Monday, January 27, 2020
Chemical Formula of Zinc Oxide
Chemical Formula of Zinc Oxide Purpose The purpose of this lab experiment is to identify the simplest chemical formula of zinc chloride. Observations In this laboratory exercise you measured the mass of an evaporating dish, zinc and zinc chloride in the evaporating dish. Make a table that shows the masses you measured in the lab. The table must include a table number and title. The title should reflect what is in the table. Table-1 Masses collected for Zinc chloride and Evaporating dish Item Weighed Mass (+/-o.o1g) Empty evaporating dish (M1) 51.97g Granular Zinc 0.50g Granular Zinc + Evaporating dish 52.47g Table-2 Masses obtained for Zinc chloride and Evaporating dish Item Weighed Mass(+/-0) Evaporating dish + Zinc chloride (M2) 53.01g Zinc chloride (M2-M1) 1.13g Evaporating dish + Zinc chloride (at end) 52.90g Calculations Calculate the mass of zinc and chlorine. Answer- Mass of zinc = 0.50g       Mass of chlorine = 1.1-0.50    =0.6g Based on the masses obtained for zinc and chlorine calculate the simplest formula for zinc chloride. Answer- Simplest formula for Zinc chloride Mass of zinc= 0.50g Moles of zinc Mass of chlorine=0.6g Moles of chlorine Thus, the ratio ==0.44705882 Write the balanced chemical equation for the formation of zinc chloride from zinc and hydrochloric acid? Answer-                                                                                                                             /1 Using the true chemical formula for zinc chloride, calculate the mass% of Zn and Cl in zinc chloride? Answer-molar mass of Zinc + molar mass of chlorine=65.39+35.45        =100.34g Mass percent of zinc in zinc chloride =    =64.85% Mass percent of chlorine in zinc chloride= =35.15% Calculate the % relative error between your experimental ratio (moles of Cl/moles of Zn) and the true ratio for zinc chloride. Questions In paragraph formatanswer the following questions: 1. Consider the steps in the procedure used for the formation of zinc chloride. Zinc was first reacted with hydrochloric acid, then zinc chloride was isolated using a steam bath and lastly it was weighed. What errors could have occurred during the experiment that would cause your simplest formula to be incorrect? Include at least 2 errors. In your answer include how the error affected the simplest formula calculation. 2. Which error would cause the largest effect on your result? 3. How could the errors described in question 1 be reduced or eliminated? Answer- 1. During performing the experiments in laboratory, chances of error are probable to occur. Some errors can happen accidently, by human error by observing the due to environmental factors, instrumental disorders. The error that occurred during the lab experiment is that the compound could be over burned causing the compound to dissolve into the air. Weight of the compound should be taken right away otherwise it will be evaporated into the air and there will be change in mass or may be in the whole result of the experiment. Calculations may vary. 2. According to my perception, the error which would cause the maximum effect on the result is human error because if by mistake compound gets over burned or without concentrating during the experiment compound gets over heated it will evaporate in air and we will be left with less amount of compound. 3. We can reduce the error, if the weight of compound is done quickly after heating. Evaporating dish should be immediately taken off from hot plate to reduce overheating of the compound or loss of compound by evaporation in air. Conclusion(s)- In conclusion the simplest formula is determined by performing this experiment. We get to know about the possible error that may occur while conducting the experiment.             /3 Reference(s) 1. CHEM16682 Applied chemistry1 -1171-6859, Laboratory manual experiment no-5 posted on slate/Sheridan College, Brampton, Ontario (accessed on 14.feb.2017). Teacher Evaluation of the overall organization of lab report and laboratory performance (Students leave this part blank) Overall organization of lab report: formatting of chemical and mathematical equations; clarity of answers; spelling and grammar; attention to details; completed cover sheet; use of headers and footers etc. Laboratory performance: punctuality; time management; team work; attention to safety; use of personal protection equipment; use of appropriate lab techniques; prepared to conduct lab, lab data book prepared in advance of the lab; cleanup of lab work area.
Sunday, January 19, 2020
Bruce Dawe Essay
The Second World War changed many things: the face of Europe, the balance of world power, and, perhaps less notably, the perception of the common Australian. From Federation day to the 1940s, most poets wrote about the ideal ‘aussie’; the strong, silent outback-dweller; the Man from Snowy River or the Man who went to Ironbark. The 1950s were a time of change, and Australian Literature changed too, from aggrandizing the increasingly rare ‘Dundee’s, to noting the average Australian living in suburbia with the other four-fifths of the population. This essay will cite specific examples of poems of a man commonly regarded as Australia’s greatest living poet from 1950 to 1990. Through Bruce Dawe’s poetry the true Australian persona has arisen to global knowledge. One of Bruce Dawes most famous poems, written in the 1950s, is Enter Without So Much As Knocking. In this poem he highlights the plight of a ‘modern’ man who slowly comes to realize and embrace the faà §ade surrounding suburban life and its incessant consumerism. â€Å"Well-equipped, smoothly-run, economy-size†These terms give the feeling of mass production – just as well-equipped, smoothly-run, economy-size cars; these sorts of households must have been very common. Again the fact that these people lack individuality is being focused on and it is disputed whether this is correct. The rest of the family are presented as stereotypes. Whereas in the days of The Man From Snowy River, where individuality, rebelliousness and going against the grain are commonplace and celebrated as courageous, in this world, it would seem ‘inefficient’. The poem itself is discussing a man’s journey from birth to death and how all around him life is interpreted by material possessions. A famous quote from this poem shows the change that mechanized and money hungry living brings to man. â€Å"Anyway, pretty soon he was old enough to be realistic like every other godless money-hungry back-stabbing miserable so-and-so†. This is a dramatic transformation from the poems of war and outback mateship, of jumping on a grenade to save your friends in the foxhole. Now, â€Å"It’s Number One every time for this chicken, hit wherever you see a head and kick whoever’s down†. Clearly, Dawe is conscious of the changes affecting Australian persona. Bruce Dawe often uses humour to devastating effect. In Pigeons also are a way of life, a city councilor is mocked for his petty-mindedness, highlighting the utter bureaucracy that society and everyday life has become. â€Å"The problem was, he brooded overmuch, and took things personally that were not meant, so that each juvenile delinquency of nature seemed an outrage aimed at him†This quote encapsulates the trivial nature of the councilor, that he considered nature juvenile, and that he was too puffed-up in his self importance to respect habits that have and will outlast him, his city and certainly his civilization. This is done to bring to light the incredible conceit of man in relation to the environment. Whereas the bushman lived off the land, respecting it, modern man destroys it contemptuously to make room for suburbs and cities, and it’s men like this who are responsible. Homo Suburbiensis is a poem about a man, a regular man, with a garden that represents his escape from the demands of his existence. â€Å"Homo Suburbiensis†uses one man’s escape from his life to represent our universal need to contemplate and resolve our own uncertainties in life in our own special place. This poem speaks about suburbia, and escaping from it into nature, Bruce Dawe illuminates the plight of this man and how the tolls of modern life are affecting him. â€Å"One constant in a world of variables†represents how this small garden in is his only avenue for escaping into order, his order. Whereas the outback is constantly described as freedom, this man’s only freedom is a small vegetable patch. A little known poem from the 1980s era of Bruce’s writings, Looking Down from Bridges, takes a look back at the world of his childhood, from the perspective of nostalgia. â€Å"Looking down we see an earlier world living on in the interstices of the present, like green wheat in the gutters of the bulk feed store or the odd shy weatherboard holding out between factories†This citation details the vision of the past through the mind’s eye to childhood, showing the simplicities of an earlier time where there were fewer factories, where â€Å"troops of tiny children tentatively skipping†played in the street. This is Bruce where he is his most grandfatherly, regaling tales of how life used to be, and how it has changed, from small wooden houses with bush on either side to sprawling conurbation without room to breathe or, in the children’s case, to play in the streets. ‘Life-cycle’, is one of his well-known poems that dramatises how the common ‘Aussie bloke’ is influenced by football. It ridicules the fact that football for people has become like a religion. Not speaking of a specific event, this poem describes the general cycle of life of a resident of suburban Australia. From birth people are encouraged to barrack for their teams, and build a life around football. This ‘religion’ is implied on the ‘innocent monsters’ by their parents and surroundings. â€Å"they are wrapped in the club-colours, laid in beribboned cots, having already begun a lifetime’s barracking†Dawe is showing that this will be the purpose of the child’s life. He will grow up living and breathing football, and worshipping it without giving a second thought to the true purpose of life. Using simple structure and simple language, he is able to best convey his morals to the common people that it affects. Gently mocking people with his vibrant expression of the game, with Christian symbolism he compares it to the bible – highlighting that it is, but shouldn’t be regarded of the same importance as Christianity. â€Å"They will forswear the Demons, cling to the saints and behold their team going up the ladder into Heaven†Dawe describes the actual important things in life – marriage, proposals, as just a sidetrack to football, done quickly in between games. Football is the focus of these people’s lives – anything else is merely a diversion to football and should be taken care of quickly so that they can get back to the game. â€Å"- the reckless proposal after the one-point win, the wedding and the honeymoon after the grand-final†¦Ã¢â‚¬ We almost begin to pity these poor people, to whom living their lives has taken second place in importance to football. By using triumphant words such as ‘behold’ ‘passion’ and ’empyrean’ Dawe is showing great sarcasm, as he did with the Christian symbolism. It is like he is asking the readers why football is now as important to the Australians as their religion, and highlighting the fact that it is not supposed to be like this. From this quote: â€Å"having seen in the six-foot recruit from Eaglehawk their hope of salvation†Bruce Dawe purposefully makes the last word of the poem salvation, this word, generally associated with heaven, and the fact that living a good, Christian life will supposedly lead to our salvation and we will go to heaven, not hell. But it is not from God that these people gain their salvation – they see salvation in the recruit, the strong football player who has come to play for their team and could bri ng the team victory. With that Dawe makes obvious the skewed priorities of these people, and how futile and pointless their existence is. ‘Carn, carn’ they cry, from birth unto death, never knowing anything else, never living. As is evident, Bruce Dawe truly has highlighted the changes in Australian literature. Changes brought about by himself, for he is truly the most influential Australian Poet of this century. By departing from the common norm of Outback mythology to discuss the curve of a man’s life, his passion for sport and the ways in which suburbia has taken over Australian lives, he earns his title of the ‘People’s Poet’. Bruce Dawe has changed the perception of the average Australian worldwide.
Saturday, January 11, 2020
Types Of Driver By Age
There are many types of drivers that we all encounter on the road, and they are often classified by age. While the term â€Å" driver †can be applied to just about anyone behind the wheel, the way a person drives often changes with age. You can expect to find these drivers on the road near to you: teenage drivers, middle-aged drivers, and slow but steady elderly drivers. At the age of 16-20 years old, teens are more concerned with looking cool than with driving responsibly.Teenage drivers have lack of driving experience, and a distraction of using electronics. They want to be seen driving while on their cell phones and have the loudest stereos. Teenage tend to use electronics while driving, and they do no know that it is a huge distraction. They impress each other by driving recklessly and being faster than their friends. Therefore, teenagers are very dangerous on the road when they are driving. The second type of driver by age is the middle-aged driver.They tend to tailgate your car and also have a super speeding that will result in accidents. These drivers have the uncanny ability to squeeze through the smallest openings as they weave through every car that gets in their path. They always seem to be in the biggest hurry as they drive waiting for the opportunity to pass your car. They also have The third type of driver is the elderly or old age driver. Older drivers are more like to cause traffic citations and get into accidents as their driving abilities changes with age.They have also slower reflexes and poorer vision. Their reflexes are slower, thence, is very difficult to them to react quickly if they have to avoid any accident. Older drivers can also have any eye condition that can interfere with their ability to drive. In conclusion, drivers come in many different forms and each carry their own characteristics no matter how old they are. Therefore, each person must be responsible and careful when driving, regardless of the type of driver who is.
Friday, January 3, 2020
Ideas for Teaching Life Skills in School
Functional life skills are skills that we acquire in order to live a better, more fulfilling life. They enable us to exist happily in our families, and in the societies in which we are born. For more typical learners, functional life skills are often directed at the goal of finding and keeping a job. Examples of typical functional life skills topics for curricula are preparing for job interviews, learning how to dress professionally, and how to determine living expenses. But occupational skills are not the only area of life skills that can be taught in schools. Kinds of Life Skills The three major life skills areas are daily living, personal and social skills, and occupational skills. Daily living skills range from cooking and cleaning to managing a personal budget. They are the skills necessary for supporting a family and running a household. Personal and social skills help nurture the relationships that students will have outside of school: in the workplace, in the community, and the relationships they will have with themselves. Occupational skills, as discussed, are focused on finding and keeping employment. Why Are Life Skills Important? The key element in most of these curricula is a transition, preparing students to eventually become responsible young adults. For the special ed student, transition goals may be more modest, but these students also benefit from a life skills curriculumâ€â€perhaps even more so than typical learners. 70-80% of disabled adults are unemployed after graduating from high school when with a head start, many can join the mainstream of society. The list below is intended to provide teachers with great programming ideas to support responsibility and life skills training for all students. In the Classroom Help with taking down or putting up bulletin boards.Care for plants or pets.Organize materials such as pencils, books, crayons, etc.Hand out completed assignments.Distribute newsletters or other materials.Help with checklists for money for trips, food, or permissions forms.Clean chalk- or whiteboards and brushes. In the Gym Help with any setup.Prepare the gym space for assemblies.Help to keep the gyms storage room organized. Throughout the School Pick up and deliver audio/visual equipment to classrooms.Help in the library by returning books to shelves and repairing damaged books.Wipe down computer monitors and shut them down each day.Clean the computer keyboards with slightly damp paintbrushes.Distribute the attendance records back to classes for the morning.Help keep the teachers lounge tidy. Help in the Office Bring mail and newsletters to the staff mailboxes or deliver to each of the classrooms.Help photocopy materials and count them into their piles as per need.Collate photocopied materials.Alphabetize any files that need sorting. Supporting the Custodian Help with regular school maintenance: sweeping, floor polishing, shoveling, window cleaning, dusting, and any outdoor maintenance. For the Teacher Everyone needs life skills for daily, personal functioning. However, some students will require repetition, redundancy, review and regular reinforcement to become successful. Dont take anything for granted.Teach, model, let the student try, support and reinforce the skill.Reinforcing may be required on each new day the child performs the skill required.Be patient, understanding and persevere.
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