Reactants Lab Essay Example for Free

Reactants Lab Essay Aspect 1: Problem: What type of chemical reactions occurs when different reactants are mixed? Variables: Manipulated: Combination of reactants Responding: Type of Chemical Reaction Controlled: 1. Same amount of reactants used (1 piece for solids, 4 drops for liquids) 2. Spot plate is washed before reactants are mixed 3. Same amount of time substance is allowed for chemical reaction to occur (15s) 4. Because data is qualitative, observations will be made by the same person. Aspect 2: Controlling Variables: The same amount of reactants being used will be controlled by using the same amount of reactants in each reaction (1 piece for solids, 4 drops for liquids). Spot plate will be washed before each chemical reaction (using the water from the squeeze bottle) to ensure no residue is left from previous reaction. Observations will be made 15 seconds after the chemical raction. Time will be kept using a watch. The same person will make qualitative observations, to ensure that observations are kept consistent. Aspect 3: Materials: Spot Plate Forceps Squeeze Bottle filled with water Toothpick List of Reactants Fig. 1.1 Reactant Chemical Formula aluminum (s) Al (s) copper (II) chloride (aq) CuCl2 (aq) barium hydroxide (aq) Ba(OH)2 (aq) sulphuric acid (aq) H2SO4 (aq) chlorine (aq) Cl2 (aq) sodium bromide (aq) NaBr (aq) zinc (s) Zn (s) copper (II) sulphate (aq) CuSO4 (aq) hydrochloric acid (aq) HCl (aq) magnesium hydroxide (aq) Mg(OH)2 (aq) calcium chloride (aq) CaCl2 (aq) sodium carbonate (aq) Na2CO3 (aq) calcium (s) Ca (s) water (l) H2O (l) sodium acetate (aq) C2H3NaO2 (aq) magnesium (s) Mg (s) sodium hydroxide (aq) NaOH (aq) cobalt chloride (aq) CoCl2 (aq) List of Chemical Reactions Fig. 1.2 Reactant 1 Reactant 2 sulphuric acid (aq) barium hydroxide (aq) hydrochloric acid (aq) magnesium hydroxide (aq) calcium (s) water (l) hydrochloric acid (aq) sodium acetate (aq zinc (s) copper (II) sulphate (aq) cobalt chloride (aq) sodium hydroxide (aq) magnesium (s) hydrochloric acid (aq) sodium bromide (aq) chlorine (aq) aluminum (s) copper (II) chloride (aq) Procedure: 1. Wash spot plate thoroughly with water from squeeze bottle. 2. Choose a combination of reactants from Fig. 1.1 3. Write down physical properties of reactants. 4. Mix reactants. Record observations. 5. Wash spot plate thoroughly, making sure reactants fall into a waste bucket. 6. Repeat steps 1-4 using all the other combinations Data Collection and Processing (DCP) Aspect 1: Observation Chart of Chemical Reactions Fig. 1.3 Reactant 1 Chemical Formula Reactant 2 Chemical Formula Pr-reaction observation Post-reaction observation sulphuric acid (aq) H2SO4 (aq) barium hydroxide (aq) Ba(OH)2 (aq) Two transparent liquids Milky-white substance. Gas bubbles form. hydrochloric acid (aq) HCl (aq) magnesium hydroxide (aq) Mg(OH)2 (aq) Transparent liquids Transparent liquid hydrochloric acid (aq) HCl (aq) sodium acetate (aq) C2H3NaO2 (aq) Transparent liquids Transparent liquid calcium (s) Ca (s) water (l) H2O (l) Flaky-white solid, and transparent liquid Calcium dissolves a bit in water. A few gas bubbles zinc (s) Zn (s) copper (II) sulphate (aq) CuSO4 (aq) Grey rocky solid, with bluish liquid Gas bubbles form on zinc cobalt chloride (aq) CoCl2 (aq) magnesium hydroxide (aq) Mg(OH)2 (aq) Red liquid and clear liquid Pinkish-purple substance. Gas bubbles form magnesium (s) Mg (s) hydrochloric acid (aq) HCl (aq) Silver, lustrous metal and transparent liquid Gas bubbles form on magnesium sodium bromide (aq) NaBr (aq) chlorine (aq) Cl2 (aq) Transparent liquids Transparent liquid aluminum (s) Al (s) copper (II) chloride (aq) CuCl2 (aq) Lustrous rock and blue liquid Gas bubbles form on aluminum Aspect 2: Processing Data Chemical Reactants and Products Equations Balanced H2SO4(aq) + Ba(OH)2(aq) BaSO4(s) + 2HO2(l)(Double Replacement Reaction) Mg(OH)2 (s) + 2 HCl (aq) MgCl2 (s) + 2H2O (l)(Neutralization Reaction) NaC2H3O2 (aq) + HCl (aq) HC2H3O2 (aq) + NaCl (aq) (Double Replacement Reaction) Ca (s) + 2HOH (l) Ca(OH)2 (aq) + H2(g)(Single Replacement Reaction) CuSO4 (aq) + Zn (s) ZnSO4 (aq) + Cu (s)(Single Replacement Reaction) CoCl2 (aq) + 2NaOH (aq) 2 NaCl (aq) + Co(OH)2 (aq)(Double Replacement Reaction) Mg (s) + 2HCl (aq) MgCl2 (aq) + H2 (s)(Single Replacement Reaction) Cl2 (aq) + 2NaBr (aq) 2NaCl (aq) + Br2 (l) (Single Replacement Reaction) 2Al (s) + 3CuCl2 (aq) 2AlCl3 (aq) + 3Cu (s) (Single Replacement Reaction) Aspect 3: Reactants, Products, and Types of Reaction Chart Reactant 1 Reactant 2 Product Type of Reaction H2SO4(aq) Ba(OH)2(aq) BaSO4(s) + HO2(l) Double Replacement Mg(OH)2 (s) HCl (aq) MgCl2 (s) + H2O (l) Neutralization Reaction NaC2H3O2 (aq) HCl (aq) HC2H3O2 (aq) + NaCl (aq) Double Replacement Ca (s) HOH (l) Ca(OH)2 (aq) + H2(g) Single Replacement CuSO4 (aq) Zn (s) ZnSO4 (aq) + Cu (s) Single Replacement CoCl2 (aq) NaOH (aq NaCl (aq) + Co(OH)2 (aq) Double Replacement Mg (s) HCl (aq) MgCl2 (aq) + H2 (s) Single Replacement Cl2 (aq) NaBr (aq) 2NaCl (aq) + Br2 (l) Single Replacement Al (s) CuCl2 (aq) AlCl3 (aq) + Cu (s) Single Replacement Conclusion and Evaluation (CE) Aspect 1: Conclusion: In this experiment we discovered three types of chemical reactions, Single and Double Replacement reactions, along with Neutralization Reaction. Referring to Data in Aspect 2 3 of Data Collection and Processing, we can see there were 5 single replacement reactions, and 4 double replacement reactions (one of which was a neutralization reaction). The reactions involving an element and a compound were all single replacement reactions, and the reaction involving two compounds were double replacements (which included a neutralization reaction). Aspect 2: Evaluate the Procedure: A problem with this procedure is that it doesnt explore all types of chemical reactions. Also, try as one may, it is sometimes difficult to get the residue of a substance off the spot plate. This tampers with results. Aspect 3 Improving Experimental Design: A few more reactions should be added where simple composition and decomposition are shown. Also, using the Bunsen burner, a reaction should be added where hydrocarbon combustion is shown. Disposable spot plates should be used, to ensure that residue left by previous reactants and reactions, do not tamper with results.

The Effects Of Video Game Violence On Human Aggression Essay -- Violen

Throughout a number of recent studies, participants playing violent video games have consistently shown increases in their aggressive behavior, both during and after the gameplay. A study that linked violent video games to child aggression found that in every group they tested, â€Å"Children who were exposed to more video game violence did become more aggressive over time than their peers who had less exposure† (Harding 1). An increase in aggressive behavior after playing violent video games is quite common in most cases, although many gamers would argue that other factors, such as people’s emotions, cause this negative change in behavior. This reveals numerous questions surrounding the effects that video game violence might have on a person. â€Å"Will a high degree of violent content in a video game mean that the frequent user will exhibit a greater degree of aggression and violent towards others in their daily lives?† (Janushewski & Truong 1). †Å"Playing violent video games not only causes an increase in antisocial behavior but also leads to a decrease in prosocial behavior† (Greitemeyer, Osswald 212). â€Å"Aggressive behavior is defined as intentional behavior produced to cause physical harm or humiliation to another person who wishes to avoid the harm (Baron & Richardson, 1994). Social science has come to understand aggression as mainly socially learned (Bandura, 1965; Bandura Ross, & Ross, 1961)† (Ferguson 70). â€Å"Anderson et al. (2010) found that video game violence can cause a significant increase in aggressive behavior in the short run, after playing a game once, and in the long run, after consistently playing† (Rowell 180). Increased behavioral aggression in the short run due to video game violence appears to be inevitable, ... ... 6, 2011, from http://articles.cnn.com/2008-11-03/health/healthmag.violent.video.kids_1_violent-video-video-games-game-genres/2?_s=PM:HEALTH Janushewski, D, Truong, M. (1999). Video games and violence. Socserv.mcmaster.ca. Retrieved April 6, 2011, from . Jeroen, L, M.Sc., J., Bushman, &, A. Konijn. (2006). Rapid communication: The appeal of violent video games to lower educated aggressive adolescent boys from two countries. CyberPsychology & Behavior, 9(5), 638-641. Rowell, H. (2010). Nailing the coffin shut on doubts that violent video games stimulate aggression: Comments on Anderson et al. Psychological Bulletin, 136(2), 179-181. Williams, K. (2005). The effects of frustration, violence, and trait hostility after playing a video game. Mass Communication and Society, 12, 291-310.

Evaluate How Effective Sand Play Was Essay

When given the choice of seven activities all three of the children, aged two years old, went straight for the sandpit to draw letters in the sand with thick and long sticks. The children doing the activity love to draw by making shapes and different movements with a variety of implements, for example paint, colouring pencils or chalk, which is similar to writing in the sand in many different ways. This means spelling out the letters in the sand can be used as a way of stimulating interest in writing. Whilst spelling letters in the sand pit the children were developing in many different ways. In terms of personal, social and emotional development the children were all confident to try a new activity, initiated ideas about the sand and made links to the beach and all spoke happily in the small group. Whilst I was instructing the children as to what we would be doing they sat quietly, maintained concentration and attention. They then took off their shoes and socks independently, demonstrating they can manage their own personal hygiene by undressing. One child in particular was very keep to be shown how to draw the letters and showed a real interest to learn. It also enabled me to continue building a good relationship with the children. In terms of physical development it gave the children to use a range of small and large equipment, mainly a variety of sized sticks. The children were handling the sticks and other objects safely and with increased control. In terms of communication, language and speech development the children used language to imagine and recreate experiences, ideas and feelings they had that related to sand. They were not very good at taking it turns in conversation, which made it challenging to have group conversations. By doing this sort of activity enabled the children to extend their vocabulary, exploring the meanings and sounds of new words as a group. In terms of literacy development this activity gave the children the opportunity to use familiar and common words whilst developing their writing skills by drawing out the different letters. With one child I was supporting them whilst writing their own name. By the end of the activity they were all using a pencil and holding it effectively to form recognisable letters. In terms of numeracy, the children were drawing a variety of shapes in the sand which allowed me to use new words with them to further develop their vocabulary. I  also used everyday words to help reinforce their existing vocabulary in a new context. In terms of arts and design development the children got to explore a different texture and produced a variety of shapes where there was space in the sand. They also responded in a variety of ways to what they saw, heard and felt. In terms of understanding of the world the children used their senses to investigate objects and materials by used. The children also constructed letters with an object and adapted their work where necessary. As demonstrated the children were extending their learning and development throughout the activity in all seven developmental areas. They also all demonstrated their enjoyment during the activity by smiling, laughing, talking and happily asking questions. It is important when planning and co-ordinating an activity your expectations are of the right level to encourage the child to achievement. If you do not expect enough, children rarely complain. However, they underperform and lose confidence in their abilities to achieve. They show symptoms of anger, anxiety, and depression. Although differing abilities and learning styles in children cannot be ignored, children may achieve more and fulfil adults’ expectations if more is expected of them. High standards can be effective motivators. Furthermore, by having too higher expectations can also cause problems for children. Highly competitive goals that feel impossible to achieve can cause children to procrastinate, give up, feel stressed, and show the same symptoms of anger, anxiety, and depression. Of course, that does not mean they are unable to achieve those expectations; it only means that they do not believe they can. They feel pressured, which is important to avoid. However, the children involved in the sandpit activities expectations and achievements have been reached without putting pressure on them. All children that were involved worked at their own speed. The children were able to work together and respecting each other’s work. The children also explored the materials and tools and figured out by themselves what they could do with them. I feel it is important not to put the children under pressure so they are achieving what you want them to as it maybe too early for some children’s developmental rate, let them work at their own pace so they will achieve what they are able when they are able. However, as I was planning all seven activities based on the children’s age and had used their learning journals, previous observations and evaluations and previous  planning sheets and evaluations I was sure that all the children would enjoy any one of the activities and be able to do it at their own pace to get the most out of it developmentally.

An Analysis of Conrads Heart of Darkness Essay - 1465 Words

An Analysis of Conrads Heart of Darkness In the twentieth century, nihilistic themes, such as moral degeneration, mans bestial instincts at the core of the soul, and cosmic purposelessness, have preoccupied many works of literature and philosophy. Joseph Conrads Heart of Darkness is no exception. In his novel, Conrad uses a unique writing style to explore mans fundamental fallibility and moral confusion in an existential world through†¦show more content†¦Finally, in the books resolution, Marlow visits Kurtzs Intended and not having the heart to tell her the awful truth of mans dark soul, lies to her about Kurtzs last words. Running throughout the book is the theme of the heart of darkness, which is in man. Though at first darkness is referred to superficial ideas such as the undiscovered and mysterious lands at the heart of Africa or the African ¡Ã‚ ¯s dark skin, it is soon made clear that the true darkness is the evil in man ¡Ã‚ ¯s heart, beneath all of society ¡Ã‚ ¯s expectations of him. If left to his own devices, as the Company employee was, man would run wild and evil. To be left unaccountable to any superior authority is more than any man can bear, and eventually his own evil will drive him mad. This is what happened with Kurtz. Renowned at first for his ingenious ideas of bringing education and civilization to the dark continent of Africa, Kurtz eventually degrades himself as Marlow soon finds out when he finds Kurtz wasted away physically and morally. 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