Development of an Equation Essay Example for Free

Development of an Equation Essay Purpose: Investigate a chemical reaction using lab procedures and observations. Then, find a pattern of reactivity and explain the findings using a chemical equation and particle diagram. Procedure: Refer to: Department of Chemistry, The Ohio State University. Development of an Equation. General Chemistry 1210 Laboratory Manual. Vol. 2013-2014. Plymouth: Hayden-McNeil. 32-35. Data/Results: Part A: In the potassium iodide solution, I think there were potassium atoms as well as iodine atoms. In the lead nitrate solution, I think there were lead and nitrate ions. The potassium atoms and the lead atoms can be classified as cations, since they are metals. The iodine atoms and the nitrate ion can be classified as anions since they are nonmetals. Upon mixing, the solution turned into a cloudy yellow color. Evidence that a chemical reaction occurred was that the two solutions created a new color because the two solutions were originally colorless. There was no gas formed. Part B: (Testing the Anions) Iodide reaction with hydrogen peroxide observations- The precipitate at the bottom turned into a red solid and the liquid solution was a dirty yellow color. Nitrate reaction with hydrogen peroxide observations- A colorless precipitate formed at the bottom and looked like a bubble. It was a relatively large bubble. The liquid solution was colorless and cloudy/fizzy. Since the reaction resulted in some fizzing and bubbles, this is indication that a gas was formed. (Testing the Cations) Potassium reaction with thioacetamide observations – No reaction occurred. Lead reaction with thioacetamide observations A violet-black precipitate formed at the bottom of the test tube and the liquid solution was a cloudy grey color. It was about the same size precipitate as the nitrate reaction with hydrogen peroxide. Strong smell from the thioacetamide. Part C: Identification of ions in the precipitate that forms when lead nitrate solution is added to potassium iodide solution. (Testing for Anions) Reaction with hydrogen peroxide observations- A dark red precipitate formed at the bottom of the test tube and the liquid solution was colorless. There was not a large amount of precipitate formed and it sort of smeared along the inside of the test tube. Inferences: What anions are in the precipitate? -iodine (I-) When compared with results from part B to test anions, similar results were found. A dark red precipitate was formed in both. (Testing for cations) Reaction with hydrogen sulfide observations- A small, violet-black precipitate formed at the bottom of the test tube and the liquid solution was grey and cloudy. Inferences: What cations are in the precipitate? – lead (Pb2+) When compared with results from part B to test cations, similar results were found, A violet-black precipitate was formed in both tests. Exchange reaction- Positive potassium started off with negative iodine, and positive lead started off with negative nitrate. Potassium switched to combine with nitrate and lead switched to combine with iodine. Part D: Testing of Precipitate| Observations on Initial Precipitate Formed (relative amount, etc.)| Lead Nitrate: Potassium Iodide Ratio| Tube 1| Powdery, yellow precipitate formed at the bottom. Not very much precipitate. Little to no streaking. Clear liquid solution above precipitate. | 3:1| Tube 2| Powdery, yellow precipitate formed at the bottom. Equal to tube 1. Little to no streaking. Clear liquid solution above precipitate.| 2:1| Tube 3| Powdery, yellow precipitate formed at the bottom. A little more precipitate than tube 1 and 2. Little to no streaking. Clear liquid solution above precipitate.| 1:1| Tube 4| Powdery, yellow precipitate formed at the bottom. Much more than tube 3. Noticeable streaking of precipitate along sides of test tube. Clear liquid solution above precipitate.| 1:2| Tube 5| Powdery, yellow precipitate formed at the bottom. Most precipitate formed out of all test tubes. A lot of streaking of the precipitate along sides of the test tube. Clear liquid solution above precipitate. | 1:3| Testing of Supernatant| Observations| Inferences: Which ions were in the supernatant? List cations and anions.| Tube 1| The solution was clear with lead nitrate, but turned a yellow cloudy color with the potassium iodide. | Pb2+ (lead)-cationsNO3- (nitrate)-anions| Tube 2| The solution was clear with lead nitrate, but turned a yellow cloudy color with the potassium iodide.| Pb2+ (lead)-cationsNO3- (nitrate)-anions| Tube 3| The solution was clear with lead nitrate, but turned a yellow cloudy color with the potassium iodide.| Pb2+ (lead)-cationsNO3- (nitrate)-anions| Tube 4| The solution was clear with both the lead nitrate and the potassium iodide.| Pb2+ (lead)-cationsNO3- (nitrate)-anions| Tube 5| The solution was a little yellow with the lead nitrate, and a little less yellow with the potassium iodide.| K+ (potassium)I- (iodine)| Discussion/Conclusion: In part A, the first step was to obtain 5 drops of potassium iodine and 5 drops of lead nitrate and put them into a test tube and record observations. Then, to test the anions in part B, 5 drops of potassium iodine, 5 drops of nitric, 10 drops of dichloroethane, and 5 drops hydrogen peroxide to a new test tube. Then to a separate test tube, 5 drops of potassium nitrate, 5 drops of nitric acid, 10 drops of dichloroethane, and 5 hydrogen peroxide to a new test tube. Both should be stoppered and shook to produce two distinct layers. To test the cations, 2 test tubes would each get 20 drops of thioacetamide and 2 drops of nitric acid. One would get 5 drops of lead nitrate and the other 5 drops of potassium nitrite. Both test tubes were heated for 5 minutes and observations were recorded. In part C, the sample was used from part A and the test tube was centrifuged, then the clear aqueous layer was removed and discarded and the precipitate was washed with distilled w ater. This process was repeated once more. To test the anions, 5 drops of nitric acid, 10 drops of dichloroethane, and 5 drops of hydrogen peroxide were added to the solid precipitate and the test tube was stoppered and shook. These results were compared to the results from part B. To test for cations, the less colored aqueous layer was transferred to a clean test tube and the leftover layer was discarded. The solution was heated in a water bath until clear. 20 drops of thioacetamide were added, stirred then heated in a water bath and compared to the results from part B. In part D, to determine the ratio of  ions in the precipitate, 5 test tubes were labelled 1-5 and were filled according to table 3.1 on page 34 of the lab manual. The same medicine dropper was used for all drops and the test tubes were stoppered and shook, then centrifuged. The relative amounts and appearance of each precipitate were recorded. To test for potassium of iodide ions in the supernatant, 5 drops of lead nitrate were added to 5 separate test tubes with along with 5 drops from the appropriate test tube solution. The same was done to test for lead or nitrate ions, but potassium iodide was added instead. The perfect ratio for thi s lab was 2 potassium iodides for every lead nitrate. This ratio was found from balancing the equation and from comparing the results from part C to part B to match the observations of the precipitates. The ratio is the molar mass ratio of the balanced equation. The balanced equation was: 2KI(aq)+Pb(NO3)2(aq) 2KNO3(aq)+PbI2(s) and the formula of the precipitate was PbI2(s) based on the observations. In part B, the test for anions resulted in a dark red precipitate which was the iodide solution with hydrogen peroxide. In part C, the same results were found when lead nitrate and potassium iodide were added to hydrogen peroxide, therefore; the anions found were iodide ions because it has a negative 1 charge. In part B to test cations, the precipitate was a violet-black color for the lead solution reaction with thioacetamide. In part C, the same results were found when lead nitrate and potassium iodide were added to hydrogen sulfide. The cations found were lead ions since they have a positive 2 charge. Some inherent errors could have been while extracting the clear aqueous solution, some of the precipitate could have been extracted with the solution and transferred into another test tube. Upon heating, not all of the precipitate dissolved. Some of the drops with the micropipet varied also. The medicine dropper was more precise with the drops. Through this lab, a chemical reaction was used to find the pattern of reactivity which was an exchange reaction. This is known by finding the chemical equation and properly balancing it which is seen above. This lead to the ability to create a particle diagram and the findings of a perfect ratio of lead nitrate to potassium iodide.

Henry T. Ford Essay -- essays research papers

Henry T. Ford (1863-1947) Henry Ford once said: “Anyone who stops learning is old, whether this happens at twenty or at eighty. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young';. - Henry Ford Henry T. Ford, pioneering automotive engineer, is mostly credited forinventing the automobile. The fact is he did not, he used what was developed and studied in the automobile industry to develop his own ideas and revolutionized the automotive industry. His creativity made possible for him to develop the assembly line that sparked the auto production. Henry Ford Henry Ford was born near Dearborn, Michigan, on July 30, 1863. His family had nothing to do with the automobile, they were simple farmers. Henry lived on the farm that was run by his father who was an Irish man, and his mother who was Dutch, his mother died when he was 12. After his mother death he helped out around the family farm in summer and in winter attended a one-room school. From the young age he was fascinating my moving mechanical things. Form the young age he was fascinated by watches and clocks. He went around the countryside doing repair work without pay, for him all mattered was to play with the machinery of the watch. From his personal experience on the farm he was fascinated my farm machines that reduced the drudgery of farm chores. We can notice there was a lot of a kid in him, and to go around or making his chores easier he invented his own farm machines. His fascination with machines grew as he grew older. At the age of thirteen, for the first time he saw a coal-fi red steam engine that was rolling along a long rural road. From that point he grew more fascinated about machines that moved about a roads without any manpower. At the age of sixteen, and against the wishes of his father, he left the home farm for Detroit, where he found work as a mechanic’s apprentice. He was faced with low paying jobs. Working for $2.50 in mechanics shop then moved to watchmaker were he worked for four hours and was paid $2 a week. Steadily he worked him self up in Edison Illuminating Company, and became a chief engineer there. In 1884 he took charge of a farm his father gave him. At twenty-four he married Clara Bryant and settled at his farm. But Ford did not stay long at the farm after two years he went back to Detroit and worked as a n... ... a 1941 ford company became the only major manufacturer of automobiles in the Detroit area that had not recognized any labor unions. At hearings before the National Labor Board ford was found guilty of repeated violations of the National Labor Relations Act. Ford was forced to negotiate a labor contract with a union after a strike was successfully held at the main plant at river Rouge, Michigan, in April 1941.During the W.W.II era Ford was granted government contracts for which he manufactured war materials like: parts for the bombers and later, the entire airplane. By the end of W.W.II (1945) one of his plants manufactured more than 8,000 planes. Henry ford died on April 7,1947, in Dearborn. Ford left a personal fortune at $500 to $700 million, giving large shares of the money to Ford Foundation, a nonprofit organization. The Ford Motor Company was taken over by grandson of Henry Ford, Henry Ford II who carried his ownership until his death in 1987. “Anyone who stops learning is old, whether this happens at twenty or at eighty. Anyone who keeps on learning not only remains young but becomes constantly more valuable, regardless of physical capacity.'; -Henry T. Ford

Should Students Wear Uniforms

Are Uniforms A Good Way to Improve Students Discipline and Motivation? AED 200 Introduction Uniforms have been a big debate for years. Some educators and parents believe feel uniforms are a great addition to the school system while others feel it is not giving student’s freedom of speech by expressing themselves in what they wear. Should Students Wear Uniforms? Should students wear uniforms is the big debate across school districts across the united states today. According to Eduguide. rg, school uniforms are one step that may break the cycle of violence; truancy and disorder by helping young students understand what really counts. Some feel students benefit from uniforms because it boosts their self-esteem. Students also have feel like they are in a fashion show dressing in uniforms makes students realize what on the inside that counts. Uniforms decrease the influence of gangs and are known to make things difficult for weapons being brought in hidden inside of clothes. Unifor ms improve learning.Uniforms reduce distraction and shapes focus on school work and making the classroom a more serious environment. Uniforms improve behavior and increase school attendance. Uniforms save families time and money. Parents report uniforms are cheaper than buying designer clothes or keeping up with the latest trends. Uniforms helps the administrators quickly identify outsiders who could be a danger to the students. Some people believe uniforms shows neatness by requiring students to tuck in their shirts, wear belts and wear shoes similar in color.Students dressing the same decreases teasing about clothing and shoe appearance. Uniforms prepare children for following a dress code for the future when they reach adulthood and join the workforce. Some children form their own groups in school in which wearing a certain thing or color or style. Some children use fashion trends to differentiate the popular ones from the unpopular children according to what they wear. Uniforms make it less possible for kids to be judged based on clothing choices. Uniforms prevent the competition to have the most fashionable clothes.Competition in school causes students to lose focus on schoolwork instead of on who is wearing the latest fashion trends. Uniforms eliminate clothes competiveness. Another article from Proffessorshouse. com states that some people claim that requiring a uniform increase graduation rates and also has an impact on children’s educational experience. Students performed on the uniform debate claim that uniforms encourage discipline, helps prevent social groups from forming opinions based on fashion status, gets rid of economic barriers and makes easily to identify persons at the school who should not be there.The article also talks about how some form of dress codes enforced around 75% of all schools dress codes are in place to outlaws offensive clothing being worn to the school. After reviewing another article from Ezinearticles. com uniform s create a source of identity and provides a sense of belonging according to the article the article some children’s believe the school chosen for them is a sort of achievement and the school uniform is a mark of inclusion, something to brag about and they feel proud and empowered wearing it.It eliminates the child having to worry about what to wear each day. Uniforms also relieve the parent of having to spend money to helping the child to keep up with the latest trends every day. Uniforms allow a sense of unified purpose to develop particular rivalry with other establishments. Uniforms reinforce children’s since of belonging to reassuring communities. In a 1996 Long Beach, Calif. speech, former President Bill Clinton announced his support of that district's uniform initiative.It didn’t get far in the United States but it also helped start the debate. Uniforms also closes the debate on what children are allowed wear to school, then that makes mornings easier for parents and for children. Everyone knows exactly what the kids need to wear, their regulated school uniform. This leads to a decrease in morning arguments. Some experts believe that when the entire student body is dressed in uniforms, they develop a stronger team mentality. When they are all dressed alike, their all-for-one-and-one-for-all attitude is boosted.With parents saving by not having to buy day to day clothes, they can let their children buy a few nicer and more fashionable clothes for weekends and evenings. Wearing a uniform five days a week can make children appreciate their weekend fashions more. Why Students Should Not Wear Uniforms Parents on the opposing side feel uniforms violate the right to freedom of speech and expression; a uniform cost too much for families struggling financially, uniforms are a band aid on the problem of school violence and does not address the real issues behind it.Uniforms hide warning signs that point to problems that maybe going on with th e child. Some feel that uniforms have not been able to prove wither the decreased discipline or violence and uniforms fail to allow children the ability to learn and make good choices based on their own values. Most feel that uniform are not allowing children to be themselves. Some believe that children cannot be themselves clothes are an expression of who they are. Parents feel that uniforms can be more expensive than regular clothes.Some parents may feel they are a big waste of money wither the school paid for them or not. Some feel uniforms made children uncomfortable and made them focus on the uniform rather than focusing on school work. Also uniforms do not change a child’s behavior in school. Wearing uniforms stop children from getting in trouble and acting out in school. Self-expression is an important part of a child’s development and curbing it with uniforms can be determined to children. Some feel if students are not able to express themselves will in another way by excessive make-up or hairstyles or jewelry.Uniform wear delays transitions into adulthood. Some experts feel teenagers to wear uniforms limits their ability to express in their own way in which can delay their transition in adulthood. Studies show uniforms can be a difficult to enforce in public schools. Conclusion Uniforms have many pros and cons, most believe uniforms are a good option for kids while others feel they can compromise who kids are through expressing themselves through the clothes they wear uniforms cuts down on violence and is a solution to economic problems parents may be facing today.My own personal experience with uniforms causes me to look at uniforms in both sides of the issue. I feel uniforms should be forced in middle or high school but voluntary in elementary schools. I feel most kids in elementary school do not notice what each other wear. Middle and high school is the times where students notice what the other person is wearing or form groups based on who they think are popular or the other. Uniforms are a choice based on school officials and it is up to the child or school if uniforms work. References Website: EduGuide. com Website: Ezarticle. com Website: About. com

Christianity Essay - 1617 Words

The period from the eighth to the fourteenth century was one of vast reforms, some for the better and some for the worse. During this period in Europe, commonly known as The Middle Ages, economic reforms took place as well as social, political, and religious changes. One common theme throughout The Middle Ages consisted of the relationship between the Church and the State. The Catholic church during this era held a prominent role in society, and it had an abundant amount of power and authority during this time. The Catholic Church exercised its authority in many different stages, in which a response from the people occurred because of the way the Church showed its power. The nature of the Catholic Church began its reform around the time†¦show more content†¦The nature of the Catholic Church’s authority again changed during the High Middle Ages in the eleventh and twelfth centuries. Basically, the papacy became more confident by claiming greater powers and actually challenging the monarchs themselves for total authority (Sherman p.166). Pope Gregory VII is a great example of the increased confidence and authority during these times. The papacy under this pope asserted its powers under the proposition derived from Pope Gregory VII. It indicates many of the powers that the Church claims to hold. Some of them include: â€Å"The pope is the only person whose feet are kissed by all princes. He may depose emperors. He may be judged by no one â€Å" (Pope Gregory VII p.168). The pope is obviously claiming higher authority over the State, especially over the emperor. The Church also had the power to excommunicate members of the Catholic Church, which holds a sever punishment especially during the Middle Ages. Because an excommunicated person was forbidden from all social intercourse, this punishment would thus be terrible politically, socially, as well as economically (Noble p.204). In the thirteenth century, Pope Innocent III continued to claim powers for the Church and even had some of his claims hold up. He claimed that the royal power derived the brilliance of dignity from the pontifical authority, which includes the pope (Pope Innocent III p.197). Central governments in the European nations began to evolve and try toShow MoreRelatedThe And Christianity Of Christianity1744 Words   |  7 PagesCourage and Christianity Christianity is one of the worlds most recognizable religions today. With every major religion, a struggle has to be overcome in order to be successful. Over a period of hundreds of years, Christianity spread through the Roman empire. The spreading of Christianity was not an easy task but a terrifying task that took the brave to conquer. 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