Lab 9: Chemical Reactions II
Pre-lab Questions
1. Michelangelo used fresco painting when he painted the Sistine Chapel. Fresco painting involves most of the types of chemical reactions you just studied. Listed below are some of the reactions used in creating a Fresco painting. Identify the type of chemical reaction used for each step and balance the chemical equation if needed.
Initially, some sort of heat must be generated. Propane is an example of a common fuel source used for heating.
C3H8 + O2 → CO2 + H2O
This is a ____________________________________________ reaction.
Next, quicklime (calcium oxide) is made by roasting calcium carbonate (limestone).
CaCO3 → CaO + CO2
This is a ____________________________________________ reaction.
The quicklime is slaked to form lime plaster.
CaO + H2O → Ca(OH)2
This is a ____________________________________________reaction.
The lime plaster is cured or dried.
Ca(OH)2 + CO2 → Ca(OH)(HCO3)
This is a ____________________________________________ reaction.
This quickly continues to react to form calcium carbonate and water.
Ca(OH)(HCO3) → CaCO3 + H2O
This is a ____________________________________________ reaction.
Frescos will deteriorate over time when exposed to the damp, acidic environments typical of modern urban city atmospheres.
CaCO3 + H2SO4 → CaSO4 + H2O + CO2
This is a ____________________________________________ reaction.
2. Balance each of the chemical equa_ons you will be doing in this laboratory exercise.
Combustion:
C4H10 (g) + O2 (g) → CO2 (g) + H2O(g)
Synthesis:
Hb (s) + O2 → HbO2 (s)
Single Replacement:
Zn (s) + H3C6H5O7 (aq) → Zn3(H3C6H5O7)2 (aq) + H2 (g)
Double Replacement:
Zn(C2H3O2)2 (aq) + Na3PO4 (aq) → NaC2H3O2 (aq) + Zn3(PO4)2 (s)
Decomposition:
(NH4)2CO3 (s) → NH3 + H2O + CO2 (g)
Experiment: Getting to Know your Reactions
Procedure
**Take photographs of your experiment set up for Parts 1 - 5 and your results. Submit them with your laboratory report.**
Part 1: Combustion
C4H10 (g) + O2(g) → CO2 (g) + H2O (g)
1. Light a butane lighter and observe the flame. (The ignition of the flame is a reaction between butane and the oxygen in the air you breathe.)
2. Record your observations in the data table from when the lighter is turned on until it is turned off.
Part 2: Synthesis (A + B → C)
Hb(s) + O2 → HbO2 (s)
1. Take a deep breath, hold it as long as possible and then exhale. Visualize the reaction occurring.
2. Record your observations before inhaling and a>er you exhale.
3. Construct an oxyhemoglobin molecule with modeling clay and toothpicks.
Hint: See figure of molecule in introduction as a guide.
4. Take a photograph of your model and submit it with your laboratory report.
Part 3: Single Replacement (A + BC → AC + B)
Zn (s) + H3C6H5O7 (aq) → Zn3(C6H5O7)2 (aq) + H2 (g)
1. Place a test tube in a test tube rack or small beaker.
2. Slightly tilt a test tube and slide a small zinc-coated (galvanized) washer down the side.
3. Use a 10 mL graduated cylinder to measu ...
phychem1phychem2Lab 9 Chemical Reactions IIPre-lab Qu.docxmattjtoni51554
phychem1phychem2
Lab 9: Chemical Reactions II
Pre-lab Questions
1. What is a limiting reagent?
2. A student used 7.15 g of CaCl2 and 9.25 g of K2CO3 to make CaCO3. The actual yield was 6.15 g of CaCO3. Calculate the limiting reagent and the percent yield.
Experiment: Synthesis of Garden Lime
Procedure
**Take photographs of your experiment set up and your results. Submit them with your laboratory report.**
1. Table 1 provides an example set of data for 1.0 g CaCl2.
2. For Trial 1, weigh into a 250 mL beaker the amount of calcium chloride (CaCl2) shown in Table 1. Record the exact mass you weigh out in the Trial 1 column of the Data section.
3. Measure 50.0 mL of distilled water into a 100 mL graduated cylinder. Pour the water into the 250 mL beaker with the calcium chloride.
4. Stir the solution with a stirring rod until all of the calcium chloride is dissolved.
5. Weigh out 2.5 g of potassium carbonate (K2CO3) in a 50 mL beaker. Record the exact mass in the Data section.
6. Measure 25.0 mL of distilled water into a 100 mL graduated cylinder. Add the water into the 50 mL beaker containing the potassium carbonate.
7. Stir the potassium carbonate in the distilled water with a stirring rod until it is all dissolved.
8. Pour the K2CO3 solution into the 250 mL beaker that has the CaCl2 solution. Rinse the beaker that contained the K2CO3 with a few mL of water and add this to the CaCl2 solution. Stir the mixture.
9. As soon as the reaction begins, record your observations in the Data section. Continue stirring until you see no more precipitate forming.
10. Set up the funnel in the Erlenmeyer flask as shown in Figure 2.
HINT: Do NOT begin filtering yet!
11. Zero the scale and weigh a piece of filter paper and a watch glass. Record the masses of both items in the Data section.
12. Prepare a filtering funnel as shown in Figure 2: fold a piece of filter paper in half twice to make quarters, and open the paper to make a small cone (three quarters are open on one side and one quarter is on the opposite side). Place the paper cone into the funnel and hold it in place with your fingers. Pour a small amount of distilled water through the paper to secure it inside the funnel.
13. Filter the mixture by pouring it into the filter paper in the funnel. Use the stirring rod and distilled water in a wash bottle to transfer the entire solid into the filter paper.
HINT: For best results, be sure to transfer all of the precipitate into the filter paper. Use a rubber policeman if it is available to help with the transfer.
14. Rinse the remaining solid in the filter paper twice with distilled water from a wash bottle to rinse off excess sodium chloride (NaCl). After all the liquid has filtered through, rinse the product with approximately 5 mL of ethanol to aid in its drying. Allow the ethanol to completely finish filtering through the paper.
15. Remove the filter paper carefully so as to not lose any product. Gently unfold the filter paper and lay it flat on t.
Lab 9 Chemical Reactions IIPre-lab Questions1. What is a limi.docxsmile790243
Lab 9: Chemical Reactions II
Pre-lab Questions
1. What is a limiting reagent?
2. A student used 7.15 g of CaCl2 and 9.25 g of K2CO3 to make CaCO3. The actual yield was 6.15 g of CaCO3. Calculate the limiting reagent and the percent yield.
Experiment: Synthesis of Garden Lime
Procedure
**Take photographs of your experiment set up and your results. Submit them with your laboratory report.**
1. Table 1 provides an example set of data for 1.0 g CaCl2.
2. For Trial 1, weigh into a 250 mL beaker the amount of calcium chloride (CaCl2) shown in Table 1. Record the exact mass you weigh out in the Trial 1 column of the Data section.
3. Measure 50.0 mL of distilled water into a 100 mL graduated cylinder. Pour the water into the 250 mL beaker with the calcium chloride.
4. Stir the solution with a stirring rod until all of the calcium chloride is dissolved.
5. Weigh out 2.5 g of potassium carbonate (K2CO3) in a 50 mL beaker. Record the exact mass in the Data section.
6. Measure 25.0 mL of distilled water into a 100 mL graduated cylinder. Add the water into the 50 mL beaker containing the potassium carbonate.
7. Stir the potassium carbonate in the distilled water with a stirring rod until it is all dissolved.
8. Pour the K2CO3 solution into the 250 mL beaker that has the CaCl2 solution. Rinse the beaker that contained the K2CO3 with a few mL of water and add this to the CaCl2 solution. Stir the mixture.
9. As soon as the reaction begins, record your observations in the Data section. Continue stirring until you see no more precipitate forming.
10. Set up the funnel in the Erlenmeyer flask as shown in Figure 2.
HINT: Do NOT begin filtering yet!
11. Zero the scale and weigh a piece of filter paper and a watch glass. Record the masses of both items in the Data section.
12. Prepare a filtering funnel as shown in Figure 2: fold a piece of filter paper in half twice to make quarters, and open the paper to make a small cone (three quarters are open on one side and one quarter is on the opposite side). Place the paper cone into the funnel and hold it in place with your fingers. Pour a small amount of distilled water through the paper to secure it inside the funnel.
13. Filter the mixture by pouring it into the filter paper in the funnel. Use the stirring rod and distilled water in a wash bottle to transfer the entire solid into the filter paper.
HINT: For best results, be sure to transfer all of the precipitate into the filter paper. Use a rubber policeman if it is available to help with the transfer.
14. Rinse the remaining solid in the filter paper twice with distilled water from a wash bottle to rinse off excess sodium chloride (NaCl). After all the liquid has filtered through, rinse the product with approximately 5 mL of ethanol to aid in its drying. Allow the ethanol to completely finish filtering through the paper.
15. Remove the filter paper carefully so as to not lose any product. Gently unfold the filter paper and lay it flat on the pre-weighed wat ...
Essay about Chemistry
Essay about Chemistry Lab
Chemistry In Chemistry
Chemistry
Chemical Element Essay
Whats Organic Chemistry Essay
The History of Chemistry Essay
The History of Chemistry Essay
Chemical Reactions Essay
Chemistry Essay
Chemistry Essay
Green Chemistry Essay
CHE235L4Spring2017.pdf
FW
(g/mol)
mp (
o
C) bp (
o
C) mmol mass (g)
density
(g/mL)
volume
(mL)
N/A
N/A
bismuth(III) nitrate pentahydrate N/A N/A N/A N/A
sodium chloride, saturated (brine) N/A N/A N/A N/A N/A
ethyl acetate N/A N/A
cis -1,2-cyclohexanediol N/A N/A N/A
trans -1,2-cyclohexanediol, (±) N/A N/A N/A
Prelab 4: Green Lewis Acid-Catalyzed Hydrolysis of Cyclohexene Oxide
Name:
Reaction equation:
Note: For those reagents that are in solution, the FW, mmol, and mass columns refer to the solute in the
solution.
Limiting reagent:
Reagent Table
water
Theoretical yield:
Chemical
cyclohexene oxide
EXPERIMENT #4
GREEN LEWIS ACID-CATALYZED HYDROLYSIS OF CYCLOHEXENE OXIDE
Introduction:
Epoxides are three-membered ethers. They are special because unlike most ethers, they can react
with nucleophiles to form a new bond between carbon and the nucleophile and break a bond
between that carbon and oxygen. This ring-opening reaction makes epoxides versatile functional
groups for organic synthesis. (In fact epoxide is the functional group that makes epoxy resins
possible.)
Scheme 1. Ring opening of an epoxide in the presence of a nucleophile.
Ring-opening of the epoxide can occur under basic or acidic conditions. Under basic conditions,
the reaction is similar to an SN2 reaction so that the nucleophile attacks the less substituted carbon
of an unsymmetrical epoxide by backside attack. Sodium ethoxide reacts with this epoxide in the
following reaction.
Scheme 2. Ring opening of an unsymmetrical epoxide under basic conditions.
Under acidic conditions, the reaction is more complicated. It is similar to an SN2 reaction because
the nucleophile reacts by backside attack. However, because there is partial positive charge on the
Reference Material:
MAHHS Chapter 1: Safety in the Laboratory
MAHHS Chapter 2: Protecting the Environment
MAHHS Chapter 3: Laboratory Notebooks and Prelaboratory Information
MAHHS Chapter 4: Laboratory Glassware
MAHHS Chapter 5: Measurements and Transferring Reagents
MAHHS Chapter 10: Filtration
MAHHS Chapter 11: Extraction
MAHHS Chapter 12: Drying Organic Liquids and Recovering Reaction Products
MAHHS Chapter 17: Thin-Layer Chromatography, especially section 17.8
MAHHS Chapter 20: Infrared Spectroscopy
Klein Chapter 14: Ethers and Epoxides; Thiols and Sulfides
three atoms of the epoxide ring, the nucleophile attacks where the partial positive charge is more
stabilized, the more substituted carbon of an unsymmetrical epoxide. Ethanol in the presence of
sulfuric acid reacts with this epoxide in the following reaction.
Scheme 3. Ring opening of an unsymmetrical epoxide under acidic conditions.
While sulfuric acid is an inexpensive acid catalyst, it is difficult to handle. It is very corrosive and
can cause severe burns. In addition, it is viscous, which makes it difficult to handle on the scale of
the reactions perfor ...
Classic, mini chemistry experiments- some require materials typically found in a high school chemistry lab, while others are extremely simple. Very straightforward!
Classic, mini chemistry experiments- some require materials typically found in a high school chemistry lab, while others are extremely simple. Very straightforward!
Water Testing Lab Background Information Chemists can .docxcelenarouzie
Water Testing Lab
Background Information:
Chemists can detect and identify ions in water solution in several different ways. In this lab you will use
some chemical tests to check for the presence of certain ions in aqueous solution. Positively charged
ions are called cations; negatively charged ions are called anions. The tests you will perform are
confirming tests. If the test is positive, it confirms that the ion in question is present. In each confirming
test you will look for a change in solution color, or the appearance of an insoluble material called a
precipitate. A negative test (no color change or precipitate) doesn’t necessarily mean the ion in
question is not present. The ion may simply be present in such a small amount that the color or
precipitate cannot be seen.
Purpose:
§ To use chemical tests to determine the presence of ions in three different water samples.
Objectives:
§ To test for the presence of cations iron (III) Fe3+, calcium Ca2+, copper Cu+, as well as the
anions chloride Cl-, phosphate PO43-, and sulfate SO42-.
§ To perform each of the following confirming tests on three different samples:
1. A reference solution (known to contain the ion of interest)
2. Tap water (which may or may not contain the ion)
3. A control (distilled water, known not to contain the ion)
§ Test for water hardness using ion-testing strips.
§ Complete a confirmative ion-testing using a complete ion-testing strip.
Materials:
§ 10 test tubes
§ Test tube rack
§ 10 mL graduated cylinder
§ Test reagent solutions in dropper bottles
o Potassium thiocyanate (KSCN)
o Potassium oxalate (K2C2O4)
o Acetic acid (HC2H3O2)
o Silver nitrate (AgNO3)
o Barium Chloride (BaCl2)
§ Reference ion solutions
o Iron (III) Nitrate - Fe(NO3)3
o Calcium Chloride – CaCl2
o Iron (II) Sulfate – FeSO4
Procedures: PART ONE
1. Safety goggles should be worn at ALL times during this lab exercise. If you spill any of the
reagents on your hands, wash them immediately.
2. Clean five test tubes with water and dry all glassware before starting the experiment.
3. In this lab, you are testing water samples for the presence of four different ions: Ca2+, Fe3+, Cl-,
and SO42-. For EACH of the test procedures you will test a reference solution (known to contain
the ion), a control (distilled water-known not to contain the ion), and your water samples
brought from home. Follow the diagram below and be sure to keep track of your water
samples:
4. Measure 1 pipette full (about 2 mL) of reference solution, control, and the three water samples
into five clean test tubes. Label the three test tubes Reference (R), Control (C), and Water
Sample #1, 2, & 3.
5. Follow the table below to test for each ion:
6. As you perform each test, record your observations in the data table below.
7. When you have completed an ion test, wash your test tubes with water and dry them
thoroughly before moving on to the next ion test.
P.
phychem1phychem2Lab 9 Chemical Reactions IIPre-lab Qu.docxmattjtoni51554
phychem1phychem2
Lab 9: Chemical Reactions II
Pre-lab Questions
1. What is a limiting reagent?
2. A student used 7.15 g of CaCl2 and 9.25 g of K2CO3 to make CaCO3. The actual yield was 6.15 g of CaCO3. Calculate the limiting reagent and the percent yield.
Experiment: Synthesis of Garden Lime
Procedure
**Take photographs of your experiment set up and your results. Submit them with your laboratory report.**
1. Table 1 provides an example set of data for 1.0 g CaCl2.
2. For Trial 1, weigh into a 250 mL beaker the amount of calcium chloride (CaCl2) shown in Table 1. Record the exact mass you weigh out in the Trial 1 column of the Data section.
3. Measure 50.0 mL of distilled water into a 100 mL graduated cylinder. Pour the water into the 250 mL beaker with the calcium chloride.
4. Stir the solution with a stirring rod until all of the calcium chloride is dissolved.
5. Weigh out 2.5 g of potassium carbonate (K2CO3) in a 50 mL beaker. Record the exact mass in the Data section.
6. Measure 25.0 mL of distilled water into a 100 mL graduated cylinder. Add the water into the 50 mL beaker containing the potassium carbonate.
7. Stir the potassium carbonate in the distilled water with a stirring rod until it is all dissolved.
8. Pour the K2CO3 solution into the 250 mL beaker that has the CaCl2 solution. Rinse the beaker that contained the K2CO3 with a few mL of water and add this to the CaCl2 solution. Stir the mixture.
9. As soon as the reaction begins, record your observations in the Data section. Continue stirring until you see no more precipitate forming.
10. Set up the funnel in the Erlenmeyer flask as shown in Figure 2.
HINT: Do NOT begin filtering yet!
11. Zero the scale and weigh a piece of filter paper and a watch glass. Record the masses of both items in the Data section.
12. Prepare a filtering funnel as shown in Figure 2: fold a piece of filter paper in half twice to make quarters, and open the paper to make a small cone (three quarters are open on one side and one quarter is on the opposite side). Place the paper cone into the funnel and hold it in place with your fingers. Pour a small amount of distilled water through the paper to secure it inside the funnel.
13. Filter the mixture by pouring it into the filter paper in the funnel. Use the stirring rod and distilled water in a wash bottle to transfer the entire solid into the filter paper.
HINT: For best results, be sure to transfer all of the precipitate into the filter paper. Use a rubber policeman if it is available to help with the transfer.
14. Rinse the remaining solid in the filter paper twice with distilled water from a wash bottle to rinse off excess sodium chloride (NaCl). After all the liquid has filtered through, rinse the product with approximately 5 mL of ethanol to aid in its drying. Allow the ethanol to completely finish filtering through the paper.
15. Remove the filter paper carefully so as to not lose any product. Gently unfold the filter paper and lay it flat on t.
Lab 9 Chemical Reactions IIPre-lab Questions1. What is a limi.docxsmile790243
Lab 9: Chemical Reactions II
Pre-lab Questions
1. What is a limiting reagent?
2. A student used 7.15 g of CaCl2 and 9.25 g of K2CO3 to make CaCO3. The actual yield was 6.15 g of CaCO3. Calculate the limiting reagent and the percent yield.
Experiment: Synthesis of Garden Lime
Procedure
**Take photographs of your experiment set up and your results. Submit them with your laboratory report.**
1. Table 1 provides an example set of data for 1.0 g CaCl2.
2. For Trial 1, weigh into a 250 mL beaker the amount of calcium chloride (CaCl2) shown in Table 1. Record the exact mass you weigh out in the Trial 1 column of the Data section.
3. Measure 50.0 mL of distilled water into a 100 mL graduated cylinder. Pour the water into the 250 mL beaker with the calcium chloride.
4. Stir the solution with a stirring rod until all of the calcium chloride is dissolved.
5. Weigh out 2.5 g of potassium carbonate (K2CO3) in a 50 mL beaker. Record the exact mass in the Data section.
6. Measure 25.0 mL of distilled water into a 100 mL graduated cylinder. Add the water into the 50 mL beaker containing the potassium carbonate.
7. Stir the potassium carbonate in the distilled water with a stirring rod until it is all dissolved.
8. Pour the K2CO3 solution into the 250 mL beaker that has the CaCl2 solution. Rinse the beaker that contained the K2CO3 with a few mL of water and add this to the CaCl2 solution. Stir the mixture.
9. As soon as the reaction begins, record your observations in the Data section. Continue stirring until you see no more precipitate forming.
10. Set up the funnel in the Erlenmeyer flask as shown in Figure 2.
HINT: Do NOT begin filtering yet!
11. Zero the scale and weigh a piece of filter paper and a watch glass. Record the masses of both items in the Data section.
12. Prepare a filtering funnel as shown in Figure 2: fold a piece of filter paper in half twice to make quarters, and open the paper to make a small cone (three quarters are open on one side and one quarter is on the opposite side). Place the paper cone into the funnel and hold it in place with your fingers. Pour a small amount of distilled water through the paper to secure it inside the funnel.
13. Filter the mixture by pouring it into the filter paper in the funnel. Use the stirring rod and distilled water in a wash bottle to transfer the entire solid into the filter paper.
HINT: For best results, be sure to transfer all of the precipitate into the filter paper. Use a rubber policeman if it is available to help with the transfer.
14. Rinse the remaining solid in the filter paper twice with distilled water from a wash bottle to rinse off excess sodium chloride (NaCl). After all the liquid has filtered through, rinse the product with approximately 5 mL of ethanol to aid in its drying. Allow the ethanol to completely finish filtering through the paper.
15. Remove the filter paper carefully so as to not lose any product. Gently unfold the filter paper and lay it flat on the pre-weighed wat ...
Essay about Chemistry
Essay about Chemistry Lab
Chemistry In Chemistry
Chemistry
Chemical Element Essay
Whats Organic Chemistry Essay
The History of Chemistry Essay
The History of Chemistry Essay
Chemical Reactions Essay
Chemistry Essay
Chemistry Essay
Green Chemistry Essay
CHE235L4Spring2017.pdf
FW
(g/mol)
mp (
o
C) bp (
o
C) mmol mass (g)
density
(g/mL)
volume
(mL)
N/A
N/A
bismuth(III) nitrate pentahydrate N/A N/A N/A N/A
sodium chloride, saturated (brine) N/A N/A N/A N/A N/A
ethyl acetate N/A N/A
cis -1,2-cyclohexanediol N/A N/A N/A
trans -1,2-cyclohexanediol, (±) N/A N/A N/A
Prelab 4: Green Lewis Acid-Catalyzed Hydrolysis of Cyclohexene Oxide
Name:
Reaction equation:
Note: For those reagents that are in solution, the FW, mmol, and mass columns refer to the solute in the
solution.
Limiting reagent:
Reagent Table
water
Theoretical yield:
Chemical
cyclohexene oxide
EXPERIMENT #4
GREEN LEWIS ACID-CATALYZED HYDROLYSIS OF CYCLOHEXENE OXIDE
Introduction:
Epoxides are three-membered ethers. They are special because unlike most ethers, they can react
with nucleophiles to form a new bond between carbon and the nucleophile and break a bond
between that carbon and oxygen. This ring-opening reaction makes epoxides versatile functional
groups for organic synthesis. (In fact epoxide is the functional group that makes epoxy resins
possible.)
Scheme 1. Ring opening of an epoxide in the presence of a nucleophile.
Ring-opening of the epoxide can occur under basic or acidic conditions. Under basic conditions,
the reaction is similar to an SN2 reaction so that the nucleophile attacks the less substituted carbon
of an unsymmetrical epoxide by backside attack. Sodium ethoxide reacts with this epoxide in the
following reaction.
Scheme 2. Ring opening of an unsymmetrical epoxide under basic conditions.
Under acidic conditions, the reaction is more complicated. It is similar to an SN2 reaction because
the nucleophile reacts by backside attack. However, because there is partial positive charge on the
Reference Material:
MAHHS Chapter 1: Safety in the Laboratory
MAHHS Chapter 2: Protecting the Environment
MAHHS Chapter 3: Laboratory Notebooks and Prelaboratory Information
MAHHS Chapter 4: Laboratory Glassware
MAHHS Chapter 5: Measurements and Transferring Reagents
MAHHS Chapter 10: Filtration
MAHHS Chapter 11: Extraction
MAHHS Chapter 12: Drying Organic Liquids and Recovering Reaction Products
MAHHS Chapter 17: Thin-Layer Chromatography, especially section 17.8
MAHHS Chapter 20: Infrared Spectroscopy
Klein Chapter 14: Ethers and Epoxides; Thiols and Sulfides
three atoms of the epoxide ring, the nucleophile attacks where the partial positive charge is more
stabilized, the more substituted carbon of an unsymmetrical epoxide. Ethanol in the presence of
sulfuric acid reacts with this epoxide in the following reaction.
Scheme 3. Ring opening of an unsymmetrical epoxide under acidic conditions.
While sulfuric acid is an inexpensive acid catalyst, it is difficult to handle. It is very corrosive and
can cause severe burns. In addition, it is viscous, which makes it difficult to handle on the scale of
the reactions perfor ...
Classic, mini chemistry experiments- some require materials typically found in a high school chemistry lab, while others are extremely simple. Very straightforward!
Classic, mini chemistry experiments- some require materials typically found in a high school chemistry lab, while others are extremely simple. Very straightforward!
Water Testing Lab Background Information Chemists can .docxcelenarouzie
Water Testing Lab
Background Information:
Chemists can detect and identify ions in water solution in several different ways. In this lab you will use
some chemical tests to check for the presence of certain ions in aqueous solution. Positively charged
ions are called cations; negatively charged ions are called anions. The tests you will perform are
confirming tests. If the test is positive, it confirms that the ion in question is present. In each confirming
test you will look for a change in solution color, or the appearance of an insoluble material called a
precipitate. A negative test (no color change or precipitate) doesn’t necessarily mean the ion in
question is not present. The ion may simply be present in such a small amount that the color or
precipitate cannot be seen.
Purpose:
§ To use chemical tests to determine the presence of ions in three different water samples.
Objectives:
§ To test for the presence of cations iron (III) Fe3+, calcium Ca2+, copper Cu+, as well as the
anions chloride Cl-, phosphate PO43-, and sulfate SO42-.
§ To perform each of the following confirming tests on three different samples:
1. A reference solution (known to contain the ion of interest)
2. Tap water (which may or may not contain the ion)
3. A control (distilled water, known not to contain the ion)
§ Test for water hardness using ion-testing strips.
§ Complete a confirmative ion-testing using a complete ion-testing strip.
Materials:
§ 10 test tubes
§ Test tube rack
§ 10 mL graduated cylinder
§ Test reagent solutions in dropper bottles
o Potassium thiocyanate (KSCN)
o Potassium oxalate (K2C2O4)
o Acetic acid (HC2H3O2)
o Silver nitrate (AgNO3)
o Barium Chloride (BaCl2)
§ Reference ion solutions
o Iron (III) Nitrate - Fe(NO3)3
o Calcium Chloride – CaCl2
o Iron (II) Sulfate – FeSO4
Procedures: PART ONE
1. Safety goggles should be worn at ALL times during this lab exercise. If you spill any of the
reagents on your hands, wash them immediately.
2. Clean five test tubes with water and dry all glassware before starting the experiment.
3. In this lab, you are testing water samples for the presence of four different ions: Ca2+, Fe3+, Cl-,
and SO42-. For EACH of the test procedures you will test a reference solution (known to contain
the ion), a control (distilled water-known not to contain the ion), and your water samples
brought from home. Follow the diagram below and be sure to keep track of your water
samples:
4. Measure 1 pipette full (about 2 mL) of reference solution, control, and the three water samples
into five clean test tubes. Label the three test tubes Reference (R), Control (C), and Water
Sample #1, 2, & 3.
5. Follow the table below to test for each ion:
6. As you perform each test, record your observations in the data table below.
7. When you have completed an ion test, wash your test tubes with water and dry them
thoroughly before moving on to the next ion test.
P.
PART B Please response to these two original posts below. Wh.docxsmile790243
PART B
Please response to these two original posts below. When
responding to these posts, please either expand the
thought, add additional insights, or respectfully disagree
and explain why. Remember that we are after reasons
and arguments, and not simply the statement of
opinions.
Original Post 1
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
To begin, I would like to remind us that being intrinsically valuable
means having values for just being us and nothing else. I believe
that human lives are intrinsically valuable in virtue of our
uniqueness. As a bio nerd, I would like to state the fact that there
are a lot of crossover events during meiosis, which create trillions
of different DNA combinations. Hence, from a biological
standpoint, without considering other aspects, being you is
already valuable because you are that one sperm that won the
race and got fertilized. On a larger scale, there are hardly two
people whose look and behaviors are the same in the same
family, unless they are identical twins. However, identical twins
still act differently and have differences (such as fingerprints).
Since we are raised in different families, we are taught different
things and have different cultures. In general, we all have
different genetic information, appearances, personalities, senses
of humor, ambitions, talents, interests and life experiences. These
characteristics make up our “unique individual value” and make
us so unique and irreplaceable.
I would also love to discuss how our diversities enrich and
contribute to society, but that would be a talk about our extrinsic
values.
Original Post 2
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
I believe that human lives are intrinsically valuable due to a
number of reasons. Firstly, human lives aren’t replaceable. You
can’t replace a human being with another just like you can
replace a broken laptop with brand new one. Part of the reason
why we tend to think this way is that we were nurtured with the
notion that there is, indeed, a special value to human life. This
could be in virtue of our uniqueness-- the fact that we are
sentient and capable of complex thoughts and emotions
separates us from any other species on this planet. From a
scientific standpoint, this is also one of the reasons as to why
humans became the dominant species in today’s age.
Moreover, human lives aren’t disposable. I think this is largely due
to us humans having the ability to empathize with others. We
understand that it’s morally inappropriate to take the life of
another individual even if they’re complete strangers because
they’re another human being like us who has their own thoughts,
values, memories, and stories. In a way, we have a strong
emotional connection to our own species. As .
Part C Developing Your Design SolutionThe Production Cycle.docxsmile790243
Part C Developing Your Design
Solution
The Production Cycle
Within the four stages of the design workflow there are two distinct parts.
The first three stages, as presented in Part B of this book, were described
as ‘The Hidden Thinking’ stages, as they are concerned with undertaking
the crucial behind-the-scenes preparatory work. You may have completed
them in terms of working through the book’s contents, but in visualisation
projects they will continue to command your attention, even if that is
reduced to a background concern.
You have now reached the second distinct part of the workflow which
involves developing your design solution. This stage follows a production
cycle, commencing with rationalising design ideas and moving through to
the development of a final solution.
The term cycle is appropriate to describe this stage as there are many loops
of iteration as you evolve rapidly between conceptual, practical and
technical thinking. The inevitability of this iterative cycle is, in large part,
again due to the nature of this pursuit being more about optimisation rather
than an expectation of achieving that elusive notion of perfection. Trade-
offs, compromises, and restrictions are omnipresent as you juggle ambition
and necessary pragmatism.
How you undertake this stage will differ considerably depending on the
nature of your task. The creation of a relatively simple, single chart to be
slotted into a report probably will not require the same rigour of a formal
production cycle that the development of a vast interactive visualisation to
be used by the public would demand. This is merely an outline of the most
you will need to do – you should edit, adapt and participate the steps to fit
with your context.
There are several discrete steps involved in this production cycle:
Conceiving ideas across the five layers of visualisation design.
Wireframing and storyboarding designs.
Developing prototypes or mock-up versions.
219
Testing.
Refining and completing.
Launching the solution.
Naturally, the specific approach for developing your design solution (from
prototyping through to launching) will vary hugely, depending particularly
on your skills and resources: it might be an Excel chart, or a Tableau
dashboard, an infographic created using Adobe Illustrator, or a web-based
interactive built with the D3.js library. As I have explained in the book’s
introduction, I’m not going to attempt to cover the myriad ways of
implementing a solution; that would be impossible to achieve as each task
and tool would require different instructions.
For the scope of this book, I am focusing on taking you through the first
two steps of this cycle – conceiving ideas and wireframing/storyboarding.
There are parallels here with the distinctions between architecture (design)
and engineering (execution) – I’m effectively chaperoning you through to
the conclusion of your design thinking.
To fulfil this, Part C presents a detailed breakdown of the many design
.
PART A You will create a media piece based around the theme of a.docxsmile790243
PART A:
You will create a media piece based around the theme of “alternative facts.
Fake News:
Create a
series of 3
short, “fake news” articles or news videos. They should follow a specific theme. Make sure to have a clear understanding of WHY your fake news is being created (fake news is used by people, groups, companies, etc to convince an unsuspecting audience of something. It’s supposed to seem real, but the motivation behind it is to deceive. As part of this option, consider what your motivations are for your deception).
Part A: should be around 750 words for written tasks (or 250 for each 3 part task)
PART B:
The focus for this assignment is to demonstrate a
clear understanding of media conventions
, as well as
purpose
and
audience
. Therefore, along with your media product, you’ll also be required to submit a short
reflection
detailing why you created your product and for whom it was intended. You must discuss and analyze the elements within your media product (including why & how you used the persuasive techniques of ethos, logos and pathos) as well as the other elements of media you used and why.
.
Part 4. Implications to Nursing Practice & Implication to Patien.docxsmile790243
Part 4. Implications to Nursing Practice & Implication to Patient Outcomes
Provide a paragraph summary addressing the topics implications to nursing practice and patient outcomes. This section is NOT another review of the literature or introduction of new topics related to the PICOT question.
You may find if helpful to begin each topic with -
Nurses need to know …
Important patient outcomes include …
Example
– please note this is an older previous students work and so some references are older than 5 years.
Be sure to provide the PICOT question to begin this post.
PICOT Question:
P=Patient Population
I=Intervention
C=Comparison
O=Outcome
T=Time (duration):
In patients in the hospital, (P)
how does frequently provided patient hand washing (I)
compared with patient initiated hand washing (C)
affect hospital acquired infection (O)
within the hospital stay (T)
Implications to Nursing Practice & Patient Outcomes
Nurses need to know that they play a significant role in the reduction of hospital acquired infection by ensuring by health care workers and patients wash hands since nurses have the most interactions with patients. Implementing hand hygiene protocol with patients can enhance awareness and decrease healthcare associated infection (HAI). Both nurses and patients need to know that HAI is associated with increased morbidity and mortality as well cost of treatment and length of hospital stay. Nurses and patients also need to know that most HAI is preventable. Gujral (2015) notes that proper hand hygiene is the single most important, simplest, and least expensive means of reducing prevalence of HAI and the spread of antimicrobial resistance. Nurse and patient hand washing plays a vital role in decreasing healthcare costs and infections in all settings.
References
Gujral, H. (2015.) Survey shows importance of hand washing for infection prevention. American Nurse Today, 10 (10), 20. Retrieved from hEp://www.nursingworld.org/AmericanNurseToday
.
PART AHepatitis C is a chronic liver infection that can be e.docxsmile790243
PART A
Hepatitis C is a chronic liver infection that can be either silent (with no noticeable symptoms) or debilitating. Either way, 80% of infected persons experience continuing liver destruction. Chronic hepatitis C infection is the leading cause of liver transplants in the United States. The virus that causes it is blood borne, and therefore patients who undergo frequent procedures involving transfer of blood are particularly susceptible to infection. Kidney dialysis patients belong to this group. In 2008, a for-profit hemodialysis facility in New York was shut down after nine of its patients were confirmed as having become infected with hepatitis C while undergoing hemodialysis treatments there between 2001 and 2008.
When the investigation was conducted in 2008, investigators found that 20 of the facility’s 162 patients had been documented with hepatitis C infection at the time they began their association with the clinic. All the current patients were then offered hepatitis C testing, to determine how many had acquired hepatitis C during the time they were receiving treatment at the clinic. They were considered positive if enzyme-linked immunosorbent assay (ELISA) tests showed the presence of antibodies to the hepatitis C virus.
Health officials did not test the workers at the hemodialysis facility for hepatitis C because they did not view them as likely sources of the nine new infections. Why not?
Why do you think patients were tested for antibody to the virus instead of for the presence of the virus itself?
Ref.: Cowan, M. K. (2014) (4th Ed.). Microbiology: A Systems Approach, McGraw Hill
PART B
Summary:
Directions for the students: There are 4 essay questions. Please be sure to complete all of them with thorough substantive responses. Current APA Citations are required for all responses.
1. Precisely what is microbial death?
2. Why does a population of microbes not die instantaneously when exposed to an antimicrobial agent?
3. Explain what is wrong with this statement: “Prior to vaccination, the patient’s skin was sterilized with alcohol.” What would be a more correct wording?
4. Conduct additional research on the use of triclosan and other chemical agents in antimicrobial products today. Develop an opinion on whether this process should continue, providing evidence and citations to support your stance.
.
Part A post your answer to the following question1. How m.docxsmile790243
Part A post
your answer to the following question:
1. How might potential reactions to an adolescent’s questioning of their sexual identity, or gender role, impact their social environment, behavior and self-esteem?
2. As social workers, what role can we play in assuring the best outcomes for these adolescents?
Please use the Learning Resources to support your answer.
Part B
post
your answer to the following question:
1. How can social workers work toward assuring the best outcomes for adolescents questioning their sexual orientation or gender identity.
Please use the Learning Resources to support your answer.
.
PART BPlease response to these two original posts below..docxsmile790243
PART B
Please response to these two original posts below. When responding to
these posts, please either expand the thought, add additional insights, or
respectfully disagree and explain why. Remember that we are after reasons
and arguments, and not simply the statement of opinions.
Original Post 1
"What is moral relativism? Why might people be attracted to it? Is
it plausible?"
First of all, moral relativism is the view that moral truths are
subjective and depend on each individual's standpoints. Based
on this, everyone's moral view is legitimate. This can be attracted
because it sounds liberating and there is no need to argue for a
particular position. Moral relativism seems convincing in some
cases. For example, some people are okay with giving money to
homeless people, thinking that it's good to provide for the people
in need. Some people, on the other hand, claim that they can
work to satisfy their own needs. Moral relativism works well in
these cases because they all seem legitimate. However, there are
cases that moral relativism does not seem reasonable. For
example, child sacrifice in some cultures seems cruel and
uncivilized to most people. Hence, moral relativism is not
absolutely true.
Original Post 2
“Is your death bad for you, specifically, or only (at most) for others? Why
might someone claim that it isn’t bad for you?”
I'd start off by acknowledging what the two ancient philosophers,
Lucretius and Epicurus, outlined about death. They made the
point that death isn't necessarily bad for you since no suffering
takes place and that you yourself don't realize your own death. In
this way, one could make the claim that death isn't intrinsically
bad for you.
Another perspective I wanted to add was the influence of death
(both on you and others around you). Specifically, the event of
death itself may not be bad for you, but the idea of impending
death could impact one's life. Some may live freely, totally care-
free, accepting of death and enjoy life in the moment. Others may
be frightened by the idea of death that they live in constant fear
and hence death causing their mental health to take its toll. In
this way, I'd argue that death could, in fact, be bad for you. One
common reason for being afraid of death is the fear of being
forgotten. Not to mention the death of an individual certainly
affects others; death doesn't affect one's life but also all that is
connected to it. Focusing back to the point, it's clear that the
very idea of death directly affects the concerned individual. The
fact that those who live in fear of death are looking for legacies
and footprints to leave after they leave this world is telling of how
death could be arguably bad for you before it even happens.
PART A
Pick one or more questions below and write a substantive post
with >100 words. Please try to provide evidence(s) to support
your idea(s).
Questions:
• Do we have a duty to work out whe.
Part A (50 Points)Various men and women throughout history .docxsmile790243
Part A (50 Points):
Various men and women throughout history have made important contributions to the development of statistical science. Select any one (1) individual from the list below and write a 2 page summary of their influence on statistics. Be specific in detail to explain the concepts they developed and how this advanced our understanding and application of statistics.
Florence Nightingale
Francis Galton
Thomas Bayes
Part B (50 Points):
Select any one statistical concept you learned in this course and explain how it can be applied to our understanding of the Covid-19 pandemic (2 pages). You should use a specific example and include at least one diagram to illustrate your answer.
Please note: Your work must be original and not copied directly from other sources. No citations are needed. Be sure to submit this assignment in Blackboard on the due date specified.
.
Part A:
1. K
2. D
3. N
4. C
5. A
6. O
7. F
8. Q
9. H
10. M
11. S
12. Y
13. I
14. U
15. X
Part B:
1.
A. UTI is short form for Urinary tract infection. Means infection which affects organs of urinary tract. Such as urethra, urinary bladder and kidney. This are main organ for formation of urine and helps to expel it out of body.
B. Kidneys, urethra and urinary bladder gets affected during Urinary tract infection. Generally infection begins with urethra then travels to kidney.
When only lower part gets affected which is called lower UTI also cystitis because involves bladder
And when infection spread to upper side involving kidneys known as pyelonephritis.
2.
A. Microorganism in UTI
Escherichia coli
Klebsiella pneumoniae
B. Coli bacteria lives in intestine. So they also seen near anal canal. From which gets transferred to urethra.
C. Bacteria enters urinary tract from urethra. In very less cases kidney gets infected by blood stream.
3.
Signs and symptoms:
A) Pain with urination:
The infection cause inflammation of urinary tract, the urine from the inflammed urinary tract cause pain in urination.
B) orange or red colour urine:
The inflammation of urinary tract may cause a orange or red colour urine. It is common sign in UTI due to inflammation of urinary tract.
4.
UTI:
Urinary tract infection (UTI) any infection on the urinary tract causing difficult in urination. It most commonly affects the woman because thet are more prone to it.
Diagnosis And treatment:
A) The diagnostic test for UTI:
The two major diagnostic test for UTI are:
Urinalysis:
Urine is collected from the patient who came for test. This test shows the bacterial or any infectious organism in the urine.
The collected urine sample is added to the substance which promotes the growth of the organism in the urine.
If the growth is organism doesn't takes place then the test is negative.
If the organism growth in the urine takes place then the test is positive.
Ultra sound:
The sound waves from the transducer of ultra produce a imaging of the internal organs.
Patient lower abdomen is scanned by ultra sound to detect any abnormality in the organs and structures of urinary tract.
B) The medications for UTI are antibiotics or antimicrobial.
The two drugs are amoxicillin, sulfasulfamethaxazole.
Both of these drugs act on UTI by fighting against the microorganisms in the UTI. By assisting the immune system, it fight against the microorganisms and that relieves the symptoms of UTI.
5.
answer. a) In women at the time of pregnancy the drainage system from the kidney towards bladder become wide, hence, urine does not pass out as quickly. This makes it easier to get an infection. Similarly women has shorter urethra than a man have, the shorter distance make the way easy to bacteria to travel into the bladder.
b) There are no of ways by which women can reduce the risk of getting UTI. Like women should drink plenty of water this will help of getting rid from UTI, a women should protect their urethra .
Part A Develop an original age-appropriate activity for your .docxsmile790243
Part A:
Develop an original age-appropriate activity for your preschool class using
one
of the following.
Froebel’s cube gift
Froebel’s parquetry gift
Lincoln Logs
Describe the activity that you have developed.
Identify at least two (2) skills that the activity would help develop.
Part B:
Develop an original age-appropriate activity for your preschool class promoting the same skill(s) as the activity above, but develop the activity based on the Montessori method.
Describe the activity that you have developed.
What are at least two key differences between the two activities you developed?
.
Part 3 Social Situations2. Identify multicultural challenges th.docxsmile790243
Part 3: Social Situations
2. Identify multicultural challenges that your chosen individual may face as a recent
refugee.
• What are some of the issues that can arise for someone who has recently
immigrated to a new country?
• Explain how these multicultural challenges could impact your chosen individual’s
four areas of development?
3. Suggest plans of action or resources that you feel should be provided to this family to
assist them in proper develop
Part 3: Social Situations
• Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee.
• Suggested plan of action and/or resources which should be implemented to address the multicultural challenges.
• 2-3 Pages in length
• APA Formatting
• Submission will be checked for plagiaris
.
Part A (1000 words) Annotated Bibliography - Create an annota.docxsmile790243
Part A
(1000 words): Annotated Bibliography - Create an annotated bibliography that focuses on ONE particular aspect of current Software Engineering that face a world with different cultural standards. At least seven (7) peer-reviewed articles must be used for this exercise.
Part B
(3000 words):
Research Report
- Write a report of the analysis and synthesis using the
(Part A
) foundational
Annotated Bibliography
.
Part C (500 words): Why is it important to try to minimize complexity in a software system.
Part D (500 words): What are the advantages and disadvantages to companies that are developing software products that use cloud servers to support their development process?
Part E (500 words): Explain why each microservice should maintain its own data. Explain how data in service replicas can be kept consistent?
.
Part 6 Disseminating Results Create a 5-minute, 5- to 6-sli.docxsmile790243
Part 6: Disseminating Results
Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project:
· Be sure to incorporate any feedback or changes from your presentation submission in Module 5.
· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
Points Range: 81 (81%) - 90 (90%)
The narrated presentation accurately and completely summarizes the evidence-based project. The narrated presentation is professional in nature and thoroughly addresses all components of the evidence-based project.
The narrated presentation accurately and clearly explains in detail how to disseminate the results of the project to an audience, citing specific and relevant examples.
The narrated presentation accurately and clearly provides a justification that details the selection of this dissemination strategy that is fully supported by specific and relevant examples.
The narrated presentation provides a complete, detailed, and specific synthesis of two outside resources related to the dissemination strategy explained. The narrated presentation fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.
Written Expression and Formatting—Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
Points Range: 5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.
Points Range: 5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Evidenced Based Change
Leslie Hill
Walden University
Introduction/PurposeChange is inevitable.Health care organizations need change to improve.There are challenges that need to be addressed(Baraka-Johnson et al. 2019).Challenges should be addressed using evidence-based research.These changes enhance professionalism therefore improving quality of care and quality of life.The purpose of this paper is to identify an existing problem in health care and suggest a change idea that would be effective in addressing the problem. The paper also articulates risks associated with the change process, how to distribute the change information and how to implement change successfully.
Organizational CultureThe Organization is a hospice facilityOffers end of life care for pain and symptom managementThe health care providers cu.
Part 3 Social Situations • Proposal paper which identifies multicul.docxsmile790243
Part 3: Social Situations • Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee. • Suggested plan of action and/or resources which should be implemented to address the multicultural challenges. • 2-3 Pages in length • APA Formatting • Submission will be checked for plagiarism
Part 3: Social Situations 2. Identify multicultural challenges that your chosen individual may face as a recent refugee. • What are some of the issues that can arise for someone who has recently immigrated to a new country? • Explain how these multicultural challenges could impact your chosen individual’s four areas of development? 3. Suggest plans of action or resources that you feel should be provided to this family to assist them in proper development.
.
More Related Content
Similar to Lab 9 Chemical Reactions IIPre-lab Questions1. Michelangelo u.docx
PART B Please response to these two original posts below. Wh.docxsmile790243
PART B
Please response to these two original posts below. When
responding to these posts, please either expand the
thought, add additional insights, or respectfully disagree
and explain why. Remember that we are after reasons
and arguments, and not simply the statement of
opinions.
Original Post 1
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
To begin, I would like to remind us that being intrinsically valuable
means having values for just being us and nothing else. I believe
that human lives are intrinsically valuable in virtue of our
uniqueness. As a bio nerd, I would like to state the fact that there
are a lot of crossover events during meiosis, which create trillions
of different DNA combinations. Hence, from a biological
standpoint, without considering other aspects, being you is
already valuable because you are that one sperm that won the
race and got fertilized. On a larger scale, there are hardly two
people whose look and behaviors are the same in the same
family, unless they are identical twins. However, identical twins
still act differently and have differences (such as fingerprints).
Since we are raised in different families, we are taught different
things and have different cultures. In general, we all have
different genetic information, appearances, personalities, senses
of humor, ambitions, talents, interests and life experiences. These
characteristics make up our “unique individual value” and make
us so unique and irreplaceable.
I would also love to discuss how our diversities enrich and
contribute to society, but that would be a talk about our extrinsic
values.
Original Post 2
Are human lives intrinsically valuable? If so, in virtue of what? (Is
it our uniqueness, perhaps, or our autonomy, or something else?)
I believe that human lives are intrinsically valuable due to a
number of reasons. Firstly, human lives aren’t replaceable. You
can’t replace a human being with another just like you can
replace a broken laptop with brand new one. Part of the reason
why we tend to think this way is that we were nurtured with the
notion that there is, indeed, a special value to human life. This
could be in virtue of our uniqueness-- the fact that we are
sentient and capable of complex thoughts and emotions
separates us from any other species on this planet. From a
scientific standpoint, this is also one of the reasons as to why
humans became the dominant species in today’s age.
Moreover, human lives aren’t disposable. I think this is largely due
to us humans having the ability to empathize with others. We
understand that it’s morally inappropriate to take the life of
another individual even if they’re complete strangers because
they’re another human being like us who has their own thoughts,
values, memories, and stories. In a way, we have a strong
emotional connection to our own species. As .
Part C Developing Your Design SolutionThe Production Cycle.docxsmile790243
Part C Developing Your Design
Solution
The Production Cycle
Within the four stages of the design workflow there are two distinct parts.
The first three stages, as presented in Part B of this book, were described
as ‘The Hidden Thinking’ stages, as they are concerned with undertaking
the crucial behind-the-scenes preparatory work. You may have completed
them in terms of working through the book’s contents, but in visualisation
projects they will continue to command your attention, even if that is
reduced to a background concern.
You have now reached the second distinct part of the workflow which
involves developing your design solution. This stage follows a production
cycle, commencing with rationalising design ideas and moving through to
the development of a final solution.
The term cycle is appropriate to describe this stage as there are many loops
of iteration as you evolve rapidly between conceptual, practical and
technical thinking. The inevitability of this iterative cycle is, in large part,
again due to the nature of this pursuit being more about optimisation rather
than an expectation of achieving that elusive notion of perfection. Trade-
offs, compromises, and restrictions are omnipresent as you juggle ambition
and necessary pragmatism.
How you undertake this stage will differ considerably depending on the
nature of your task. The creation of a relatively simple, single chart to be
slotted into a report probably will not require the same rigour of a formal
production cycle that the development of a vast interactive visualisation to
be used by the public would demand. This is merely an outline of the most
you will need to do – you should edit, adapt and participate the steps to fit
with your context.
There are several discrete steps involved in this production cycle:
Conceiving ideas across the five layers of visualisation design.
Wireframing and storyboarding designs.
Developing prototypes or mock-up versions.
219
Testing.
Refining and completing.
Launching the solution.
Naturally, the specific approach for developing your design solution (from
prototyping through to launching) will vary hugely, depending particularly
on your skills and resources: it might be an Excel chart, or a Tableau
dashboard, an infographic created using Adobe Illustrator, or a web-based
interactive built with the D3.js library. As I have explained in the book’s
introduction, I’m not going to attempt to cover the myriad ways of
implementing a solution; that would be impossible to achieve as each task
and tool would require different instructions.
For the scope of this book, I am focusing on taking you through the first
two steps of this cycle – conceiving ideas and wireframing/storyboarding.
There are parallels here with the distinctions between architecture (design)
and engineering (execution) – I’m effectively chaperoning you through to
the conclusion of your design thinking.
To fulfil this, Part C presents a detailed breakdown of the many design
.
PART A You will create a media piece based around the theme of a.docxsmile790243
PART A:
You will create a media piece based around the theme of “alternative facts.
Fake News:
Create a
series of 3
short, “fake news” articles or news videos. They should follow a specific theme. Make sure to have a clear understanding of WHY your fake news is being created (fake news is used by people, groups, companies, etc to convince an unsuspecting audience of something. It’s supposed to seem real, but the motivation behind it is to deceive. As part of this option, consider what your motivations are for your deception).
Part A: should be around 750 words for written tasks (or 250 for each 3 part task)
PART B:
The focus for this assignment is to demonstrate a
clear understanding of media conventions
, as well as
purpose
and
audience
. Therefore, along with your media product, you’ll also be required to submit a short
reflection
detailing why you created your product and for whom it was intended. You must discuss and analyze the elements within your media product (including why & how you used the persuasive techniques of ethos, logos and pathos) as well as the other elements of media you used and why.
.
Part 4. Implications to Nursing Practice & Implication to Patien.docxsmile790243
Part 4. Implications to Nursing Practice & Implication to Patient Outcomes
Provide a paragraph summary addressing the topics implications to nursing practice and patient outcomes. This section is NOT another review of the literature or introduction of new topics related to the PICOT question.
You may find if helpful to begin each topic with -
Nurses need to know …
Important patient outcomes include …
Example
– please note this is an older previous students work and so some references are older than 5 years.
Be sure to provide the PICOT question to begin this post.
PICOT Question:
P=Patient Population
I=Intervention
C=Comparison
O=Outcome
T=Time (duration):
In patients in the hospital, (P)
how does frequently provided patient hand washing (I)
compared with patient initiated hand washing (C)
affect hospital acquired infection (O)
within the hospital stay (T)
Implications to Nursing Practice & Patient Outcomes
Nurses need to know that they play a significant role in the reduction of hospital acquired infection by ensuring by health care workers and patients wash hands since nurses have the most interactions with patients. Implementing hand hygiene protocol with patients can enhance awareness and decrease healthcare associated infection (HAI). Both nurses and patients need to know that HAI is associated with increased morbidity and mortality as well cost of treatment and length of hospital stay. Nurses and patients also need to know that most HAI is preventable. Gujral (2015) notes that proper hand hygiene is the single most important, simplest, and least expensive means of reducing prevalence of HAI and the spread of antimicrobial resistance. Nurse and patient hand washing plays a vital role in decreasing healthcare costs and infections in all settings.
References
Gujral, H. (2015.) Survey shows importance of hand washing for infection prevention. American Nurse Today, 10 (10), 20. Retrieved from hEp://www.nursingworld.org/AmericanNurseToday
.
PART AHepatitis C is a chronic liver infection that can be e.docxsmile790243
PART A
Hepatitis C is a chronic liver infection that can be either silent (with no noticeable symptoms) or debilitating. Either way, 80% of infected persons experience continuing liver destruction. Chronic hepatitis C infection is the leading cause of liver transplants in the United States. The virus that causes it is blood borne, and therefore patients who undergo frequent procedures involving transfer of blood are particularly susceptible to infection. Kidney dialysis patients belong to this group. In 2008, a for-profit hemodialysis facility in New York was shut down after nine of its patients were confirmed as having become infected with hepatitis C while undergoing hemodialysis treatments there between 2001 and 2008.
When the investigation was conducted in 2008, investigators found that 20 of the facility’s 162 patients had been documented with hepatitis C infection at the time they began their association with the clinic. All the current patients were then offered hepatitis C testing, to determine how many had acquired hepatitis C during the time they were receiving treatment at the clinic. They were considered positive if enzyme-linked immunosorbent assay (ELISA) tests showed the presence of antibodies to the hepatitis C virus.
Health officials did not test the workers at the hemodialysis facility for hepatitis C because they did not view them as likely sources of the nine new infections. Why not?
Why do you think patients were tested for antibody to the virus instead of for the presence of the virus itself?
Ref.: Cowan, M. K. (2014) (4th Ed.). Microbiology: A Systems Approach, McGraw Hill
PART B
Summary:
Directions for the students: There are 4 essay questions. Please be sure to complete all of them with thorough substantive responses. Current APA Citations are required for all responses.
1. Precisely what is microbial death?
2. Why does a population of microbes not die instantaneously when exposed to an antimicrobial agent?
3. Explain what is wrong with this statement: “Prior to vaccination, the patient’s skin was sterilized with alcohol.” What would be a more correct wording?
4. Conduct additional research on the use of triclosan and other chemical agents in antimicrobial products today. Develop an opinion on whether this process should continue, providing evidence and citations to support your stance.
.
Part A post your answer to the following question1. How m.docxsmile790243
Part A post
your answer to the following question:
1. How might potential reactions to an adolescent’s questioning of their sexual identity, or gender role, impact their social environment, behavior and self-esteem?
2. As social workers, what role can we play in assuring the best outcomes for these adolescents?
Please use the Learning Resources to support your answer.
Part B
post
your answer to the following question:
1. How can social workers work toward assuring the best outcomes for adolescents questioning their sexual orientation or gender identity.
Please use the Learning Resources to support your answer.
.
PART BPlease response to these two original posts below..docxsmile790243
PART B
Please response to these two original posts below. When responding to
these posts, please either expand the thought, add additional insights, or
respectfully disagree and explain why. Remember that we are after reasons
and arguments, and not simply the statement of opinions.
Original Post 1
"What is moral relativism? Why might people be attracted to it? Is
it plausible?"
First of all, moral relativism is the view that moral truths are
subjective and depend on each individual's standpoints. Based
on this, everyone's moral view is legitimate. This can be attracted
because it sounds liberating and there is no need to argue for a
particular position. Moral relativism seems convincing in some
cases. For example, some people are okay with giving money to
homeless people, thinking that it's good to provide for the people
in need. Some people, on the other hand, claim that they can
work to satisfy their own needs. Moral relativism works well in
these cases because they all seem legitimate. However, there are
cases that moral relativism does not seem reasonable. For
example, child sacrifice in some cultures seems cruel and
uncivilized to most people. Hence, moral relativism is not
absolutely true.
Original Post 2
“Is your death bad for you, specifically, or only (at most) for others? Why
might someone claim that it isn’t bad for you?”
I'd start off by acknowledging what the two ancient philosophers,
Lucretius and Epicurus, outlined about death. They made the
point that death isn't necessarily bad for you since no suffering
takes place and that you yourself don't realize your own death. In
this way, one could make the claim that death isn't intrinsically
bad for you.
Another perspective I wanted to add was the influence of death
(both on you and others around you). Specifically, the event of
death itself may not be bad for you, but the idea of impending
death could impact one's life. Some may live freely, totally care-
free, accepting of death and enjoy life in the moment. Others may
be frightened by the idea of death that they live in constant fear
and hence death causing their mental health to take its toll. In
this way, I'd argue that death could, in fact, be bad for you. One
common reason for being afraid of death is the fear of being
forgotten. Not to mention the death of an individual certainly
affects others; death doesn't affect one's life but also all that is
connected to it. Focusing back to the point, it's clear that the
very idea of death directly affects the concerned individual. The
fact that those who live in fear of death are looking for legacies
and footprints to leave after they leave this world is telling of how
death could be arguably bad for you before it even happens.
PART A
Pick one or more questions below and write a substantive post
with >100 words. Please try to provide evidence(s) to support
your idea(s).
Questions:
• Do we have a duty to work out whe.
Part A (50 Points)Various men and women throughout history .docxsmile790243
Part A (50 Points):
Various men and women throughout history have made important contributions to the development of statistical science. Select any one (1) individual from the list below and write a 2 page summary of their influence on statistics. Be specific in detail to explain the concepts they developed and how this advanced our understanding and application of statistics.
Florence Nightingale
Francis Galton
Thomas Bayes
Part B (50 Points):
Select any one statistical concept you learned in this course and explain how it can be applied to our understanding of the Covid-19 pandemic (2 pages). You should use a specific example and include at least one diagram to illustrate your answer.
Please note: Your work must be original and not copied directly from other sources. No citations are needed. Be sure to submit this assignment in Blackboard on the due date specified.
.
Part A:
1. K
2. D
3. N
4. C
5. A
6. O
7. F
8. Q
9. H
10. M
11. S
12. Y
13. I
14. U
15. X
Part B:
1.
A. UTI is short form for Urinary tract infection. Means infection which affects organs of urinary tract. Such as urethra, urinary bladder and kidney. This are main organ for formation of urine and helps to expel it out of body.
B. Kidneys, urethra and urinary bladder gets affected during Urinary tract infection. Generally infection begins with urethra then travels to kidney.
When only lower part gets affected which is called lower UTI also cystitis because involves bladder
And when infection spread to upper side involving kidneys known as pyelonephritis.
2.
A. Microorganism in UTI
Escherichia coli
Klebsiella pneumoniae
B. Coli bacteria lives in intestine. So they also seen near anal canal. From which gets transferred to urethra.
C. Bacteria enters urinary tract from urethra. In very less cases kidney gets infected by blood stream.
3.
Signs and symptoms:
A) Pain with urination:
The infection cause inflammation of urinary tract, the urine from the inflammed urinary tract cause pain in urination.
B) orange or red colour urine:
The inflammation of urinary tract may cause a orange or red colour urine. It is common sign in UTI due to inflammation of urinary tract.
4.
UTI:
Urinary tract infection (UTI) any infection on the urinary tract causing difficult in urination. It most commonly affects the woman because thet are more prone to it.
Diagnosis And treatment:
A) The diagnostic test for UTI:
The two major diagnostic test for UTI are:
Urinalysis:
Urine is collected from the patient who came for test. This test shows the bacterial or any infectious organism in the urine.
The collected urine sample is added to the substance which promotes the growth of the organism in the urine.
If the growth is organism doesn't takes place then the test is negative.
If the organism growth in the urine takes place then the test is positive.
Ultra sound:
The sound waves from the transducer of ultra produce a imaging of the internal organs.
Patient lower abdomen is scanned by ultra sound to detect any abnormality in the organs and structures of urinary tract.
B) The medications for UTI are antibiotics or antimicrobial.
The two drugs are amoxicillin, sulfasulfamethaxazole.
Both of these drugs act on UTI by fighting against the microorganisms in the UTI. By assisting the immune system, it fight against the microorganisms and that relieves the symptoms of UTI.
5.
answer. a) In women at the time of pregnancy the drainage system from the kidney towards bladder become wide, hence, urine does not pass out as quickly. This makes it easier to get an infection. Similarly women has shorter urethra than a man have, the shorter distance make the way easy to bacteria to travel into the bladder.
b) There are no of ways by which women can reduce the risk of getting UTI. Like women should drink plenty of water this will help of getting rid from UTI, a women should protect their urethra .
Part A Develop an original age-appropriate activity for your .docxsmile790243
Part A:
Develop an original age-appropriate activity for your preschool class using
one
of the following.
Froebel’s cube gift
Froebel’s parquetry gift
Lincoln Logs
Describe the activity that you have developed.
Identify at least two (2) skills that the activity would help develop.
Part B:
Develop an original age-appropriate activity for your preschool class promoting the same skill(s) as the activity above, but develop the activity based on the Montessori method.
Describe the activity that you have developed.
What are at least two key differences between the two activities you developed?
.
Part 3 Social Situations2. Identify multicultural challenges th.docxsmile790243
Part 3: Social Situations
2. Identify multicultural challenges that your chosen individual may face as a recent
refugee.
• What are some of the issues that can arise for someone who has recently
immigrated to a new country?
• Explain how these multicultural challenges could impact your chosen individual’s
four areas of development?
3. Suggest plans of action or resources that you feel should be provided to this family to
assist them in proper develop
Part 3: Social Situations
• Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee.
• Suggested plan of action and/or resources which should be implemented to address the multicultural challenges.
• 2-3 Pages in length
• APA Formatting
• Submission will be checked for plagiaris
.
Part A (1000 words) Annotated Bibliography - Create an annota.docxsmile790243
Part A
(1000 words): Annotated Bibliography - Create an annotated bibliography that focuses on ONE particular aspect of current Software Engineering that face a world with different cultural standards. At least seven (7) peer-reviewed articles must be used for this exercise.
Part B
(3000 words):
Research Report
- Write a report of the analysis and synthesis using the
(Part A
) foundational
Annotated Bibliography
.
Part C (500 words): Why is it important to try to minimize complexity in a software system.
Part D (500 words): What are the advantages and disadvantages to companies that are developing software products that use cloud servers to support their development process?
Part E (500 words): Explain why each microservice should maintain its own data. Explain how data in service replicas can be kept consistent?
.
Part 6 Disseminating Results Create a 5-minute, 5- to 6-sli.docxsmile790243
Part 6: Disseminating Results
Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project:
· Be sure to incorporate any feedback or changes from your presentation submission in Module 5.
· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
Points Range: 81 (81%) - 90 (90%)
The narrated presentation accurately and completely summarizes the evidence-based project. The narrated presentation is professional in nature and thoroughly addresses all components of the evidence-based project.
The narrated presentation accurately and clearly explains in detail how to disseminate the results of the project to an audience, citing specific and relevant examples.
The narrated presentation accurately and clearly provides a justification that details the selection of this dissemination strategy that is fully supported by specific and relevant examples.
The narrated presentation provides a complete, detailed, and specific synthesis of two outside resources related to the dissemination strategy explained. The narrated presentation fully integrates at least two outside resources and two or three course-specific resources that fully support the presentation.
Written Expression and Formatting—Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
Points Range: 5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.
Points Range: 5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Evidenced Based Change
Leslie Hill
Walden University
Introduction/PurposeChange is inevitable.Health care organizations need change to improve.There are challenges that need to be addressed(Baraka-Johnson et al. 2019).Challenges should be addressed using evidence-based research.These changes enhance professionalism therefore improving quality of care and quality of life.The purpose of this paper is to identify an existing problem in health care and suggest a change idea that would be effective in addressing the problem. The paper also articulates risks associated with the change process, how to distribute the change information and how to implement change successfully.
Organizational CultureThe Organization is a hospice facilityOffers end of life care for pain and symptom managementThe health care providers cu.
Part 3 Social Situations • Proposal paper which identifies multicul.docxsmile790243
Part 3: Social Situations • Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee. • Suggested plan of action and/or resources which should be implemented to address the multicultural challenges. • 2-3 Pages in length • APA Formatting • Submission will be checked for plagiarism
Part 3: Social Situations 2. Identify multicultural challenges that your chosen individual may face as a recent refugee. • What are some of the issues that can arise for someone who has recently immigrated to a new country? • Explain how these multicultural challenges could impact your chosen individual’s four areas of development? 3. Suggest plans of action or resources that you feel should be provided to this family to assist them in proper development.
.
Part 3 Social Situations 2. Identify multicultural challenges that .docxsmile790243
Part 3: Social Situations 2. Identify multicultural challenges that your chosen individual may face as a recent refugee. • What are some of the issues that can arise for someone who has recently immigrated to a new country? • Explain how these multicultural challenges could impact your chosen individual’s four areas of development? 3. Suggest plans of action or resources that you feel should be provided to this family to assist them in proper development.
Part 3: Social Situations • Proposal paper which identifies multicultural challenges that your chosen individual may face as a recent refugee. • Suggested plan of action and/or resources which should be implemented to address the multicultural challenges. • 2-3 Pages in length • APA Formatting • Submission will be checked for plagiarism
.
Part 2The client is a 32-year-old Hispanic American male who c.docxsmile790243
Part 2
The client is a 32-year-old Hispanic American male who came to the United States when he was in high school with his father. His mother died back in Mexico when he was in school. He presents today to the PMHNPs office for an initial appointment for complaints of depression. The client was referred by his PCP after “routine” medical work-up to rule out an organic basis for his depression. He has no other health issues except for some occasional back pain and “stiff” shoulders which he attributes to his current work as a laborer in a warehouse. the “Montgomery- Asberg Depression Rating Scale (MADRS)” and obtained a score of 51 (indicating severe depression). reports that he always felt like an outsider as he was “teased” a lot for being “black” in high school. States that he had few friends, and basically kept to himself. He also reports a remarkably diminished interest in engaging in usual activities, states that he has gained 15 pounds in the last 2 months. He is also troubled with insomnia which began about 6 months ago, but have been progressively getting worse. He does report poor concentration which he reports is getting in “trouble” at work.
· Decision #1: start Zoloft 25mg orally daily
· Which decision did you select?
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
· Decision #2: Client returns to clinic in four weeks, reports a 25% decrease in symptoms but concerned over the new onset of erectile dysfunction
*add Augmentin Wellbutrin IR 150mg in the morning
· Why did you select this decision? Support y our response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
· Decision #3: Client returns to clinic in four weeks, Client stated that depressive symptoms have decreased even more and his erectile dysfunction has abated
· Client reports that he has been feeling “jittery” and sometimes “nervous”
*change to Wellbutrin XL 150mg daily
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Explain how ethical considerations might impact your treatment plan and communication with clients.
Conclusion.
Part 2For this section of the template, focus on gathering deta.docxsmile790243
Part 2:
For this section of the template, focus on gathering details about common, specific learning disabilities. These disabilities fall under the IDEA disability categories you researched for the chart above. Review the textbook and the topic study materials and use them to complete the chart.
Learning Disability Definition Characteristics Common Assessments for Diagnosis Potential Effect on Learning and Other Areas of Life Basic Strategies for Addressing the Disability
Attention Deficit Hyperactivity Disorder (ADHD)
Auditory Processing Disorder (APD)
Dyscalculia
Dysgraphia
Dyslexia
Dysphasia/Aphasia
Dyspraxia
Language Processing Disorder (LPD)
Non-Verbal Learning Disabilities
Visual Perceptual/Visual Motor Deficit
.
Part 2 Observation Summary and Analysis • Summary paper of observat.docxsmile790243
Part 2: Observation Summary and Analysis • Summary paper of observation findings for each area of development and connection to the observed participant. • Comprehensive description of the observed participant. • Analyzed observation experience with course material to determine whetherthe participant is developmentally on track for each area of development. • 4 Pages in length • APA Formatting • Submission will be checked for plagiarism
Part 2: Observation Summary and Analysis 1. Review and implement any comments from your instructor for Part 1: Observation. 2. Describe the participant that you observed. • Share your participant’s first name (can be fictional name if participant wants to remain anonymous), age, physical attributes, and you initial impressions. 3. Analyze your observation findings for each area of development (physical, cognitive, social/emotional, and spiritual/moral). • Explain how your observations support the 3-5 bullets for each area of development that you identified in your Development Observation Guidefrom Part 1: Observation. • Explain whether or not your participant is developmentally on track for each area of development. 4. What stood out the most to you about the observation? 5. Include at least 2 credible sources
.
Part 2 Observation Summary and Analysis 1. Review and implement any.docxsmile790243
Part 2: Observation Summary and Analysis 1. Review and implement any comments from your instructor for Part 1: Observation. 2. Describe the participant that you observed. • Share your participant’s first name (can be fictional name if participant wants to remain anonymous), age, physical attributes, and you initial impressions. 3. Analyze your observation findings for each area of development (physical, cognitive, social/emotional, and spiritual/moral). • Explain how your observations support the 3-5 bullets for each area of development that you identified in your Development Observation Guidefrom Part 1: Observation. • Explain whether or not your participant is developmentally on track for each area of development. 4. What stood out the most to you about the observation? 5. Include at least 2 credible sources
Part 2: Observation Summary and Analysis • Summary paper of observation findings for each area of development and connection to the observed participant. • Comprehensive description of the observed participant. • Analyzed observation experience with course material to determine whetherthe participant is developmentally on track for each area of development. • 4-6 Pages in length • APA Formatting • Submission will be checked for plagiarism
.
Part 2Data collectionfrom your change study initiative,.docxsmile790243
Part 2:
Data collection
from your change study initiative, sample, method, display of the results of the data itself, process, and method of analysis (graphs, charts, frequency counts, descriptive statistics of the data, narrative)
Part 3: Interpretation of the results of the Data
Collection and
Analysis, address likely resistance, and provide recommendations for continuing
the study
or evaluating your change study/initiative.
.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Digital Tools and AI for Teaching Learning and Research
Lab 9 Chemical Reactions IIPre-lab Questions1. Michelangelo u.docx
1. Lab 9: Chemical Reactions II
Pre-lab Questions
1. Michelangelo used fresco painting when he painted the
Sistine Chapel. Fresco painting involves most of the types of
chemical reactions you just studied. Listed below are some of
the reactions used in creating a Fresco painting. Identify the
type of chemical reaction used for each step and balance the
chemical equation if needed.
Initially, some sort of heat must be generated. Propane is an
example of a common fuel source used for heating.
C3H8 + O2 → CO2 + H2O
This is a ____________________________________________
reaction.
Next, quicklime (calcium oxide) is made by roasting calcium
carbonate (limestone).
CaCO3 → CaO + CO2
This is a ____________________________________________
reaction.
The quicklime is slaked to form lime plaster.
CaO + H2O → Ca(OH)2
This is a
____________________________________________reaction.
The lime plaster is cured or dried.
Ca(OH)2 + CO2 → Ca(OH)(HCO3)
This is a ____________________________________________
reaction.
This quickly continues to react to form calcium carbonate and
water.
Ca(OH)(HCO3) → CaCO3 + H2O
2. This is a ____________________________________________
reaction.
Frescos will deteriorate over time when exposed to the damp,
acidic environments typical of modern urban city atmospheres.
CaCO3 + H2SO4 → CaSO4 + H2O + CO2
This is a ____________________________________________
reaction.
2. Balance each of the chemical equa_ons you will be doing in
this laboratory exercise.
Combustion:
C4H10 (g) + O2 (g) → CO2 (g) + H2O(g)
Synthesis:
Hb (s) + O2 → HbO2 (s)
Single Replacement:
Zn (s) + H3C6H5O7 (aq) → Zn3(H3C6H5O7)2 (aq) + H2 (g)
Double Replacement:
Zn(C2H3O2)2 (aq) + Na3PO4 (aq) → NaC2H3O2 (aq) +
Zn3(PO4)2 (s)
Decomposition:
(NH4)2CO3 (s) → NH3 + H2O + CO2 (g)
3. Experiment: Getting to Know your Reactions
Procedure
**Take photographs of your experiment set up for Parts 1 - 5
and your results. Submit them with your laboratory report.**
Part 1: Combustion
C4H10 (g) + O2(g) → CO2 (g) + H2O (g)
1. Light a butane lighter and observe the flame. (The ignition of
the flame is a reaction between butane and the oxygen in the air
you breathe.)
2. Record your observations in the data table from when the
lighter is turned on until it is turned off.
Part 2: Synthesis (A + B → C)
Hb(s) + O2 → HbO2 (s)
1. Take a deep breath, hold it as long as possible and then
exhale. Visualize the reaction occurring.
2. Record your observations before inhaling and a>er you
exhale.
3. Construct an oxyhemoglobin molecule with modeling clay
and toothpicks.
Hint: See figure of molecule in introduction as a guide.
4. Take a photograph of your model and submit it with your
laboratory report.
Part 3: Single Replacement (A + BC → AC + B)
Zn (s) + H3C6H5O7 (aq) → Zn3(C6H5O7)2 (aq) + H2 (g)
1. Place a test tube in a test tube rack or small beaker.
2. Slightly tilt a test tube and slide a small zinc-coated
(galvanized) washer down the side.
3. Use a 10 mL graduated cylinder to measure out
approximately 2 mL of saturated citric acid and carefully pour it
into the test tube containing the zinc washer.
CAUTION: Citric acid is irritating to the eyes and skin.
4. 4. Observe the reaction for several minutes, and record your
observations in the data table.
5. To clean up, separate the acid solution from the washer by
pouring it into a small beaker while leaving the washer in the
test tube. This is called decanting. Rinse the test tube
containing the washer several times with water and add each
rinse to the beaker.
CAUTION: Do not pour the acid directly down the drain. To
neutralize the acid, add small amounts of baking soda to the
solution in the beaker and stir with a stirring rod.
6. Continue stirring and adding small amounts of baking soda
until gas no longer forms. Pour the liquid down the drain and
throw the washer in the trash.
Part 4: Double Replacement (AB + CD → CB + AD)
Zn(C2H3O2)2 (aq) + Na3PO4 (aq) → NaC2H3O2 (aq) +
Zn3(PO4)2 (s)
1. Pour approximately 2 mL of 0.1 M zinc acetate
(Zn(C2H3O2)2) into a clean test tube.
2. Add approximately 2 mL of 0.1 M sodium phosphate tribasic
(Na3PO4) into the test tube.
3. Record your observations before and after the addition of
Na3PO4 in the data table.
4. To clean up, pour the contents of the test tube down the
drain.
Part 5: Decomposition (AB → A + B)
(NH4)2CO3 (s) → NH3 + H2O + CO2 (g)
1. Place a spatula tip full (approximately 0.02 g) of ammonium
carbonate (NH4)2CO3, powder into a test tube.
CAUTION: Do not inhale the strong ammonia odor. Try to work
in well-ventilated area.
2. Light the candle using the butane lighter.
CAUTION: Long hair should be tied up and loose clothing
restrained when around an open flame to prevent fire and burns.
Be sure you are wearing your safety goggles.
5. 3. Use a test tube holder to hold the test tube containing the
ammonium carbonate at a slight angle in the candle flame. Keep
the open end of the tube pointed away from you and other
students. Continue to heat the sample until the reaction is
finished.
Hint: Remember the products of this reaction are all gases.
4. Record your observations in the Data section.
5. Allow the test tube to cool to room temperature before
touching it.
CAUTION: The test tube will be very hot and can burn your
skin if touched before it cools.
Hint: After the test tube has cooled for a few seconds, place it
in a small beaker or test tube rack to finish cooling.
6. Extinguish the candle. Wash out the test tube with soap and
water.
Data
Table 1: Reaction Observations, Parts 1-5
Substance
Before the Reaction
After the Reaction
Combustion
Synthesis
Single Replacement
Double Replacement
Decomposition
7. (E6) Exercise #6: Classifying Marine Life
Goals
The purpose of this exercise is to practice classification of
marine life in a variety of ways, including
taxonomic classification, classifcation by habitat and mobility,
and classificaiton by biozone. Further, you
will explore adaptations of specific marine organisms for life
in their environment .
The Data
For this exercise, we will be using the MarineBio.org species
database, and other online sources, to
examine marine life. MarineBio.org is a marine conservation
and science education organization with a
mission to educate readers about marine life and the marine
environment. We will be using the
organization’s Species Database to research several marine
organisms: http://marinebio.org/search/
Dolphin (Pacific White-sided dolphins)
In the search field of http://marinebio.org/search, enter the term
“Pacific white-sided dolphin”. Choose
the first entry for “Pacific white-sided dolphins”.
1. What is the taxonomic classification of Pacific
white-sided dolphins? You should report the
8. Kingdom, Phylum, Class, Order, Family, Genus and
Species.
2. Where (generally) are Pacific white-sided
dolphins found? (click the link under “World Range
and Habitat” called OBIS Distribution Map to see a
map of where these organisms are found)
3. What is the feeding behavior of the Pacific white-
sided dolphin?
4. Are Pacific white-sided dolphins considered plankton,
nekton, or benthos?
5. Are Pacific white-sided dolphins pelagic or benthic
organisms?
6. Based on your answer to the previous question, and Figure
12.25 on page 380 of your text, what
biozone(s) would we most likely find Pacific white-sided
dolphins? If you answered “benthic” to
question 5, choose from the benthic biozones. If you chose
“pelagic” for number 5, choose from the
pelagic zones.
Do some research online (use quality sources) to answer the
following question:
7. What are TWO adaptations of Pacific White-Sided dolphins
for living in their environment? See
Section 12.4 of your text for help with this, but make sure your
answer is specific to Pacific White-Sided
dolphins. Prepare your answer in complete sentences, in your
own words.
9. http://marinebio.org/search/
http://marinebio.org/search
Exercise #6 - Page 2 of 3
Sea Urchin (Red Sea Urchin)
In the search field of http://marinebio.org/search, enter the term
“Red Sea Urchin”. Choose the first entry
for “Red Sea Urchin”
8. What is the taxonomic classification of the Red Sea Urchin?
You should report the Kingdom, Phylum, Class, Order, Family,
Genus and Species.
9. Where (generally) are Red Sea Urchins found? (click the link
under “World Range and Habitat” called OBIS Distribution Map
to see a map of where these organisms are found)
10. What is the feeding behavior of the Red Sea Urchin?
11. Are Red Sea Urchins considered plankton, nekton, or
benthos?
12. Are Red Sea Urchins pelagic or benthic organisms?
13. Based on your answer to the previous question, and Figure
12.25 on page 380 of your text, what
biozone(s) would we most likely find Red Sea Urchins? If you
answered “benthic” to question 5,
choose from the benthic biozones. If you chose “pelagic” for
number 5, choose from the pelagic zones.
10. Do some research online (use quality sources) to answer the
following question:
14. What are TWO adaptations of Red Sea Urchins for living in
their environment? See Section 12.4 of
your text for help with this, but make sure your answer is
specific to Red Sea Urchins. Prepare your
answer in complete sentences, in your own words.
Moon Jellyfish
In the search field of http://marinebio.org/search, enter the term
“Moon Jellyfish”. Choose the first entry
for “Moon Jellyfish”
15. What is the taxonomic classification of the Moon Jellyfish?
You should report the Kingdom, Phylum, Class, Order, Family,
Genus and Species.
16. Where (generally) are Moon Jellyfish found? (click the link
under “World Range and Habitat” called OBIS Distribution Map
to see a map of where these organisms are found)
17. What is the feeding behavior of the Moon Jellyfish?
18. Are Moon Jellyfish considered plankton, nekton, or
benthos?
19. Are Moon Jellyfish pelagic or benthic organisms?
20. Based on your answer to the previous question, and Figure
12.25 on page 380 of your text, what
biozone(s) would we most likely find Moon Jellyfish? If you
answered “benthic” to question 5, choose
from the benthic biozones. If you chose “pelagic” for number 5,
choose from the pelagic zones.
11. Do some research online (use quality sources) to answer the
following questions:
21. What are TWO adaptations of Moon Jellyfish for living in
their environment? See Section 12.4 of
your text for help with this, but make sure your answer is
specific to Moon Jellyfiss. Prepare your answer
in complete sentences, in your own words.
http://marinebio.org/search
http://marinebio.org/search
Exercise #6 - Page 3 of 3
EXTRA CREDIT: Emiliania huxeyi
To the right, you see a microscope image of an organism of the
genus and species: Emiliania huxleyi. I
would like you to try to learn more about this species. Do some
research online and answer the following
questions about Emiliania huxleyi. (NOTE: The
marinebio.org site does NOT have information on this
organism – you will have to research quality sources
to determine the answer to these questions.
22. What is the common name of Emiliania
huxleyi? (1 point)
23. Is Emiliania huxleyi considered plankton,
nekton, or benthos? (1 point)
24. In what biozone would we most likely find
Emiliania huxleyi? (use Figure 12.25 to help
12. you)(1 point)
25. What is the importance of Emiliania huxleyi in
the oceanic ecosystem? (2 points) Prepare
your answer in complete sentences, in your own words.
Submitting your answers
You will submit your answers to this exercise in a Quiz called
(E6) Exercise #6 Quiz. Here are a few
details on the quiz:
you open it. COMPLETE THE EXERCISE
QUESTIONS BEFORE OPENING THE QUIZ!
ing the questions with a
paragraph response. You will be answering
all of the questions in the Quizzes tool.
o You will enter your answers to questions 1-6, 8-13, 15-20,
and 22-24 by choosing the answer
that most closely matches your own from a list of choices.
o You will enter your answers to questions 7, 14, 21, and 25 as
short answer responses.
Your instructor will manually grade parts of this quiz. You may
not see a score immediately. Once your
instructor finishes grading this exercise you will receive a
13. notification advising you that feedback is ready
to view.
Lab 8: Chemical Reactions I
Pre-lab Questions
1. Name the chemical that makes up teeth.
2. How does plaque harm teeth?
3. How does fluoride promote dental health?
4. Write two solubility rules that are used in this lab.
Experiment: Battle of the Mouth Rinses
Some mouth rinses contain fluoride, usually in the form of
sodium fluoride, which is soluble in water. In this lab, you will
determine which one of two mouth rinses would be better at
preventing cavities by replacing lost minerals with fluoride.
You will do this by determining which rinse contains fluoride.
Procedure
**Take photographs of your experiment set up and your results.
14. Submit them with your laboratory report.**
1. Label the two test tubes with a permanent marker as A and B.
HINT: Make sure to write down which rinse is A and which is
B.
2. Pour 10 mL of Rinse A into the test tube marked A.
3. Pour 10 mL of Rinse B into the test tube marked B.
HINT: If using the same graduated cylinder to measure your
rinses, wash the cylinders WELL between pours to prevent
cross-contamination.
4. Pour 3 mL of 1 M Ca(C2H3O2)2 solution into each of the test
tubes. Gently stir each test tube with a stir rod to mix. Be sure
to clean your stir rod each time before placing it in a solution.
CAUTION: Mixing should be done gently to prevent glass
breakage and injury.
5. Observe and record initial observations immediately after
adding calcium acetate to the test tubes.
6. Observe the reactions for at least 10 minutes to ensure it is
finished. HINT: A positive test is indicated by a cloudy
appearance of the solution. The precipitate formed can be more
easily seen if the test tube is held up to the light. The
precipitate will eventually settle to the bottom of the test tube.
7. Let the test tubes sit for an hour. After an hour, record final
observations.
8. Record all observations in the Data section.
9. To clean up, you can rinse the small amount of precipitate
down the drain.
Data
· Observations of NaF and Ca(C2H3O2)2 (see sequence of
pictures below)
· Observations of Rinse A and Ca(C2H3O2)2
16. 2. What determines if a bond is polar?
3. List several examples of polar molecules.
4. List several examples of non-polar molecules.
5. What is the rule when using polar and non-polar solvents?
Experiment: Slime Time
Some inks are polar while others are non‐polar. A polar solvent
will pick up polar inks, while a non‐polar solvent will pick up
non‐polar inks. In this lab you will use inks to identify slime
and silly putty as polar or non‐polar. You will also use paper
chromatography to verify the inks are correctly identified as
polar or non‐polar.
Procedure
**Take photographs of your experiment for Parts 1, 2, and 3;
and your results. Submit them with your laboratory report.**
Part 1: Making Slime
1. Weigh out 0.5 g of guar gum into a 250 mL beaker.
2. Measure 50.0 mL of distilled water into a 100 mL graduated
cylinder and pour it into the 250 mL beaker that contains the
17. guar gum.
3. Rapidly stir the mixture with a stirring rod for at least 3
minutes and until the guar gum is dissolved.
4. Measure 4.00 mL of a 4% Borax solution into a 10 mL
graduated cylinder and add it to the guar gum and water.
5. Stir the solution until it becomes slime. This will take a few
minutes. If the slime remains too runny, add an additional 1.0
mL of the 4.0% Borax solution and continue to stir until the
slime is the right consistency.
6. Once you are satisfied with the slime, pour it into your
hands. Be sure not to drop any of it on to the floor.
7. Manipulate the slime in your hands. Write down observations
made about how slime pours, stretches, breaks, etc.
CAUTION: Slime is slippery and if dropped it can make the
work area slick.
8. Place the slime back into the beaker and WASH YOUR
HANDS.
Part 2: Slime and Putty Ink Tests
1. On a piece of notebook paper make one 20-25 mm long mark
of each of the inks you are testing. Space the marks at least one
inch apart. Use a pencil to label each mark with its description.
a. Water soluble inks include those in highlighters and certain
pens.
b. Water insoluble inks include those in permanent
pens/markers, newsprint, and a dry-erase markers.
2. While the inks are drying, select a passage or a picture in the
newspaper to test with the slime.
3. Break off a small piece of slime that is 3 - 5 cm in diameter.
Gently place this piece on top of the newspaper print, and then
carefully pick it up again.
4. Observe and record in Table 1 whether or not the ink was
picked up onto the slime.
5. Break off another small piece of slime. Once the inks from
Step 1 have dried, gently place the slime on top of the first spot
on the notebook paper, and then carefully pick it up. Repeat this
18. for each of the inks. Observe and record which inks were picked
up (dissolved) by the slime in Table 1.
6. Repeat this ink testing two more times for accuracy.
7. Before performing ink tests on silly putty, in the Data
section, hypothesize which inks the silly putty will pick up.
8. Perform ink tests on silly putty in the same manner as above.
Record your results in Table 2
Part 3: Chromatography of Ink Samples
1. Use a pencil or scissors to poke a small hole in the center of
a piece of filter paper (see Figure 4).
2. Spot the filter paper evenly spaced approximately 2 cm from
the small hole with the two insoluble inks and the two soluble
inks that were used in Part 2.
3. Obtain a ½ piece of filter paper. Fold the paper in half
several times so that it makes a narrow wick.
4. Insert the wick into the hole of the spotted paper so that it is
above the top of the filter paper by approximately 2 cm.
5. Fill a 250 mL beaker 3/4 full with water.
6. Set the filter paper on top of the beaker so that the bottom of
the wick is in the water. The paper should hang over the edge
of the beaker with the spotted side up.
7. Allow water to travel until it is approximately 1 cm from the
edge of the filter paper. Remove the filter paper from the
beaker.
8. Observe which inks moved from where they were originally
spotted. Record your observations in Part 3 of the Data section.
Data
Part 1
· Slime Observations:
19. Part 2
Table 1: Results of Ink Testing for Slime
Name of Ink
Picked up (dissolved)
Did not pick up
Test 1
Test 2
Test 3
Test 1
Test 2
Test 3
Newsprint
Highlighter
20. Roller ball pen
Sharpie marker
Dry-erase marker
· Hypothesis for Silly Putty (Procedure Part 2, Step 7):
Table 2: Results of Ink Testing for Silly Putty
Name of Ink
Picked up (dissolved)
Did not pick up
Test 1
Test 2
Test 3
Test 1
Test 2
Test 3
