some initiative steps towards the protest against the cruelty to the animals[8]. Therefore they send messages to their friends from social media but only one person Linda has make the responses to them in their plan. After that they made a plan where they used some bolt cutters for cutting a hole into the wire fence and used an oxyacetylene welder to burn the lock off the front door and then set up a camera inside it for watching what happens with the animals of the meat industry inside the loc al abattoir[9]. The details they have found which has been also live streamed through a channel which showed an extreme instances of cruelty towards the animals which are using for the meat and anima products make the media outrage and criminal charges against the owner. However, the Federal police has go through the case and decided to charge Wendy under section 3 and 5, Travis has been charged under section of 5 and Linda has been charged under section of 4 and 5 according to the Prohibited Groups (Anti-Terrorism) Act 2017[10]. Prohibited Groups (Anti-Terrorism) Act or Bill has been introduced under the Commonwealth Government for providing the safety from any terrorism activities or any harm or any injuries to the Australian Citizen[11]. Here according to the case facts Wendy has been charged under the Section 3 and 5 under the Prohibited Groups (Anti-Terrorism) Act where section 3 defines the commission of a terrorist act where it has legislated that any person who is a member of a prohibited group or whilst to be a member of under the prohibited group and if he has found the involvements with any terrorist act and found guilty of any such violence offences then he will be charged of guilty under the section[12]. The Australian government has set up to 10 years of imprisonment for the guilty of the offence of any violence activities towards the Australian citizens. The section 5 defines if any person has found guilty of the offence of promoting terrorist activities under Section 5 of prohibited groups and terrorism act 2017 then the court may order for penalties of up to 18 months of imprisonment of that offender who has committed that effects of promoting terrorist activities. It also defines that if any person fou nd to form join and distribute any information on behalf of or promos the activities of a group of terrorist then he will found guilty of an offence under the prohibited groups anti-terrorism act 2017[13]. Wendy has been charged with section 3 of Prohibited Groups (Anti-Terrorism) Act because she has carried the whole plan of the live streaming of video in the local abattoir where it has involved with the cruelty with the animals. She has made an offence. The section 5 has been charged due to the promoting of such activities in the social media where it promotes the violence activities and distribution of the information[14]. Travis has been charged with the offences under the section 5 of Prohibited Groups (Anti-Terrorism) Act which has defined the act of promoting terrorist activities. It defines that if any person found to form join and distribute any information on behalf of or promotes the activities of a group of terrorist then he will found guilty of an offence under the prohibited groups anti-terrorism act 2017. [15]Therefore there is no right of any terrorist activated group not to involve any person or provoked to enter in such terrorist activities and must not distribute any information which explain any violence activities towards the Australian citizens then it will be treated as an offence under section 5 of prohibited groups anti-terrorism act 2017. If any person has found guilty of the offence of promoting terrorist activities under Section 5 of prohibited groups and terrorism act 2017 when the court can give order for penalties of up to 18 months of imprisonment of that offender who has c ommitted that effects of promoting terrorist activities. Travis has been charged with the section 5 of the Prohibited Groups (Anti-Terrorism) Act because he has found to inform his social Medias friends their protest against the cruelty towards the animals which are uses in the meat and animal products. He also found to involvements in the live streaming videos about the cruelty of animals[16]. Linda has been charged under the Section 4 and 5 under the Prohibited Groups (Anti-Terrorism) Act where section 4 has legislates the supply of terrorist group in this act. This section has described that any person who will be found to supply any weapons or dangerous goods to any member of a terrorist go will found guilty of an offence under this section. It will also define the threats towards the Australian people for committing and terrorist act. If any person found guilty of any offences under Section 4 then the court may provide penalty of $10,000 or up to 1 year of imprisonment[17]. Linda has been charged with the section 4 Prohibited Groups (Anti-Terrorism) Act as she worked at a hardware store and so she bought the bolt cutters and the welder and gave them to Wendy on the night. Therefore according to the legislation she has found to supply weapons or dangerous goods to Wendy for application their protest plans against the cruelty towards the animals[18]. She has been also charged with the section 5 of the Prohibited Groups (Anti-Terrorism) Act because she also found to involvements in the live streaming videos about the cruelty of animals which has been occur in a local abattoir where animals are suffering from extreme cruelty as because they are using in the meat and animal products[19]. The section 5 of Prohibited Groups (Anti-Terrorism) Act has describe the the act of promoting terrorist activities. It defines that if any person found to form join and distribute any information on behalf of or promos the activities of a group of terrorist then he will found guilty of an offence under the prohibited groups anti-terrorism act 2017. Therefore there is no right of any terrorist activated group not to involve any person or provoked to enter in such terrorist activities and must not distribute any information which explain any violence activities towards the Australian citizens then it will be treated as an offence under section 5 of prohibited groups anti-terrorism act 2017. If any person has found guilty of the offence of promoting terrorist activities under Section 5 of prohibited groups and terrorism act 2017 then the court may order for penalties of up to 18 months of imprisonment of that offender who has committed that effects of promoting terrorist activities[20]. Therefore according to the facts of the case all of them Wendy, Travis and Linda have felt very strongly that it is morally wrong for people to eat meat and animal products but as per the Prohibited Groups (Anti-Terrorism) Act they did all the activities illegally which brought them legal notices for the offences. They could use the facts and reasons for their activities as a defense where they can state that they did the acts for the morality and they do not have any intention to create any harm or injury to any person. The act of good faith may reduce their penalties for those offences which has been they did under the Prohibited Groups (Anti-Terrorism) Act[21]. Conclusion As per the case facts for the involvement with several illegal activities under the Prohibited Groups (Anti-Terrorism) Act the section 3 has provided the penalties up to 10 years of imprisonment, section 4 legislates the $10000 fine or up to 1 year imprisonment and section 5 legislates the imprisonment up to 18 months for the offenders. If Wendy, Travis and Linda has found guilty with the offences under the section 3,4 and 5 of the Prohibited Groups (Anti-Terrorism) Act they could be fined with penalties or have imprisonments for their offences of terrorism activities to the local abattoir where it runs a business of meat and animal products[22]. Reference Ananian-Welsh, Rebecca, and George Williams. "The new terrorists: The normalisation and spread of anti-terror laws in Australia." Melb. UL Rev. 38 (2014): 362. Awan, Imran, and Brian Blakemore, eds. Extremism, Counter-terrorism and Policing. Routledge, 2016. Beckman, James. Comparative legal approaches to homeland security and anti-terrorism. Routledge, 2016. Hosen, Nadirsyah. "Law, religion and security." Routledge Handbook of Law and Religion (2015): 337. Lynch, Andrew, Nicola McGarrity, and George Williams. Inside Australia's anti-terrorism laws and trials. NewSouth, 2015. Sarre, Rick. "Metadata Retention as a Means of Combatting Terrorism and Organised Crime: A Perspective from Australia." Asian Journal of Criminology 12.3 (2017): 167-179. Saul, Ben. "Minorities and Counter-Terrorism Law." (2017). Williams, George. "Anti-terrorism laws and human rights." Rev. Const. Stud. 19 (2014): 127.

Malcolm X Essays (1092 words) - African-American Muslims

Malcolm X Malcolm X was probably one of the most controversial elements in the civil rights movement. Malcolm X had become a member of the Nation of Islam in his earlier years. The Islamic faith borrows basic ideas from the orthodox teachings of Islam and combines them with the very racist views regarding whites taught by Elijah Mohammed. Malcolm was a very influential priest for the Nation of Islam. Malcolm X questioned some of the views and beliefs of the Nation of Islam, which made Mr. Mohammed and the rest of the Nation angry. This forced Malcolm to travel on a journey overseas to find out what his true beliefs were. When he reached Arabia, he found that it was a different society than that of which Elijah Mohammed had described it. Malcolm discovered that race played no role in determining a person's status in society. Viewing this made a positive change in Malcolm X's beliefs and views. This unity of human kind made Malcolm think and change his ideas about the solution to the racial problem in America. This was the most influential turning point in his life. Malcolm first adopted his views and beliefs of the Nation of Islam while he was serving time in prison. By the time he had gotten out of prison, he had undergone a transformation from a drug-dealing thief to a religious priest for his newfound faith, the Nation of Islam. Malcolm had taken on in full Mr. Mohammed's racist teachings. It was through these teachings that Malcolm X developed his radical views about race in America. Under the guidance and teachings of Elijah Mohammed, Malcolm had targeted all whites and blamed them for position of African Americans in society. He referred to the whites as devils, which tried making the standards of blacks even lower then they already were. Malcolm X believed that complete segregation was the only way to end racial problems in America. He also said that all actions committed against blacks in history were due to the white race as a whole. Another one of his claims was that all blacks should move to Africa, and establish some sort of society there. Sometime after Malcolm X had taken on his new religion, he began to question the validity of the Nation of Islam and some of its leaders. It was found out that Elijah Mohammed had been partaking in sexual misconduct and that he had several illegitimate children. When Malcolm confronted Elijah about these things, Elijah admitted to them. This made Malcolm question the beliefs of Elijah, which were basically the foundations of the Nation of Islam. During this time, many of the leaders of the Nation of Islam became jealous of Malcolm's success. All of these things contributed to Malcolm eventually leaving the Nation of Islam in 1964. Later in 1964, Malcolm X took off on a journey to Arabia to try and find the true religion of Islam. While in Arabia, he underwent his holy pilgrimage. This experience had a very positive impact on Malcolm X. While racial hatred in America had forced black people to the lowest levels of society, Malcolm had come into a society were the color of the skin played no factor in life. While in Arabia, a white leader let Malcolm stayed with him in his room, which would have been unheard of during the civil rights movements in the States. It was during this trip to Arabia that Malcolm made a big change in his way of life. He had finally learned to trust people. He found out that the color of one's skin doesn't reflect what kind of person you are, but it's ones actions that reflect the quality of a person. From his trip, Malcolm threw out all of his racist and segregational views about the American society, and he took on a more Orthodox Islamic approach of racial equality. Once he returned home from his trip, he began preaching about his newly formed philosophies. He created new ideas about race in America and about unity. His greatest change in beliefs were his thoughts about black and white relationships. His conversion to orthodox Islam changed his views upon white people. Around this time, Malcolm adopted a new name. He changed the Nation of Islam ?X? in his name to an orthodox name. Malcolm X was no more; his new name was Malik El-Shabazz. Malcolm changing his name was probably the one that that most symbolized his breaking away from the

Democratic Changes in the Cuban Government essays

Democratic Changes in the Cuban Government essays When Fidel Castro announced he was temporarily relinquishing power due to his illness, people began to debate the possibility of democratic changes in a post-Castro Cuba. While reports circulate that the ailing Castro is recovering, speculations about significant changes in Cuba continue. This paper argues that despite Castro's preparations, changes in the Cuban government are inevitable, in the event of Castro's death. The loss of Castro would mean that the government would have to make further changes to accommodate democratic reform. In contrast to majority opinions, any reports consider the possibility that the Communist government would retain its Marxist-Leninist identity. After all, reports like "Cuba After Castro" (2006) point out that the dictator had been in power for the past 47 years. This means that almost two generations of Cubans grew up accepting the idea that a communist government is a norm. Also, in contrast to the criticisms of Cuban-American immigrants in Miami, Castro remains a respected father figure in many parts of the island. Furthermore, they point out that the government structure extends beyond the figurehead of Fidel Castro. Those who equate Castro with the Cuban government ignore the existence of the Communist Party elite which holds the government together. If, as some analysts point out, the Communist elite can weather the period of transition in the event of Castro's death, the changes in government structure and policy would be minimal, and Communists will still retain power ("Cuba After Castro" 2006). Finally, those who argue for the possibility of a Communist, post-Castro Cuba also point out that mass support is necessary for any significant changes to occur. The chances of such mass uprisings, however, are lessened by the government's tight stranglehold on the Cuban media. This censorship against "U.S. influence" and "capitalist advertising" works in the government's favor, giving...

Network design and simulation Essay Example | Topics and Well Written Essays - 1750 words

Network design and simulation - Essay Example More importantly, it will be analyzed and properly assess to estimate the cost of networking. Study and recommendations for appropriate networking topology based on physical structure of the building. The advantage and disadvantage of such recommended topology. The works include surveys, cabling, server, workstations and network adapter configurations, installation of switches in strategic locations, operating systems, utilities and application software and commissioning. Installation of Microsoft Windows Server 2003 in the Network Server. It is a multipurpose operating system competent of handling a varied set of server roles such as file and print serving functions. In the anticipated expansion it will provide World Wide Web services such as e-mail, terminal, streaming media, remote access and virtual private networking. Dependable, "Windows Server 2003 is the fastest, most reliable, most secure Windows server operating system ever offered by Microsoft. Windows Server 2003"(Microsoft, 2002). It provides IT infrastructure that delivers fundamental value: improved reliability, better availability, and increased scalability. This includes application platforms with built-in traditional application server functionality on top of "extensive operating system capabilities and integrated information worker infrastructure that helps keep business information... This includes application platforms with built-in traditional application server functionality on top of "extensive operating system capabilities and integrated information worker infrastructure that helps keep business information secure and accessible" (Microsoft, 2002). The business will now have a LAN that combines intranets and Internet sites (in the future). This will also increase system security, which is critical in a network. 2. Workstation Operating System Along with the Microsoft Windows 2003 Server, the installation of its Client on every workstation in the network will be implemented. The client also have the same reliability and functionality that would match modern computer applications. 3. Document Processing The installation of Microsoft Office 2003 that includes business solutions such as Microsoft Word, Excel, PowerPoint and Access. A complete package that would enable worker collaboration, file sharing that would increase workers productivity. Question 3: Comparative Traffic Flow Rates (to use the information I send to you by the "Estimating traffic volumes and patterns) Traffic Volume The proposed network will be divided into understandable segments. Using the White Box approach let us identify the 5 segments of the proposed networks with their estimated usage of various applications : (since the network currently do not have remote access, computations will be base on local traffic only) 1. Accounts a. word processing - 50% b. spreadsheets - 90% c. files- 10% 2. Sales a. word processing - 50% b. spreadsheets - 90% c. files - 10% 3. Service a. word processing -20% b. spreadsheets - 20% c. files- 60% 4. Customer Service a. word processing - 70% b. spreadsheets - 20% c. files - 10% 5.

Perfect Competition and Long-run Equilibrium Term Paper

Perfect Competition and Long-run Equilibrium - Term Paper Example Basically, in a market of perfect competition does not give monopoly to a single company. A single firm or company does not rule over the whole market as many firms are producing the same products. Thus one single firm is not able to determine the prices of products. A market with perfect competition would have many suppliers, producers and consumers because of the different firms involved in such a market. The perfect competition involves many sellers or firms and thus it cannot be found to be very common in this world. In perfect competition it is not difficult for the new firms to enter, thus it is seen that many sellers are involved in this type of competition. The reason for this is that the firms do not have to have a huge capital to enter this competition and they can seek help from many individuals when entering in this sector. Moreover not only is it easy to enter the perfectly competitive market but also it is easy to exit such a market. The transactions which are made in t his type of competition do not cost anything to the buyers or sellers. In such a type of competition, it is aimed that the firms maximize their profits by selling their products where the marginal costs and marginal revenue are in equilibrium. The most important characteristic of such a competition is that the products which are being sold are usually manufactured by many companies thus strong competition is felt in this type of competition. An example of perfect competition is a group of fruit vendors who are selling the same fruits.

Censorship and Rebellion Essay Example for Free

Censorship and Rebellion Essay The square in China was a act of rebellion because the citizens stood up against Cherman Mao. Tone has to do with auditory (what you hear). Tone in writing represents things you hear from the author’s writing. In Fahrenheit Four Hundred Fifty One Bradbury uses tone to show rebellion. Rebellion can be described as defiance of anything authority, control, or tradition. In this case Montag plans to rebel against control. Bradbury uses tone to characterize Faber and Montag’s rebellion as futile because Faber does not want to help Montag with his plan. Ray Bradbury uses tone to explain how Montag’s plan becomes useless because Faber does not believe in his plan. Montag went to Faber’s house to tell him about how they should rebel against burning books â€Å"Mr. Montag, you are looking at a coward. I saw the way things were going, a long time back. I said nothing. I’m one of the innocents who could have spoken up and out when no one would listen to the ‘guilty,’ but I did not speak and thus became guilty myself. And when finally they set the structure to burn the books, using the firemen, I grunted a few times and subsided, for by them. Now it’s too late†, the tone sounds as if Faber does not believe that Montag’s plan becomes useless because the citizens in their world are accustom to not having books and not speaking up for what is right. Bradbury uses tone to display how Montag’s rebellion becomes useless because he has no one who will rebel with him. This tone happens when Montag tries to tell Faber his plan. â€Å"Not if you start talking the sort of talk that might get me burnt for my trouble. The only way I could possibly listen to you would be is somehow the fireman structure itself could be burnt. Now if you suggest that we print extra books and arrange to have them hidden in firemen’s houses all over the country, so that seeds of suspicion would be sown among these arsonists, bravo I’d say! † (pg. 81) When Bradbury writes â€Å"Burnt for my trouble†, the tone sounds like Faber was not willing to risk his life for the rebellion against books being destroyed. Ray Bradbury uses tone to point out how Montag’s rebellion will be futile because who he came to for help (Faber) does not even want to help him; he just points out the negative things of rebelling. This tone happens when Montag was telling Faber, the people that might be able to help. † Can’t trust people, that’s the dirty part you and I and who else will set the fires? †(pg. 83) When Bradbury writes â€Å"Can’t trust people†, the tone sounds like Faber believes citizens not being able to be trusted revels that the rebellion will be unsuccessful and should not be done. Ray Bradbury uses tone to show how Faber believes the rebellion will have an unsuccessful ending. In his writing he demonstrates how Faber states things that make Montag’s rebellion very useless. He also shows how Faber shows unwillingness to risk his life just to save books and the idea in books. Also how Faber feels it is too late to try to change the burning of the books. Bradbury writes about rebellion because he does not believe in banning books and believes that people should be aware of all aspects of life. Meaning he revels through his character’s development that the world he lives in needs transformation.

Synopsis :: Essays Papers

Synopsis Both the movie and the book should be approached as a mystery that unfolds. It is written realistically but has a great deal of mystical overtones throughout the story. Both the movie and the novel begin in the middle of the story which in the beginning may be slightly confusing to either the movie go’er or the reader. Once the story has gone full circle it comes together in and attempts to question some primal beliefs as freedom, love, self worth, and the â€Å"natural† instinct for a mother to protect her child. Here is a brief summary of what has happened prior to the novel and movie’s opening. Mr. Garner purchases a 13-year old black slave girl named Sethe in order to assist his wife by doing the routine jobs around the house. Sethe is the only female slave owned by Mr. Garner who has five other male slaves – three Pauls, Halle, and Sixo. Sethe marries Halle and gives birth to four children. While she is pregnant with her fourth child, the six adult slaves decide to escape the household. Her three children make it to safety due to the aid of a runaway slave woman but Sethe waited for Halle, which caused her to get caught. She is then brutally raped and severely beaten by the slave owners but Sethe does eventually manage to escape without Halle. Sethe makes it out of Kentucky and gave birth to â€Å"Denver† the night before she crosses the river to Ohio. For 28 days Sethe and her children happily live with Halle’s mother, Baby Suggs, but she is soon found by the slave-owner who had come to retrieve them. To avoid a return to slavery, Sethe decid es to kill her children and herself. She is only able to kill her toddler, later known as â€Å"Beloved†. At the novel and films opening, which takes place after slavery has been abolished, the entire family is tortured by the ghost of the baby girl haunting the house, and the Black Community has turned their back on Sethe for her seemingly horrendous actions. Observations The character Sethe is presented as a former slave woman who chooses to kill her baby girl rather than allowing the child to be exposed to the physically, emotionally, and spiritually oppressive horrors of a life spent in the confines of slavery.

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