This document discusses the challenges in diagnosing bipolar disorder in children. It begins by noting that while diagnosis of bipolar disorder in children has improved, there is still no consensus on the symptoms of mania or hypomania in children. Some key challenges identified are that symptoms may present differently in children compared to adults, with irritability more common than elation. Additionally, different studies use varying methods and criteria to define and measure symptoms. The document aims to investigate whether the clinical presentation of hypomania changes between children/adolescents and adults by reviewing literature that directly compares symptoms across age groups. It outlines the search strategy and criteria for relevant peer-reviewed studies between 1980-2016. The conclusion will analyze and compare symptom

1. FORMAL LABORATORY REPORT
Prelab Before coming to the lab each student must be prepared.
It is expected that each student has
completed all pre-lab activities such as reading the lab handout
and/or relevant material in the
textbook or answering assigned questions.
Paper 8½" x 11" (21.5 cm x 27.5 cm) white lined paper or letter
paper. The report should be single
spaced with 12 pt Times Roman font. There should be a 1 inch
margin on all sides of the pages.
Title Page The title page should include the following items: a
title centered 1/3 from the top of the page; an
identification containing the student's name, lab partner’s name,
course number, due date, and
teacher's name located at the bottom right hand corner of the
page.
Objective The objective is a concise statement outlining the
purpose of the experiment.
e.g. To determine the boiling point of H2O
Introduction The introduction should contain any prior
knowledge on which the experiment is based;
including an explanation of principles, definitions, experimental
techniques, expected results
(hypothesis), theories and laws.
Materials The materials section is a list of all equipment,

2. reagents (chemicals), and computer programs that
were used to complete the experiment. Drawings of the
apparatus setup should be included in
this section if needed.
Procedure The procedure is a detailed statement (step by step)
of how the experiment was performed such
that the experiment could be repeated using your report. Safety
precautions which were followed
should be stated. The procedure must be written in the
impersonal (3rd person) past tense:
e.g. We are taking the temperature every 2 minutes. V
The temperature was taken every 2 minutes. U
Results This section may consist of quantitative and/or
qualitative observations of the experiment.
Quantitative Results
Graphs and Tables
When graphs are required, special attention should be paid to
the following items: the type of
graph expected (straight line or curve), utilizing the entire
graph paper, plotted point size, title of
the graph, and axis labels. When numerous measurements have
occurred, data is to be placed in
a data table whenever possible. Figure headings are placed
below the figure and should give a
short description of the figure. The figure number should be in
bold print. Table headings are
found above the table and should also have a brief description.
The table number is also in bold
print.
Calculations

3. One example of each type of calculation should be included.
Results from numerous calculations
should be placed in a data table with the proper number of
significant figures and correct units.
% yield and % error calculations should be included when
possible
% yield = actual yield x 100
theoretical yield
% error = theoretical value-experimental value x 100
theoretical value
Qualitative Results
Observations
This is a qualitative written description and/or sketch of what
was seen during the experiment. It
may be in the form of a table or simply a written description.
Conclusion The conclusion is a concise statement that answers
the objective. The result of percent error
and/or percent yield should be discussed and compared with
known results. A portion of the
conclusion should be dedicated to error analysis which
discusses any possible sources of error
that may have contributed to the percent error or yield. The
conclusion should be written in the
impersonal past tense.
Literature Cited
Any information borrowed from another source which is not
common knowledge must be cited

4. within the text of the report as outlined in the “Directions for
Preparing Formal Papers at Three
Oaks” as provided by the English Department. All sources of
information are to be listed in the
Literature Cited section of the lab report in alphabetical order in
the format suggested in the for-
mentioned section of the student agenda. This section should be
on a separate final page of the
report.
Questions Although questions are not part of a formal lab
report, they should be answered on a separate
sheet of paper and attached to the report where applicable.
Important Reminders for a Lab Report
1) Spelling
2) Significant figures and units regarding measurements and
calculations
3) Avoid personal pronouns
4) Headings should stand out and each section should be
separated by 1 line
5) Neatness counts -> use rulers when needed (especially when
using tables and graphs), type if possible
Do not copy verbatim (word for w ord) from the lab handout or
any other
source. This is plagiarism and would result in a zero mark and
possible
further consequences.

5. Lab #1
Boiling Point of Water
John Smith
Jane Jones
Science 421
October 16, 2001
Objective
To determine the boiling point of water.
Introduction
Kinetic theory states that all molecules in matter are in constant
motion (Kane and
Sternheim, 1984). As these molecules absorb more energy they
have a higher amount of
random movement. As energy is absorbed in the form of heat
the average kinetic energy
(temperature) of the molecules will increase except during a
phase change. The absorbed
energy used in the phase change breaks the attractive forces
between the molecules, thus
transformation occurs in the orientation of the molecules. An
example of a phase change
would be the boiling point of water which is a change from a
liquid to a gas. This can be
observed by using a temperature versus time line graph when
the slope becomes zero
(plateau) The boiling point of water is expected to be 100.00
oC (Merck, 1976).

6. Materials
500 ml beaker, distilled water, thermometer, hot plate, Word
Perfect 11.1
Procedure
The required materials were selected and taken to the
workstation. The beaker was filled
with approximately 300 ml of distilled water. The beaker was
gently placed on the hotplate.
The thermometer was placed in the beaker and the initial
temperature was recorded. The
hotplate was switched on to high. The temperature was recorded
every 2 minutes until 6
minutes after boiling began. The hotplate was turned off and
the materials were allowed to
cool for at least 10 minutes before the equipment was
dismantled.
Figure 1. The equipment for this experiment was set up as
shown in this figure.
Results
Quantitative Results
Table 1 Graph displaying data obtained from the heating of
water from 0 to 16 minutes.
Time
(minutes)
0 2 4 6 8 10 12 14 16

7. Temp
(oC)
20.05 41.46 60.62 79.39 97.11 99.68 99.51 99.51 99.51
Figure 2. A line graph of temperature versus time of the data
obtained in Table 1.
Calculation of percent error:
% error = theoretical value - experimental value x 100
theoretical value
= 100.00 oC - 99.51 oC x 100
100.00 oC
= 0.49 oC x 100
100.00 oC
= 0.49 % error
Qualitative Results
Numerous small bubbles formed at the bottom of the beaker at
70.6 oC. The size and rate
of bubble formation increased as the temperature increased. At
100.0 oC the rate and size of bubble
formation remained constant. At that temperature, there was
constant production of steam.
Conclusion
It was determined from the data plotted in the temperature
versus time graph (Figure 2) that

8. the boiling point of water is 99.51 oC. This concurs very
closely with the stated hypothesis, therefore
the experiment was deemed a success. The percent error was
found to be 0.49%. Possible sources
of error could have involved impurities in the water and human
error in reading the thermometer.
Possible sources of the impurities in the water are chemicals
from dirty glassware. Improvements
would include more accurate thermometers, clean equipment
and proper reading of the thermometer.
Literature Cited
Kane, Joseph W. and Morton M. Sternheim. Physics.
New York: John Wiley & Sons, 1984 ed.
Merck, Josef. Merck Index of Chemical Constants. New
York: Benjamin/Cummings Publishing Company Inc. 1976.
Three Oaks Senior High School
Guidelines to Writing a
Formal Lab Report
Three Oaks Senior High School
Science Department
Running head: Why is it so difficult to diagnose bipolar
disorder in children? 1

9. AN OVERVIEW: OF DIAGNOSING BIPOLAR DISORDER IN
CHILDREN 4
Why is it so difficult to diagnose bipolar disorder in children?
By:Lakendra Green
An Overview of the Research Topic
This research begins with an introduction of the topic of my
research. Firstly, I will describe a summary of our main topic
question that is “Why is it so difficult to diagnose bipolar
disorder in children? Later, the study background, research
objective, problem statement and I will review in this section.
Moreover, the support, range of the research, and limitation of
the subject support fully described in study one.
Introduction: In the past few years, there has been a meaningful
improvement in the diagnosis of Bipolar Disorder in children,
the nominal pediatric or childish -onset form of Bipolar
Disorder (Moreno et al. 2007). The idea of prepubertal origins
of Bipolar Disorder is not completely affirmed, with researchers
discussing whether the state lives in the age group (or if
misdiagnosis of another childhood ailments like Attention
Deficit Hyperactivity Disorder) also, if it survives, how simple
it is, etc. Whilst clinicians and researchers do not dispute that
children diagnosed with pediatric Bipolar Disorder have mental
dilemmas that require attention and medicine, there is never
consensus about whether this childhood disease is the
equivalent disease as ‘adult- original’ Bipolar Disorder that
typically performs from children onwards. One problem that has
maintained this discussion is the absence of consensus on the

10. essence signs of mania or hypomania (that we relate to as
hypomania) manifesting in children. For instance, many
researchers recommend that the childish kind of Bipolar
Disorder is more suitable to perform with anger somewhat than
happiness in desire, that combined cases may also be simple, or
that there are variations in the number of hardness of Bipolar
Disorder symptoms recognized in children related to different
age groups.
This is a significant approach; however, several of the
statements rely on descriptions of the number of distinct
hypomanic signs in specimens composed of children alone,
sooner than studying subjects that immediately connect the
signs of hypomanic experiences crossed this age group.
Moreover, the pieces of knowledge of phenomenology
frequently utilize various paths to including the signs. For
instance, few investigations describe the appearance or lack of
the symptoms recorded in universally accepted on
distinguishing models (like the A and B models published in the
Symptomatic and Statistical Manual (DSM IV)). In opposition,
different investigations utilize sign grade systems (like the
"Young Mania Rating Scale" (YMRS); (Young et al. 1978) that
evaluate the hardness of all signs that are today (and describe
the low hardness number for every part toward the rating scale).
Finally, I will do a few investigations of children utilize data
collected from parent's interviews or from a teacher.
Investigations of children and grown-ups regularly essentially
rely on data collected from conversations with the average
position (the body with Bipolar Disorder).
Background: Ultimately, I will explain the consequence time
that I frequently utilize in the research. Bipolar Disorder is a
critical psychic disease that includes variations in attitude,
thought, and behavior. It can be classified in three large
subgroups: Bipolar Disorder -I (identified by experiences of
depression and mania); Bipolar Disorder-II (depression and
hypomania) and a diversified group that is seldom applied to as
spectrum diseases, which involves Bipolar Disorder-NOS,

11. cyclothymia, and another smaller clear Bipolar Disorder-like
symptoms (Akiskal et al. 2000). The global ubiquity of each
display of is approximately 4 % (Angst 1988). The top age of
encounter is 15 to 25 years, although the rate continues very
high, completely early, and mid- grown living (Merikangas et
al. 2011). It is recommended that problems with children or
typically started with related sign forms for every stage of the
Bipolar Disorder disorder, e.g., depressive, hypomanic, manic,
and mixed experiences (where manic and depressive symptoms
co-occur), and that the number of various kinds of experiences
is also similar (e.g., depressive experiences are frequent;
combined events are comparatively limited) (Angst 1988).
There have been few changes described in those things by the
age of encounter, although overall problems manifesting in
childhood are normally seen as becoming ‘adult- original’
Bipolar Disorder with different experiences.
Research Purpose: The main purpose of my study will
investigate exactly whether the clinical phenomenology about
hypomania changes over two age groups (children and
adolescents) (e.g., a united collection of children and teenagers
connected to grown-ups with Bipolar Disorder ). The particular
research questions are given below:
1. Is there a variation in the various commonly described signs
of hypomania in varying age group in similar investigations that
utilize accepted diagnostic models, e.g., ICD or DSM (World
Health Organization 1992), or that apply measures that regulate
the heart signs of Bipolar Disorder, e.g., Kiddie- Program for
Affective Diseases and Schizophrenia?
2. Is there a distinction in the signs of hypomania that are
considered as the common critical in various age groups in
related investigations that utilized to set rating scales of
symptom, e.g., the YMRS?
Methods: To solve the important research questions, I will
identify papers that performed a personal identification of the
signs of hypomania in people with adolescence, children, and
/or adults- start Bipolar Disorder.

12. Search Strategy: Established research of a couple of online
databases was initiated to recognize any possibly related peer-
studied unique reports, summaries, or discussion courses.
Reference files of papers were also examined for further papers.
The period of the past research will be restricted from the year
1980 to 2016. The origin date was adopted because that was the
initial time the Bipolar Disorder diagnosis was covered through
the DSM categorization method. The research applied sequences
of words from three general classes: group one uses many terms
for Bipolar Disorder (e.g., manic depression); group two
involved words for age groups (e.g., children); and group three
concentrated on words uses to express symptoms of hypomanic
or manic (e.g., psychopathology).
Conclusion: The information on symptom patterns (practicing a
composite ranking of number and sharpness) described as
weighted rates over age groups. As noted, there are few
differences in sign models through age, including annoyance
/aggressiveness being the several notable features of Bipolar
Disorder in children, and action /energy is the common
noticeable in childhood Bipolar Disorder; the other common
obvious sign is both certain age groups is happy/euphoric
feeling. In Bipolar Disorder in the grown-up, the two common
noticeable signs are these connected with differences in
perception (particularly speed of reasoning as defined by the
strength of communication and contending ideas; and content of
reasoning as defined by grand or unusual approaches).

13. Sources for the Research
Akiskal HS, Bourgeois ML, Angst J, Post R, Hans-Jürgen M,
Hirschfeld R. Re-evaluating the prevalence of and diagnostic
composition within the broad clinical spectrum of bipolar
disorders. J Affect Disord. 2000;59:S5–S30.
Angst J. The emerging epidemiology of hypomania and bipolar
II disorder. J Affect Disord. 1988;50(2–3):143–151.
Merikangas KR, Jin R, He JP, Kessler RC, Lee S, Sampson NA,
et al. Prevalence and correlates of bipolar spectrum disorder in
the world mental health survey initiative. Arch Gen
Psychiatry. 2011;68(3):241–251.
Moreno C, Laje G, Blanco C, Jiang H, Schmidt AB, Olfson M.
National trends in the outpatient diagnosis and treatment of
bipolar disorder in youth. Arch Gen
Psychiatry. 2007;64(9):1032–1039.
World Health Organization . The ICD-10 classification of
mental and behavioral disorders: clinical descriptions and
diagnostic guidelines. Geneva: World Health Organization;
1992.
Young RC, Biggs JT, Ziegler VE, Meyer DA. A rating scale for
mania: reliability, validity and sensitivity. Br J
Psychiatry. 1978;133(5):429–435.
Why is it so difficult to diagnose children with bipolar
disorder?
2
DRAFT TWO

14. Draft Two
Lakendra Green
English
Introduction
Diagnosing a bipolar disorder has proven difficult especially in
younger children. This research topic will address on the reason
behind the difficulty of this diagnosis in young children who are
below their teenage period or rather the adolescent stage. The
topic will widely covers four general topic which will prove
why this disorder has become extreme difficult to treat in young
children.
Summary
Children in bipolar disorder do not often exhibit the adult
cycle of distinct mood swings of mania and depression
something that makes it harder for the disorder to be
recognized, diagnosed and treated in young children. The
situation has proven to show similar characteristics to
depression especially unipolar depression, anxiety disorder,
schizophrenia as well as border line personality disorder in
children. These similarities will be deeply discussed in this
research paper under the topic question mentioned.
In children, schizophrenia condition similar appears as the

15. bipolar disorder condition. Under this case, children will have
hallucination, delusion as well as other psychotic reactions.
80% of bipolar disorder children will also be affected by
paranoia that is majorly accompanied by disorganized speeches
as well as thought.
These children will often feel demotivated which makes
most of them to lack perseverance hence socially withdrawing
from the society. They also have blunted emotion which may
make the physician suspect the child of suffering from
depression as the situation mimics depression.
In children, borderline personality disorder in children is
marked with lack of emotional regulation that affect the mental
stability of many children in their teenage period. Just like
children in bipolar disorder, children with border line
personality disorder often lacks predictable mood swing
something that makes them uneasy to handle. They normally
have self-image problem which leads to having difficulties and
complications while relating with other children similar to
border line personality disorder.
One of the common reasons why it is difficult to diagnose
this disease is its first appearance as an anxiety disorder hence
confusing the doctor in its diagnosis and treatment mechanisms.
Most of the doctors mistake the bipolar disorder as an anxiety
disorder. Anxiety disorder is accompanied by prolonged fear
and worries which may relevantly influence the function-ability
of the victim. This unlike the fleeting moments of stress which
appear prior to contracting the anxiety disorder.
The reason why bipolar disorder is often mistaken for
anxiety disorder comes in its anxiety, agitation as well as
irritability which are common first symptoms of both the
bipolar disorder and anxiety disorder. In fact, an individual may
be affected by both the bipolar disorder and the anxiety disorder
rat the same time. There is therefore an essential need for the
physician to deeply examine the medical history of the patient
which will help them know if the victim is actually suffering
from bipolar disorder or the anxiety disorder.

16. Normally, the bipolar disorder is marked by extreme shifts in
moods which may vary from time to time between deep
depression and mania which is abnormal elevation of moods.
40% of the bipolar disorder victims are initially diagnosed of
unipolar depression before being actually found with the bipolar
disorder. This has been a conflicting issue and confusing one
for the physician when it comes to determining whether the
patient is suffering from unipolar depression or bipolar
disorder. It is strongly advised for the physicians to note that
unipolar depression does not involve mood swings or mania
which is an early symptom for bipolar disorder in children.
Lakendra Green
English
Draft#1
Why is it so Difficult to Diagnose Children with Bipolar
Disorder ?

17. Introduction
Diagnosing a bipolar disorder has proven difficult
especially in younger children. This research topic will address
on the reason behind the difficulty of this diagnosis in young
children who are below their teenage period or rather the
adolescent stage. The topic will widely covers four general
topic which will prove why this disorder has become extreme
difficult to treat in young children.
Anxiety Disorders
One of the common reasons why it is difficult to diagnose
this disease is its first appearance as an anxiety disorder hence
confusing the doctor in its diagnosis and treatment mechanisms.
Most of the doctors mistake the bipolar disorder as an anxiety
disorder. Anxiety disorder is accompanied by prolonged fear
and worries which may relevantly influence the function-ability
of the victim. This unlike the fleeting moments of stress which
appear prior to contracting the anxiety disorder.
The reason why bipolar disorder is often mistaken for
anxiety disorder comes in its anxiety, agitation as well as
irritability which are common first symptoms of both the
bipolar disorder and anxiety disorder. In fact, an individual may
be affected by both the bipolar disorder and the anxiety disorder
rat the same time. There is therefore an essential need for the
physician to deeply examine the medical history of the patient
which will help them know if the victim is actually suffering
from bipolar disorder or the anxiety disorder.
Depression
Normally, the bipolar disorder is marked by extreme shifts
in moods which may vary from time to time between deep
depression and mania which is abnormal elevation of moods.
40% of the bipolar disorder victims are initially diagnosed of
unipolar depression before being actually found with the bipolar
disorder. This has been a conflicting issue and confusing one
for the physician when it comes to determining whether the
patient is suffering from unipolar depression or bipolar
disorder. It is strongly advised for the physicians to note that

18. unipolar depression does not involve mood swings or mania
which is an early symptom for bipolar disorder in children.
Border Line Personality Disorder
In children, borderline personality disorder in children is
marked with lack of emotional regulation that affect the mental
stability of many children in their teenage period. Just like
children in bipolar disorder, children with border line
personality disorder often lacks predictable mood swing
something that makes them uneasy to handle. They normally
have self-image problem which leads to having difficulties and
complications while relating with other children similar to
border line personality disorder.
Schizophrenia
In children, schizophrenia condition similar appears as the
bipolar disorder condition. Under this case, children will have
hallucination, delusion as well as other psychotic reactions.
80% of bipolar disorder children will also be affected by
paranoia that is majorly accompanied by disorganized speeches
as well as thought.
These children will often feel demotivated which makes
most of them to lack perseverance hence socially withdrawing
from the society. They also have blunted emotion which may
make the physician suspect the child of suffering from
depression as the situation mimics depression.
Part #1
Please post your your most recent, revised thesis statement for
peer-review. Now that you done your research, organized your
summaries, and completed yet another draft, you are ready to
crystallize your thesis into its final version. Please follow the
following format:
1. Post your former thesis statement from Module 6.
2. Post your latest revision of that thesis statement.
3. Add a brief (50 words or more) evaluation of how you see it

19. "evolving" from your last version
Thesis statement previous posted: Working Thesis Statement:
The main purpose of my study will investigate exactly whether
the clinical phenomenology about hypo-mania changes over two
age groups (children and adolescents) (e.g., a united collection
of children and teenagers connected to grown-ups with Bipolar
Disorder ). The particular research questions are given below:
Is there a variation in the various commonly described signs of
hypo-mania in varying age group in similar investigations that
utilize accepted diagnostic models, e.g., ICD or DSM (World
Health Organization 1992), or that apply measures that regulate
the heart signs of Bipolar Disorder, e.g., Kiddie- Program for
Effective Diseases and Schizophrenia?
Is there a distinction in the signs of hypo-mania that are
considered as the common critical in various age groups in
related investigations that utilized to set rating scales of
symptom, e.g., the YMRS?
Part#3
Please upload a brief Power Point presentation of your Research
Paper highlights. Your presentation should be 6 slides in total
and include:
1. A Title/Cover Page: Page 1.
2. Your Abstract: Page 2.
3. Highlights of your findings/arguments: 2 Pages of Bullet
Points/Charts/Figures.
4. Some Conclusions/Implications. Page 5.
5. Your References List in APA documentation style.

20. Final paper: You have arrived! Please submit your final
Research Paper. For your convenience, you can find the General
Guidelines listed in the Lecture section of Module 5
attached below. Remember to carefully proofread your APA
References list entries for accurate documentation style and to
check your evidence/sources for proper and complete In- text
citations.
Due Day 7.
ENG 302: Academic Writing and Research
Research Paper: General Directions
1. Length: 7-8 pages (not including References page, 12-point
character, double-spaced.
2. Your essay develops a suitable topic for academic research,
one that allows for multiple avenues of inquiry.
3. Format: Your essay will use the APA documentation style for
this research. It should include a References page at the end of
your paper, and in-text citations in the body of essay to
acknowledge summaries and direct quotations. You should
include an Abstract on a separate page before the body of your
paper. Please follow the guidelines in WR: APA-5b, where you
will find a manuscript format of a model APA research paper.
4. Research: Your essay must include at least 5 sources,
primarily articles or websites or online articles. No books are
required, but they are optional. 3 of those sources MUST BE
SCHOLARLY ARTICLES retrieved from the databases at Barry
University or other university library. The other 2 sources
should come from reliable venues such as government sites,
organization sites, articles from professional websites, trade
magazines, professional journals, or national newspapers.
Again, WR, R3, Evaluating Sources, can guide you in terms of
suitability.

21. 5. Analysis: Your essay should develop an original idea by
identifying patterns and defining key terms, as well as include
analytical summaries of secondary sources unified by strong
arrangement and carefully crafted claims.
6. Structure: Your essay should develop ideas in a logical and
coherent hierarchy and present an evolving thesis statement
with ample development of claims.
7. Standard English: Your essay employs Standard English
syntax and style using advanced sentence construction and
variety, consistency of tone and voice, the use of active verbs,
and the balancing of concrete detail with abstract concepts.
8. Process: Your final essay incorporates substantial changes
prompted by self- assessment, peer review, and faculty feedback
on prior drafts and assignments.
Data
Trail 1
Trail 2
Mass of unknown hydrate+flask
102.25 g
104.85 g
Mass of empty flask
104.24 g
103.81 g
Mass of hydrate
1.01 g
1.04 g
Mass of anhydrate salt+flask
104.80 g
104.43 g
Mass of anhydrate

22. 0.56 g
0.62 g
Mass of effloresced water
0.45 g
0.42 g
Color and appearance of anhydrous salt: Green powder
Moles of anhydrate salt
0.0035 mol
0.0039 mol
Average moles of anhydrous salt
0.0037 mol
Moles of water of crystallization
0.025 mol
0.023 mol
Average moles of water of crystallization
0.024 mol
Simplest integer ratio(X):(Y)
1:6
Empirical formula and name of the original hydrate
CuSo4 (Copper Sulfate)
Percent by mass of water in the original hydrate
42.44 %