Synthesis of E, E-dibenzalacetone (E, E-DBA) Lab Report
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Abstract
The main purpose behind this experiment was to synthesize E, E-dibenzalacentone by use of a based-catalyzed aldol condensation reaction. Secondly, this experiment was aimed at identifying characteristics of crude and purified samples of E, E-dibenzalacentone by use of the melting point determination method. The results from this experiments showed that the synthesis process yielded 65% crude E, E-dibenzalacentone and 56% yield for purified E, E-dibenzalacentone. When it comes to the techniques that were used, the researchers employed Hirsch funnel and solid-liquid extraction as part of the separation techniques. Lastly, recrystallization of the E, E-dibenzalacentone was also used as a purification technique.
Introduction
The synthetic goal of this experiment was to make use of a based-catalyzed aldol condensation in the entire process of synthesizing o E, E-dibenzalacentone. The other main goal of this experiment was to identify or to characterize crude and purified samples of E, E-dibenzalacentone by use of the melting point determination
Results
The results of the synthesis of E, E-dibenzalacentone are summarized below
Compound
Molar mass(g/mol)
Volume/mass moles
Yield
Mp( °c)
Benzaldehyde (density1.043g/mL)
106.2 g/mol
0.250 mL
0.26 g
0.002 mol
N/A
N/A
Acetone(density 0.788g/mL)
58.08 g/mol
0.1 mL
0.07g
0.001 mol
N/A
N/A
E,E-DBA(a yellow solid)
234.24 g/mol
N/A
Theoretical
0.234g
0.001 moles
Literature Value
110-111 °c
E,E-DBA(a yellow solid)
234.24 g/mol
N/A
Actual
Crude: 0.65 g=65%
Purified:0.15 g=56%
Actual
101-103Co
Crude
108-109Co
Discussion
The E, E-dibenzalacentone was prepared by combining 0.250 mL of Benzaldehyde, 0.1mL of reaction grade acetone, 0.5 mL of 95% ethanol and 1 mL of a catalyst solution in a 10 mL round bottom flask. The catalyst solution that was used in this experiment has been prepared earlier by dissolving 10g of sodium hydroxide in 100 mL of water and 75 mL of 95% ethanol. The main purpose of this catalyst was to speed up the reaction process. A micro scale condenser was attached to the round bottom flask and the reactants were gently mixed for about 15 minutes, until a solid started forming. Then the crude solid was isolated by pouring the mixture into a Hirsch funnel attached to the vacuum filter, thus allowing the solid crude E, E-dibenzalacentone to be trapped by the filter paper in the Hirsch funnel.
An RB flask was de-attached from the condenser after which it was rinsed with 20 mL of de-ionized water at one time, 3 times totaling 60 mL, to gain any residue thus E, E- dibenzalacentone was left in the round bottom flask. The dried solid was transferred to a pre-weighed Erlenmeyer flask where its mass was measured and the results were 0.65 g=65%. A small sample of the crude solid was taken and smeared on a microscope slide by use of the flat end of the micro spatula after which a melting p ...
Titration is a method of volumetric analysis—the use of volume measurements to analyze the concentration of an unknown. The most common types of titrations are acid–base titrations, in which a solution of an acid, for example, is analyzed by measuring the amount of a standard base solution required to neutralize a known amount of the acid. A similar principle applies to redox titrations. If a solution contains a substance that can be oxidized, then the concentration of that substance can be analyzed by titrating it with a standard solution of a strong oxidizing agent.
PerkinElmer: Environmental Contaminants in Finished Drinking Water and Raw So...PerkinElmer, Inc.
Environmental quality issues are extremely demanding, heterogeneous and ever expanding. Regulatory agencies around the world are constantly increasing the amount of environmental testing requirement to ensure public health and safety.Carbonyl compounds may be formed in water during ozonization and chlorination of natural organic matter. These, hazardous pollutants released from diverse sources including motor vehicles and industrial emissions, have been shown to have adverse effects on human health. EPA method 556 addresses this issue of carbonyl compounds in detail. This method applies to 15 carbonyl compounds.
The compounds are derivatised using pentafluoro benzyl hydroxylamine and determined on Gas chromatograph equipped with an Electron Capture detector. This GC-ECD method enables the separation, detection and quantitation of parts per billion (ppb) concentrations of low molecular weight carbonyls in water samples, safeguarding human health and ensuring compliance with industry regulations.
This method is a gas chromatographic method optimized to determine the carbonyl compounds in drinking water and raw source water. The analytes are derivatised to their corresponding penta fluorobenzyl oximes, which are extracted from water with hexane. The hexane extracts are then analyzed by GC-ECD. A PerkinElmer Elite -5 (30 meter, 0.53 mm i.d., 0.5 µm df) was used for in the method at a flow rate of 3.5 ml/min helium at constant flow mode. The oven temperature was programmed to separate the aldehyde oximes. The method is simple, fast and reproducible. The micro extraction procedure is simple and uses very small quantity of solvents which greatly reduces waste management steps and prevents pollution.
A short presentation on pectin from my University Project.pptxAvadhoot Gaikwad
Pectin is a natural substance found in citrus fruits, like oranges. It's commonly used in food as a thickening agent. To extract it from oranges, you can simmer citrus peels in water and strain the liquid. Pectin finds applications in making jams, jellies, and as a gelling agent in various recipes. If you'd like a guide, the presentation has all information demonstrating the extraction process.
Synthesis of at least two important members of the following groups of drugs: sulphonamides, antimalarials, antibiotics, barbiturates. adrenergic agents, antihistamines and antineoplastic agents.
Titration is a method of volumetric analysis—the use of volume measurements to analyze the concentration of an unknown. The most common types of titrations are acid–base titrations, in which a solution of an acid, for example, is analyzed by measuring the amount of a standard base solution required to neutralize a known amount of the acid. A similar principle applies to redox titrations. If a solution contains a substance that can be oxidized, then the concentration of that substance can be analyzed by titrating it with a standard solution of a strong oxidizing agent.
PerkinElmer: Environmental Contaminants in Finished Drinking Water and Raw So...PerkinElmer, Inc.
Environmental quality issues are extremely demanding, heterogeneous and ever expanding. Regulatory agencies around the world are constantly increasing the amount of environmental testing requirement to ensure public health and safety.Carbonyl compounds may be formed in water during ozonization and chlorination of natural organic matter. These, hazardous pollutants released from diverse sources including motor vehicles and industrial emissions, have been shown to have adverse effects on human health. EPA method 556 addresses this issue of carbonyl compounds in detail. This method applies to 15 carbonyl compounds.
The compounds are derivatised using pentafluoro benzyl hydroxylamine and determined on Gas chromatograph equipped with an Electron Capture detector. This GC-ECD method enables the separation, detection and quantitation of parts per billion (ppb) concentrations of low molecular weight carbonyls in water samples, safeguarding human health and ensuring compliance with industry regulations.
This method is a gas chromatographic method optimized to determine the carbonyl compounds in drinking water and raw source water. The analytes are derivatised to their corresponding penta fluorobenzyl oximes, which are extracted from water with hexane. The hexane extracts are then analyzed by GC-ECD. A PerkinElmer Elite -5 (30 meter, 0.53 mm i.d., 0.5 µm df) was used for in the method at a flow rate of 3.5 ml/min helium at constant flow mode. The oven temperature was programmed to separate the aldehyde oximes. The method is simple, fast and reproducible. The micro extraction procedure is simple and uses very small quantity of solvents which greatly reduces waste management steps and prevents pollution.
A short presentation on pectin from my University Project.pptxAvadhoot Gaikwad
Pectin is a natural substance found in citrus fruits, like oranges. It's commonly used in food as a thickening agent. To extract it from oranges, you can simmer citrus peels in water and strain the liquid. Pectin finds applications in making jams, jellies, and as a gelling agent in various recipes. If you'd like a guide, the presentation has all information demonstrating the extraction process.
Synthesis of at least two important members of the following groups of drugs: sulphonamides, antimalarials, antibiotics, barbiturates. adrenergic agents, antihistamines and antineoplastic agents.
B. Pharm. (Honours) Part-IV Practical, Medicinal Chemistry-II, MANIKImran Nur Manik
2. Medicinal Chemistry-II: (Marks-30)
Synthesis of at least two important members of the following groups of drugs: sulphonamides, antimalarials, antibiotics, barbiturates. adrenergic agents, antihistamines and antineoplastic agents.
A Method for the Quantification of Ethanol Content in Consumable Fruit Juices...PerkinElmer, Inc.
Production of alcohol has been long established in society with many styles that take advantage of the metabolism of sugars into ethanol. While the production of ethanol is desirable for alcoholic beverages, it is undesirable for other beverages which contain sugars that do not wish to be sold as an alcoholic beverage. Such sugar metabolism is naturally occurring and is well understood to happen in raw fruit as well as processed juice and can vary by type, variety and maturation in the growing season. A new application has been developed in the accurate determination of ethanol content in samples of these products utilizing the PerkinElmer® TurboMatrix™ headspace (HS) autosampler for better reproducible results.
Muslims in the Golden Age is the theme for the research project. You.docxssuserf9c51d
Muslims in the Golden Age is the theme for the research project. You are required to prepare a minimum of 25-minute presentation on the life, work, and contributions of a Muslim scholar, scientist, poet, artist, etc. from the Golden Age of Islam (not contemporary scholars). You can choose any form of media for your presentation paper. A narrated paper has been the common form used in the past; however, the addition of voice-over is required. If you require assistance with the recording, please email instructors.
This project should be completed individually. The objective of this project is to explore the Muslims' contributions to the modern civilization.
Resources:
Format, Length and Style: The presentation must include:
• Minimum of 3 page. Each of pages should be visually appealing, contain relevant content.
• Narrate each page without reading the text line by line. Use the narration to explain and elaborate on what is presented on the pages
• Correct spelling and grammar
• APA citation and bibliography on a separate page
.
Multiple Sources of MediaExamine the impact of multiple sour.docxssuserf9c51d
Multiple Sources of Media
Examine the impact of multiple sources of media on children and adolescents. Discuss how media influences children and adolescents differentially at various ages. Discuss at least one positive and at least one negative result of media exposure for children and adolescents.
Respond to the discussion by referencing at least one reputable media source.
Response Guidelines
Respond to fellow learners' posts and the sources they cite. Ask questions and expand on the research to further the discussions. Respond to comments made by at least two learners. Your responses to learners are expected to be substantive in nature and to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings.
.
Multicultural Event WrittenPlease choose and research a cult.docxssuserf9c51d
Multicultural Event Written
Please choose and research a cultural or diverse event that you are not familiar with. Examples can include a ritual, holiday, religious custom, cultural practice, cultural celebrations, etc. While these are a few suggestions please think outside the box and find something that interest you.You will write a 2 - 3 page paper, APA format (this does not include the cover or reference page). It will consist of :
the introduction of the cultural/diverse event
describe the event (be sure to provide enough detail so that the reader can understand it)
What is unique/different of the event from your culture or custom?
What is the frequency of the event?
What is the importance of the event?
What did you learn about the cultural/diverse event that you did not know?
Are there any similarities to you and your families events?
provide a conclusion.
Please be sure to use reputable resources to complete the assignment. You should have a minimum of 4 sources .
.
Multi-Party NegotiationFor this Essay, you will explore the co.docxssuserf9c51d
Multi-Party Negotiation
For this Essay, you will explore the complexities that occur with multi-party negotiations and groupthink.
Your essay will address the following points.
§ Describe two-party, coalitions, and multi-party negotiations.
o Within your description, include a real-life example of how these types of negotiation are used in the business world.
Describe the social complexities of the Space Shuttle Challenger explosion.
What is "groupthink," and how did it affect the Challenger?
Make sure you include your source used for this portion of your research.
What do you think you would have done if you were in that Challenger meeting?
Your essay must be a minimum of three pages in length, not including the title page and reference page. Reference source for your paper. Follow proper APA format, including citing and referencing all outside sources used
.
Music has long been used by movements seeking social change. In the.docxssuserf9c51d
Music has long been used by movements seeking social change. In the 1950s and '60s, this was particularly true, as successful black and white musicians openly addressed the issues of the day. During the '60s, popular white singers, such as Bob Dylan and Joan Baez, lent both their names and their musical talents to the American Civil Rights Movement. In fact, music long assisted those working to win civil rights for African Americans. Freedom songs, often adapted from the music of the black church, played an essential role in bolstering courage, inspiring participation, and fostering a sense of community.
Instructions:
Your PowerPoint presentation should include the following:
• Background and explanation of your special topic.
• Brief background of your American musician/artist.
• The relationship your American musician/artist had to this special topic and the contributions
they have made.
• An explanation of how your American musician/artist connected to and influenced both music
and American society and culture.
Special Topics in American Music - Final Project
MUS320 - American Music
Requirements:
• Presentation must consist of 7-10 slides, with additional title and reference slides, all formatted
in accordance with the most current APA guidelines.
• Each slide will provide succinct points of the key information that you wish to convey.
• Use the Notes section to elaborate on the information presented in each slide. The Notes section is your narrative for the presentation. Here is a tutorial on how to use speaker notes in PowerPoint. If you do not have a LinkedIn Learning account (complimentary for Post students), refer to the Course Information page for information on how to set it up so you can properly view this video.
• At least four (4) images - Two (2) related to your special topic and two (2) related to your artist.
• A video example from YouTube including music from your artist.
• Cite and reference at least three (3) scholarly sources. One of these sources may be your textbook.
.
MSW Advanced Clinical Concentration -Student Learning Agreement
Walden University -- Barbara Solomon School of Social Work
Used with SOCW 6520 and SOCW 6530
Agency Name: Keep Smiling Therapy
Agency Address: «555 Broadhollow Road Suite 101
Melville, NY, 11747 »
Student Information
Instructor/Supervisor Information
Faculty Liaison Information
Agency Info
Name: Varda Sauveur
Walden Email: [email protected]
Phone: 347-869-32356
Name: Chanell Smiliey
Email: [email protected]
Phone: 631-505-2961
Name: Alisha Powell
Email: [email protected]
Phone: [Type here]
Description: Psychotherapy
Academic Term
Example: Winter 2019
Course Number
Example: SOCW 6520 III
Population Served: Working with clients who are affected by depression, phobias, stress, anxiety, emotional and relationship problems, physical or psychosomatic disorders and behavioral problems.
Proposed Schedule: Monday, Tuesday, and Wednesday 12pm-8 pm
Describe what your regular tasks will be at the agency:
My regular task is as follow:
· Create an appropriate treatment plan for them, which will provide them with a structured and focused way of addressing their problems.
· Learning how to use verbal interaction skills to explore behavior, attitudes and emotions
· Helping clients to understand and address their inner conflicts.
· Completing Psychosocial forms
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the .
Multimedia Instructional MaterialsStaying current on technolog.docxssuserf9c51d
Multimedia Instructional Materials
Staying current on technology is an essential aspect of being an educator. Today’s students are digital natives, and they often respond better to media than to traditional methods of teaching. Having a strong technology repertoire is important.
Create a matrix detailing a variety of multimedia, technology, games, apps, and other technological tools for teaching reading and writing to struggling readers and writers. Include five tools/media/apps and address the following, in 100-200 words per tool:
· App/technology tool description, app/technology location (online, offline through software, through a game console, etc.), and the cost.
· Age level or academic level for which the technology is appropriate.
· Advantages of using the technology.
· Drawbacks to using the technology.
· Rationalize why struggling students may benefit from the app/technology tool.
Additionally, write a 250-500 word overview of the contents of the matrix, describing how you will implement technology in your ELA classroom. Justify which of these technologies you think will be most beneficial and describe how you might convince an administrator to help you acquire the technology.
Support the matrix and summary with 3-5 resources.
Course Paper Assignment: 30% of course grade, Final Paper due in Week 11
Proposal Due: April 22, (1 page) – Description of proposed project (abstract), Proposed Case Studies (3 to start), Bibliography with at least 3 sources
Final Paper Due: May 19, Week 11
Course Analytical Paper – Assignment
In this paper you will provide a rigorous and thoughtful analysis on your chosen theme, to include an analysis of one case study project or several projects, as a comparative analysis. The paper must include a clear and concise Thesis Statement, shown in “bold” at the end of the introductory paragraph. Please use proper paragraph form, beginning each paragraph with a Topic Sentence and ending with a Concluding Sentence. Keep your paragraphs approximately the same length, throughout. Use our course readings, along with 10 or more sources, to help you construct arguments. Cite using proper APA
form, when using text from sources. The goal of your paper is to prove (or disprove) the Thesis Statement. Writing a detailed outline is highly recommended. Include the following:
1. Title Page – Include a unique title for your paper topic, your name, my name, course name/number, and the quarter: “Spring 2020” You may also include an image or multiple images on the cover.
2. Final Paper (at least 8-10 pages of double-spaced text, images not included) – Font size: 11 or 12; Margins: ½ inch or 3/4 inch max on sides.
3. Bibliography (include at least 10 sources, 6 of which must be books or articles. The remaining 4 sources, or more, can include video lectures and other multimedia). Use APA format. You may use more than 10 total.
4. Include illustrations and project documents. Analytical sketches a.
Murray Bowen is one of the most respected family theorists in th.docxssuserf9c51d
Murray Bowen is one of the most respected family theorists in the field of family therapy. Bowen views the family unit as complex and believes it is important to understand the interactions among the members in order to solve problems. Satir and Minuchin also advanced family therapy with their concepts and models. As a clinical social worker, using these models (along with having an ecological perspective) can be very effective in helping clients.
For this Discussion, review the “Petrakis Family” case history and video session.
By Day 4
Post
(using two concepts of Bowen’s family theory) a discussion and analysis of the events that occurred after Alec moved in with his grandmother up until Helen went to the hospital. If you used the concepts of structural family therapy, how would your analysis of the situation be different? Which family theory did you find to be most helpful in your analysis? Finally, indicate whether Satir’s or Minuchin’s model is the more strength-based model. Why?
The Petrakis Family Helen Petrakis is a 52-year-old heterosexual married female of Greek descent who says that she feels overwhelmed and “blue.” She came to our agency at the suggestion of a close friend who thought Helen would benefit from having a person who could listen. Although she is uncomfortable talking about her life with a stranger, Helen said that she decided to come for therapy because she worries about burdening friends with her troubles. Helen and I have met four times, twice per month, for individual therapy in 50-minute sessions. Helen consistently appears well-groomed. She speaks clearly and in moderate tones and seems to have linear thought progression; her memory seems intact. She claims no history of drug or alcohol abuse, and she does not identify a history of trauma. Helen says that other than chronic back pain from an old injury, which she manages with acetaminophen as needed, she is in good health. Helen has worked full time at a hospital in the billing department since graduating from high school. Her husband, John (60), works full time managing a grocery store and earns the larger portion of the family income. She and John live with their three adult children in a 4-bedroom house. Helen voices a great deal of pride in the children. Alec, 27, is currently unemployed, which Helen attributes to the poor economy. Dmitra, 23, whom Helen describes as smart, beautiful, and hardworking, works as a sales consultant for a local department store. Athina, 18, is an honors student at a local college and earns spending money as a hostess in a family friend’s restaurant; Helen describes her as adorable and reliable. In our first session, I explained to Helen that I was an advanced year intern completing my second field placement at the agency. I told her I worked closely with my field supervisor to provide the best care possible. She said that was fine, congratulated me on advancing my career, and then began talking. I listened for the reasons H.
Mrs. Thomas is a 54, year old African American widow, mother and gra.docxssuserf9c51d
Mrs. Thomas is a 54, year old African American widow, mother and grandmother, who lives with her daughter and four grandchildren (ages 12, 10, 7 and 5) in a 4 story walk up apartment. She is an active member of her church community and friends, comments that she had so much energy that she exhausted all of them just being around her. At age 51, she was diagnosed with non-Hodgkin’s lymphoma. Busy with raising her grandchildren, a little more than 3 years went by before she sought attention for her symptoms and was diagnosed. Despite aggressive treatments with chemotherapy and radiation, her diseased progressed and she was considering undergoing a bone marrow transplant. Climbing the stairs to the apartment one afternoon she became very short of breath and collapsed. Her twelve, year old granddaughter called 911. At the hospital she was minimally responsive and in severe respiratory distress. She was intubated and transferred to the ICU. A family meeting with the oncology and ICU team was called to discuss Mrs. Thomas’s advanced condition, the fact that she would probably not survive further treatment for the lymphoma and to develop a plan of care. Fifteen family members arrived, including her daughter, pre-teen granddaughters and grandson, three nieces, four nephews, several friends from her church and the minister. On being asked that only the immediate family participate in the meeting, the family and friends became angry and insisted that all of them be involved in this discussion.
1. The students should focus their thoughts on the dynamics of this family meeting. If you were the nurse in this situation, how would you address meeting? Here are some questions that may help your thinking. W
hat is your impression regarding this scenario? What are some concerns you have with this case? What do you anticipate would happen? How would you handle all the family members and friends wanting to be included in the discussion? There is not right or wrong answer. But remember you need a professional journal to support the discussion.
2. Now think about you being the patient. How would the situation be handle within your family? Have you thought about what kind of care you would want? Does someone know what you would want if you had a catastrophic event? Would family members support the decision maker's decision for for you?
.
Multiple Source Essay, Speculating about CausesProposing a Solution.docxssuserf9c51d
Multiple Source Essay, Speculating about Causes/Proposing a
Solution
.
Topic: Women Mistreatment and Inequality in the US.
7 PAGES INCLUDING (
REFERENCE, ABSTRACT, TITLE PAGE
) - SO BASICALLY 4 PAGES
CONTENT.
4 pages content includes:
Specific thesis with your three causes that explains why you are arguing for something
Cause 1 = paragraph (be sure to explain the limits of the cause, or whether it’s a big cause, a small cause, or even a wrong cause)
Cause 2 = paragraph (be sure to explain the limits of the cause, or whether it’s a big cause, a small cause, or even a wrong cause)
Cause 3 = paragraph (be sure to explain the limits of the cause, or whether it’s a big cause, a small cause, or even a wrong cause)
Conclusion
Minimum of 4 sources. I provided 4 sources but you can use other RECENT sources.
IN ATTACHMENTS: ASSIGNMENT SHEET + SOURCES AND TIPS.
MUST BE DONE TOMORROW BY 11 PM PACIFIC TIME (in 23 hours)
.
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"Multiyear Plans"
Please respond to the following:
Do you think the federal government should increase spending on Social Security and Medicare for the elderly? If not, how should the elderly fund retirement and medical costs? Provide research support for your positions.
.
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Response Guidelines
Respond to fellow learners' posts and the sources they cite. Ask questions and expand on the research to further the discussions. Respond to comments made by at least two learners. Your responses to learners are expected to be substantive in nature and to reference the assigned readings, as well as other theoretical, empirical, or professional literature to support your views and writings.
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the introduction of the cultural/diverse event
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For this Essay, you will explore the complexities that occur with multi-party negotiations and groupthink.
Your essay will address the following points.
§ Describe two-party, coalitions, and multi-party negotiations.
o Within your description, include a real-life example of how these types of negotiation are used in the business world.
Describe the social complexities of the Space Shuttle Challenger explosion.
What is "groupthink," and how did it affect the Challenger?
Make sure you include your source used for this portion of your research.
What do you think you would have done if you were in that Challenger meeting?
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Your PowerPoint presentation should include the following:
• Background and explanation of your special topic.
• Brief background of your American musician/artist.
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Requirements:
• Presentation must consist of 7-10 slides, with additional title and reference slides, all formatted
in accordance with the most current APA guidelines.
• Each slide will provide succinct points of the key information that you wish to convey.
• Use the Notes section to elaborate on the information presented in each slide. The Notes section is your narrative for the presentation. Here is a tutorial on how to use speaker notes in PowerPoint. If you do not have a LinkedIn Learning account (complimentary for Post students), refer to the Course Information page for information on how to set it up so you can properly view this video.
• At least four (4) images - Two (2) related to your special topic and two (2) related to your artist.
• A video example from YouTube including music from your artist.
• Cite and reference at least three (3) scholarly sources. One of these sources may be your textbook.
.
MSW Advanced Clinical Concentration -Student Learning Agreement
Walden University -- Barbara Solomon School of Social Work
Used with SOCW 6520 and SOCW 6530
Agency Name: Keep Smiling Therapy
Agency Address: «555 Broadhollow Road Suite 101
Melville, NY, 11747 »
Student Information
Instructor/Supervisor Information
Faculty Liaison Information
Agency Info
Name: Varda Sauveur
Walden Email: [email protected]
Phone: 347-869-32356
Name: Chanell Smiliey
Email: [email protected]
Phone: 631-505-2961
Name: Alisha Powell
Email: [email protected]
Phone: [Type here]
Description: Psychotherapy
Academic Term
Example: Winter 2019
Course Number
Example: SOCW 6520 III
Population Served: Working with clients who are affected by depression, phobias, stress, anxiety, emotional and relationship problems, physical or psychosomatic disorders and behavioral problems.
Proposed Schedule: Monday, Tuesday, and Wednesday 12pm-8 pm
Describe what your regular tasks will be at the agency:
My regular task is as follow:
· Create an appropriate treatment plan for them, which will provide them with a structured and focused way of addressing their problems.
· Learning how to use verbal interaction skills to explore behavior, attitudes and emotions
· Helping clients to understand and address their inner conflicts.
· Completing Psychosocial forms
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the .
Multimedia Instructional MaterialsStaying current on technolog.docxssuserf9c51d
Multimedia Instructional Materials
Staying current on technology is an essential aspect of being an educator. Today’s students are digital natives, and they often respond better to media than to traditional methods of teaching. Having a strong technology repertoire is important.
Create a matrix detailing a variety of multimedia, technology, games, apps, and other technological tools for teaching reading and writing to struggling readers and writers. Include five tools/media/apps and address the following, in 100-200 words per tool:
· App/technology tool description, app/technology location (online, offline through software, through a game console, etc.), and the cost.
· Age level or academic level for which the technology is appropriate.
· Advantages of using the technology.
· Drawbacks to using the technology.
· Rationalize why struggling students may benefit from the app/technology tool.
Additionally, write a 250-500 word overview of the contents of the matrix, describing how you will implement technology in your ELA classroom. Justify which of these technologies you think will be most beneficial and describe how you might convince an administrator to help you acquire the technology.
Support the matrix and summary with 3-5 resources.
Course Paper Assignment: 30% of course grade, Final Paper due in Week 11
Proposal Due: April 22, (1 page) – Description of proposed project (abstract), Proposed Case Studies (3 to start), Bibliography with at least 3 sources
Final Paper Due: May 19, Week 11
Course Analytical Paper – Assignment
In this paper you will provide a rigorous and thoughtful analysis on your chosen theme, to include an analysis of one case study project or several projects, as a comparative analysis. The paper must include a clear and concise Thesis Statement, shown in “bold” at the end of the introductory paragraph. Please use proper paragraph form, beginning each paragraph with a Topic Sentence and ending with a Concluding Sentence. Keep your paragraphs approximately the same length, throughout. Use our course readings, along with 10 or more sources, to help you construct arguments. Cite using proper APA
form, when using text from sources. The goal of your paper is to prove (or disprove) the Thesis Statement. Writing a detailed outline is highly recommended. Include the following:
1. Title Page – Include a unique title for your paper topic, your name, my name, course name/number, and the quarter: “Spring 2020” You may also include an image or multiple images on the cover.
2. Final Paper (at least 8-10 pages of double-spaced text, images not included) – Font size: 11 or 12; Margins: ½ inch or 3/4 inch max on sides.
3. Bibliography (include at least 10 sources, 6 of which must be books or articles. The remaining 4 sources, or more, can include video lectures and other multimedia). Use APA format. You may use more than 10 total.
4. Include illustrations and project documents. Analytical sketches a.
Murray Bowen is one of the most respected family theorists in th.docxssuserf9c51d
Murray Bowen is one of the most respected family theorists in the field of family therapy. Bowen views the family unit as complex and believes it is important to understand the interactions among the members in order to solve problems. Satir and Minuchin also advanced family therapy with their concepts and models. As a clinical social worker, using these models (along with having an ecological perspective) can be very effective in helping clients.
For this Discussion, review the “Petrakis Family” case history and video session.
By Day 4
Post
(using two concepts of Bowen’s family theory) a discussion and analysis of the events that occurred after Alec moved in with his grandmother up until Helen went to the hospital. If you used the concepts of structural family therapy, how would your analysis of the situation be different? Which family theory did you find to be most helpful in your analysis? Finally, indicate whether Satir’s or Minuchin’s model is the more strength-based model. Why?
The Petrakis Family Helen Petrakis is a 52-year-old heterosexual married female of Greek descent who says that she feels overwhelmed and “blue.” She came to our agency at the suggestion of a close friend who thought Helen would benefit from having a person who could listen. Although she is uncomfortable talking about her life with a stranger, Helen said that she decided to come for therapy because she worries about burdening friends with her troubles. Helen and I have met four times, twice per month, for individual therapy in 50-minute sessions. Helen consistently appears well-groomed. She speaks clearly and in moderate tones and seems to have linear thought progression; her memory seems intact. She claims no history of drug or alcohol abuse, and she does not identify a history of trauma. Helen says that other than chronic back pain from an old injury, which she manages with acetaminophen as needed, she is in good health. Helen has worked full time at a hospital in the billing department since graduating from high school. Her husband, John (60), works full time managing a grocery store and earns the larger portion of the family income. She and John live with their three adult children in a 4-bedroom house. Helen voices a great deal of pride in the children. Alec, 27, is currently unemployed, which Helen attributes to the poor economy. Dmitra, 23, whom Helen describes as smart, beautiful, and hardworking, works as a sales consultant for a local department store. Athina, 18, is an honors student at a local college and earns spending money as a hostess in a family friend’s restaurant; Helen describes her as adorable and reliable. In our first session, I explained to Helen that I was an advanced year intern completing my second field placement at the agency. I told her I worked closely with my field supervisor to provide the best care possible. She said that was fine, congratulated me on advancing my career, and then began talking. I listened for the reasons H.
Mrs. Thomas is a 54, year old African American widow, mother and gra.docxssuserf9c51d
Mrs. Thomas is a 54, year old African American widow, mother and grandmother, who lives with her daughter and four grandchildren (ages 12, 10, 7 and 5) in a 4 story walk up apartment. She is an active member of her church community and friends, comments that she had so much energy that she exhausted all of them just being around her. At age 51, she was diagnosed with non-Hodgkin’s lymphoma. Busy with raising her grandchildren, a little more than 3 years went by before she sought attention for her symptoms and was diagnosed. Despite aggressive treatments with chemotherapy and radiation, her diseased progressed and she was considering undergoing a bone marrow transplant. Climbing the stairs to the apartment one afternoon she became very short of breath and collapsed. Her twelve, year old granddaughter called 911. At the hospital she was minimally responsive and in severe respiratory distress. She was intubated and transferred to the ICU. A family meeting with the oncology and ICU team was called to discuss Mrs. Thomas’s advanced condition, the fact that she would probably not survive further treatment for the lymphoma and to develop a plan of care. Fifteen family members arrived, including her daughter, pre-teen granddaughters and grandson, three nieces, four nephews, several friends from her church and the minister. On being asked that only the immediate family participate in the meeting, the family and friends became angry and insisted that all of them be involved in this discussion.
1. The students should focus their thoughts on the dynamics of this family meeting. If you were the nurse in this situation, how would you address meeting? Here are some questions that may help your thinking. W
hat is your impression regarding this scenario? What are some concerns you have with this case? What do you anticipate would happen? How would you handle all the family members and friends wanting to be included in the discussion? There is not right or wrong answer. But remember you need a professional journal to support the discussion.
2. Now think about you being the patient. How would the situation be handle within your family? Have you thought about what kind of care you would want? Does someone know what you would want if you had a catastrophic event? Would family members support the decision maker's decision for for you?
.
Multiple Source Essay, Speculating about CausesProposing a Solution.docxssuserf9c51d
Multiple Source Essay, Speculating about Causes/Proposing a
Solution
.
Topic: Women Mistreatment and Inequality in the US.
7 PAGES INCLUDING (
REFERENCE, ABSTRACT, TITLE PAGE
) - SO BASICALLY 4 PAGES
CONTENT.
4 pages content includes:
Specific thesis with your three causes that explains why you are arguing for something
Cause 1 = paragraph (be sure to explain the limits of the cause, or whether it’s a big cause, a small cause, or even a wrong cause)
Cause 2 = paragraph (be sure to explain the limits of the cause, or whether it’s a big cause, a small cause, or even a wrong cause)
Cause 3 = paragraph (be sure to explain the limits of the cause, or whether it’s a big cause, a small cause, or even a wrong cause)
Conclusion
Minimum of 4 sources. I provided 4 sources but you can use other RECENT sources.
IN ATTACHMENTS: ASSIGNMENT SHEET + SOURCES AND TIPS.
MUST BE DONE TOMORROW BY 11 PM PACIFIC TIME (in 23 hours)
.
Multiyear Plans Please respond to the followingDo you.docxssuserf9c51d
"Multiyear Plans"
Please respond to the following:
Do you think the federal government should increase spending on Social Security and Medicare for the elderly? If not, how should the elderly fund retirement and medical costs? Provide research support for your positions.
.
Multinational Financial Management
Determine key reasons why a multinational corporation might decide to borrow in a country such as Brazil, where interest rates are high, rather than in a country like Switzerland, where interest rates are low. Provide support for your rationale.
.
Murder CasePreambleAn organization system administrator .docxssuserf9c51d
Murder Case
Preamble
An organization system administrator was labeled as the key suspect in a homicide case. The accused claimed that he was at work at the time of the murder.
Police Intervention
The police asked his employer to help them verify his alibi. Unpredictably, the same organization, occasionally trained law enforcement personnel to investigate computer crimes and was eager to help in the investigation.
Collaborative Strength:
The organization worked with police to assemble an investigative team, seized the suspect computers in his office and residence, and backup tapes on a file server managed by his employer. All of these evidence were stored in a room to where only members of the team had access.
Harsh Situation
At the initial stages, the operation appeared reasonably well documented, but the reconstruction process was a disaster. The investigators made so many omissions and mistakes that one computer expert when reading the investigator's logs, suggested that the fundamental mistake was that the investigators locked all of the smart people out of the room. The investigators, in this case, were unaware of the situation and unwilling to admit the slip-up.
As a result of the investigators' omissions and mistakes, the suspect's alibi could not work together. Digital evidence to support the suspect's alibi was identify later but not by the investigators. If the investigators had sought expert assistance to deal with a large amount of digital evidence, they might have quickly confirmed the suspect's alibi rather than putting him through years of investigation and leaving the murderer to go free.
Lesson Learned
The case amplifies forensic investigators' requirements to obtain fundamental knowledge of computers, compatible operating systems, and application software programs.
Forewarning forensic investigators to seek the assistance of the system administrator during the criminal investigation.
Scenario
You have been retained as a Deputy Technology officer at the University and charged with the responsibility of developing an Acceptable User Policy for the department of computer science based on this murder case.
Question 1
Use the AUP to amplify the advantages and disadvantages of investigators' quarterly training on most currently used operating systems such as Microsoft Windows, Macintosh, UNIX, Linux, Sun System, and more.
Scenario 2
The investigators, in this case, were unaware of the situation and unwilling to admit the slip-up. As a result of such omissions and mistakes, the suspect's alibi could not work together. Digital evidence to support the suspect's alibi was identify later but not by the investigators. If the investigators had sought expert assistance to deal with a large amount of digital evidence, they might have quickly confirmed the suspect's alibi rather than putting him through years of investigation and leaving the murderer to go free.
Question 2 "Investigators allowed the Murderer to.
Multimodal Personal Narrative – Develop a multimodal document to bot.docxssuserf9c51d
Multimodal Personal Narrative – Develop a multimodal document to both visually illustrate and verbally express a personal transformation.
Use a one-page newspaper or single-panel brochure format to present a personal narration of a transformation of your choice from a point in your childhood to today. You might discuss a career aspiration you had as a child, transition to the job you held as a teenager, and lastly, explain the profession you maintain today. Use connecting ideas to ensure you have a cohesive essay, which will ultimately (in the conclusion) explain what you learned from this transformation. For example, how and why did you go from point A (job 1) to point B (job 2) and then on to point C (job 3)? Or, you might consider illustrating a transformation based on a way of life or philosophy.
Implement three photos to represent your ideas, feelings, etc., at the three focal points in your life. You may use personal photos, clip art, or other images, but be sure you use and/or attribute them appropriately. For example, you are free to use your personal photos as you’d like, but make sure to choose clip art or other images that you either have permission to use freely or that you cite adequately. Equally consider your document’s layout, such as text sizes, photo placement (near the related essay text), and colors, in addition to how you present your content, to include thesis, support, and organization.
Sample thesis statement:
Growing up in Sedona, Arizona, I was constantly looking up into the clear night sky, viewing multiple constellations and shimmering stars, which had me yearning to reach them—literally—so when I turned 16, I began working as a camp counselor at a space camp, which ultimately led to a career at NASA; my journey taught me that if I reached for the stars, nothing could stop me.
Length:
This assignment should be at least 500 words.
Underline your thesis statement.
.
Multigenre ProjectEN101O Fall 2019 Dr. WalterA Multigenre Pr.docxssuserf9c51d
Multigenre Project
EN101O Fall 2019 Dr. Walter
A Multigenre Project (MGP) presents multiple, even conflicting, perspectives on a topic in order to provide a rich context and present an aesthetically appealing product for an audience. Your MGP should reflect the following:
A focus: You should not only include documents that relate to a general topic, but you should ensure that the documents work towards a claim you are making about the topic.
A coherent organization/your entire MGP should be presented in an umbrella genre that best fits your purpose. You should create and organize documents in order to lead readers through the project, to help them understand your focus and purpose. Coherent organization will come out of the umbrella genre you choose for the project. For example, creating a magazine as the umbrella genre that includes articles, images, advertisements, etc. with one focus will provide cohesion to the project. Examples of how you might “package” the MGP include a CD, a scrapbook, a photo album, a patient file, an employee handbook, a manual, a newspaper, a magazine, a website—the options are endless! Just be sure to provide a table of contents (TOC) that offers an overview of and title for each document.
Look at some of the examples posted on D2L for concrete depictions of how this can work.
The Multigenre Project includes at least 8 documents (including an Introduction, Table of Contents, 5 documents of different genres (not including your Introduction), and a works cited page) that offer a sustained argument about your chosen issue. By creating documents in different genres (e.g., editorials, feature stories, brochures, short fiction, charts, scripts, etc.), you learn to write for multiple audiences, multiple (rhetorical) purposes, and multiple forums. All documents/text must be original work you create for the MGP.
Your Introduction serves as a guide to readers, helping them understand the issue you are addressing, offering insight about why you chose the genres you chose, etc. The introduction is your chance to help readers understand why this topic is important, how they should “read” your documents, etc. The introduction may be written as a letter to readers, a magazine article, an editorial, etc.
The bulk of your MGP will be the five documents, each representing a different genre, that helps persuade your audience(s) to your point of view. Aim for a good balance of genres, and be sure at least three of your documents directly use the sources you have gathered from your research. By writing a brochure that utilizes your research sources, a chart or other visual, a story drawing from the information you have gathered, a quiz based on researched sources, etc.—by approaching your research findings in a creative way, your MGP helps an audience understand many different perspectives about your topic. Some of the documents you will include may be more time-intensive than others. But the 5 documents that make up the bo.
Multimedia activity Business OrganizationVisit the Choose Your .docxssuserf9c51d
Multimedia activity: Business Organization
Visit the Choose Your Business Structure (Links to an external site.) section of the U.S. Small Business Administration’s website.
If you were to start your own business, which business entity structure would you choose? Justify why your chosen structure is the best organizational form.
Explain the following business structures: sole proprietorship, partnership, LLC, and a corporation. In your analysis address the following for each business structure:
Steps to form
Personal liability for owners
Taxation
Advantages and disadvantages
Your paper must be three to five pages (excluding title and reference pages), and it must be formatted according to APA style as outlined in the Writing Center. You must cite at least two scholarly sources in addition to the course textbook. Cite your sources in-text and on the reference page.
.
Multicultural PerspectiveToday’s classrooms are diverse and .docxssuserf9c51d
Multicultural Perspective
Today’s classrooms are diverse and you will be expected to meet the needs of all of your students. Many of our students come from different cultures, which affects how they learn. We must take this into consideration when developing our lesson plans, making our role as an educator even more complex. As a result, we must be informed of our students’ cultural backgrounds as this includes another element of cognitive understanding that will guide our instructional practices. By understanding student culture, we can gain insight into learning preferences, interests, motivation, and prior knowledge.
Based on the important features of multicultural education found in Figure 4.6 of our text and selecting a specific content standard from the
Common Core State Standards Initiative (Links to an external site.)
(CCSS), develop a learning activity that includes these key features of multicultural education:
Integration of content
– How does your learning activity incorporate content from different cultures?
Reducing Prejudice
– How does the learning activity attempt to minimize any of your own prejudices as well as your students?
Making Teaching Equitable
– How does the instructional approach to your learning activity meet the needs of all your students by recognizing learning styles, interests, and motivation to help achieve academic potential?
Empowering Learners
– How does the learning activity empower all students to work toward their academic potential?
Construction of Knowledge
– How does your learning activity promote different perspectives that validate how culture influences knowledge and beliefs?
Be sure to first provide your content standard from the CCSS followed by your learning activity. Then explain how your learning activity meets each element of multicultural education by providing evidence to justify and support your assertions. Then reflect on your K-12 school experience. Was a multicultural education part of your schooling? What factors may have contributed to the inclusion or exclusion of a multicultural education in your own early schooling? Make sure to incorporate the five key features of multicultural education in your reflection.
Click to view an
example
of this week's assignment.
You have several options in completing this task:
Write a three-four page paper (does not include a title page or reference page).
Develop a PPT presentation that is 8-10 slides long (does not include title page slide or reference page slide).
Use Voicethread or Prezi that is 8-10 slides long (does not include a title page slide or reference page slide).
Use a combination of the above.
Be sure to reference the course text and at least one other scholarly source. Your assignment should follow APA formatting guidelines as outlined in the
Ashford Writing Center (Links to an external site.)
, and be sure to include a title page or slide as well as reference page or slide.
.
Muhammad Ali, how did his refusal to go into the army affect his.docxssuserf9c51d
Muhammad Ali, how did his refusal to go into the army affect his professional career.
Tommy Smith, what happened to him after coming home from the Olympics at the raising his fist.
LeBron James, what has been his influence in today’s society when it pertains to social injustices.
.
MS 113 Some key concepts that you need to know to navigate th.docxssuserf9c51d
MS 113: Some key concepts that you need to know to navigate through
the key reading – I will keep updating these
1.democracy
2.citizenship
3.public sphere
5. Nation and nationalism, nation-state, government, sovereignty
4. oligarchy (polyarchy, plutocracy, aristocracy and so on)
4.capitalism
5.liberalism, neoliberalism
6.civic republicanism
7.socialism
8.authoritarianism
9.populism
10. fascism
11. Marxism -ideological, hegemonic, discursive
12.globalization
13.transnational media spheres
14. consumerism, neoliberal consumer democracy
15. social movements
16. identity politics
17. recognition and redistribution debate
18. political power
19. the notion of common good
20. the digital divide
21: digital public sphere
22. communitarianism
23. social construction of culture
24. poststructuralism
25. postmodern
26. modernity
27. civil society
28. civil disobedience
29. civic engagement
30. structure and agency
31. pluralism and multiracialism, multiculturalism
A NEW FRONTIER
SOCIAL MEDIA / NETWORKS
DISINFORMATION AND
PUBLIC INTERNATIONAL LAW
IN THE CONTEXT OF
ELECTION
OBSERVATION
by Michael Meyer-Resende
Democracy Reporting International (DRI) operates on the conviction that democratic,
participatory governance is a human right and governments should be accountable to
their citizens. DRI supports democratic governance around the world with a focus on
institutions of democracy, such as constitutions, elections, parliaments and rules of
democracy grounded in international law. Through careful assessments based on field
research with partners, DRI convenes diverse stakeholders to promote policies that
strengthen democratic institutions. A non-profit company, DRI is based in Berlin and has
offices in Tunisia, Lebanon, Ukraine, Pakistan, Sri Lanka and Myanmar.
Michael Meyer-Resende is a lawyer with twenty years of experience in political
transitions and democratisation. Works in Europe, the Middle East, Africa and Asia. His
professional experience includes two years legal practice in Berlin, four years with the
Office for Democratic Institutions and Human Rights (ODIHR) of the OSCE (Warsaw),
three years with the election team of the European Commission in Brussels and
journalistic experience with the BBC. In 2006 he co-founded DRI and serves as Executive
Director since then. He publishes it regularly in newspapers like The New York Times,
The Guardian, Politico, Frankfurter Allgemeine Zeitung and think tank publications.
This publication was produced with the financial support of the European Union.
Its contents are the sole responsibility of Michael Meyer-Resende and do not necessarily
reflect the views of the European Union.
Graphic and layout design: Giorgio Grasso for Democracy Essentials
Cover photo: Ezequiel Scagnetti
Interior photos: Victor Idrogo (pp. 3, 6-7, 17); Ezequiel Scagnetti (p. 22)
CREDITS
3
TABLE OF
CONTENTS
I. SUMMARY
II. BACKGROUND
III. INTERNATIONAL LAW
AND NATIONAL LA.
Much has been made of the new Web 2.0 phenomenon, including social n.docxssuserf9c51d
Much has been made of the new Web 2.0 phenomenon, including social networking sites and user-created mash-ups. How does Web 2.0 change security for the Internet? How do secure software development concepts support protecting applications?
Pages: 1
APA format
References
.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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Synthesis of E, E-dibenzalacetone (E, E-DBA) Lab ReportN.docx
1. Synthesis of E, E-dibenzalacetone (E, E-DBA) Lab Report
Name
Institution
Course
Instructor
Date
Abstract
The main purpose behind this experiment was to synthesize E,
E-dibenzalacentone by use of a based-catalyzed aldol
condensation reaction. Secondly, this experiment was aimed at
identifying characteristics of crude and purified samples of E,
E-dibenzalacentone by use of the melting point determination
method. The results from this experiments showed that the
synthesis process yielded 65% crude E, E-dibenzalacentone and
56% yield for purified E, E-dibenzalacentone. When it comes to
the techniques that were used, the researchers employed Hirsch
funnel and solid-liquid extraction as part of the separation
techniques. Lastly, recrystallization of the E, E-
dibenzalacentone was also used as a purification technique.
Introduction
2. The synthetic goal of this experiment was to make use of a
based-catalyzed aldol condensation in the entire process of
synthesizing o E, E-dibenzalacentone. The other main goal of
this experiment was to identify or to characterize crude and
purified samples of E, E-dibenzalacentone by use of the melting
point determination
Results
The results of the synthesis of E, E-dibenzalacentone are
summarized below
Compound
Molar mass(g/mol)
Volume/mass moles
Yield
Mp( °c)
Benzaldehyde (density1.043g/mL)
106.2 g/mol
0.250 mL
0.26 g
0.002 mol
N/A
N/A
Acetone(density 0.788g/mL)
58.08 g/mol
0.1 mL
0.07g
0.001 mol
N/A
N/A
E,E-DBA(a yellow solid)
234.24 g/mol
N/A
Theoretical
0.234g
0.001 moles
Literature Value
3. 110-111 °c
E,E-DBA(a yellow solid)
234.24 g/mol
N/A
Actual
Crude: 0.65 g=65%
Purified:0.15 g=56%
Actual
101-103Co
Crude
108-109Co
Discussion
The E, E-dibenzalacentone was prepared by combining 0.250
mL of Benzaldehyde, 0.1mL of reaction grade acetone, 0.5 mL
of 95% ethanol and 1 mL of a catalyst solution in a 10 mL
round bottom flask. The catalyst solution that was used in this
experiment has been prepared earlier by dissolving 10g of
sodium hydroxide in 100 mL of water and 75 mL of 95%
ethanol. The main purpose of this catalyst was to speed up
the reaction process. A micro scale condenser was attached to
the round bottom flask and the reactants were gently mixed for
about 15 minutes, until a solid started forming. Then the crude
solid was isolated by pouring the mixture into a Hirsch funnel
attached to the vacuum filter, thus allowing the solid crude E,
E-dibenzalacentone to be trapped by the filter paper in the
Hirsch funnel.
An RB flask was de-attached from the condenser after which it
was rinsed with 20 mL of de-ionized water at one time, 3 times
totaling 60 mL, to gain any residue thus E, E- dibenzalacentone
was left in the round bottom flask. The dried solid was
transferred to a pre-weighed Erlenmeyer flask where its mass
was measured and the results were 0.65 g=65%. A small sample
of the crude solid was taken and smeared on a microscope slide
by use of the flat end of the micro spatula after which a melting
4. point capillary tube was used to get approximately 2mm of
crude product. A Mel-Temp device was used to find out the
melting point of the crude product 108-109Co
The crude product was purified using recrystallization
methods. The solubility of E, E- dibenzalacentone in ethanol at
78 is 0.4g/1mL. Based on my 0.39g, this ratio was used to
determine that 0.985 mL of 95% ethanol should be used. The
solution was heated in a fume hood until the sample was
dissolved, and then cooled at room temperature upon which it
was placed in an ice bath to produce maximum crystals. Steps
were taken to filter the solid with a Hirsch funnel, and then
weighed to produce 0.07 g of purified E, E-
dibenzalacentone. Although a significant amount of product was
lost, it is likely that a lot of the loss was impurities, and after
the melting point was later taken, it was found that the amount
of purified E, E- dibenzalacentone was pure. The dried, purified
product was removed from the Hirsch funnel and its mass was
taken and recorded before its purity was assessed.
Experimental Procedure
The preparation was carried out according to the prescribed
method.
Abstract (~5%)
State briefly the purpose of the experiment, the principal
results, the mode(s) of isolation, separation and purification (as
appropriate) and the major conclusions. You may refer to
schemes and tables found in the introduction, results and
discussion sections by number.
Introduction (~5%)
State clearly the synthetic goal of the experiment. Do not begin
your report with a lengthy description of background theory.
The time to demonstrate your knowledge of background theory
is in explaining the results you have obtained. One or two
paragraphs should be adequate. Include the appropriate balanced
5. chemical equation(s) (including structural drawings for all
organic reactants and products, inorganic reagents above the
arrows, and solvents and conditions below the arrows) labeled
as Scheme 1. See Scheme 1 of the sample formal report.
Results
The results of the synthesis of Z- -phenylcinnamic acid and E-
-phenylcinnamic acid are summarized in Table 1.
108-109Co
101-103Co
0.15g
56%
0.67g
65%
580.08 g/mole
106.2 g/mole
0.25 ml
0.26 g
0.002 moles
0.1 ml
0.07g
0.001 moles
0.234g
0.001 moles
234.24 g/mole
234.24 g/mole
Discussion (~50%)
6. A separate paragraph should be included for each one of the
following items: -a written account of how the product was
prepared (i.e. a description of the chemistry involved) along
with appropriate references to any balanced reaction equations
given elsewhere (e.g. in the introduction)
-a written account of how the crude product was isolated
(include chemistry if appropriate)
-a written account of how the crude product was identified,
wherein you cite and interpret relevant experimental data
making reference to appropriate literature data
-a written account of how the crude product was purified and an
evaluation of the efficiency of the purification, wherein you cite
and interpret relevant experimental data making reference to
appropriate literature data
-a written account of how the purified product was identified,
wherein you cite and interpret relevant experimental data
making reference to appropriate literature data
-a discussion of yields
Please remember, we are looking for an account of the results
you obtained and the conclusions that you drew from them.
Experimental Procedure (~2%) Do not copy out the complete
experimental procedure from the manual. “The preparation was
carried out according to the prescribed method” will be
sufficient in many instances.
Page 1 of 6
Lab
Instructions
7. Chemistry 337
Unit 5 Synthesis of E,E-dibenzalacetone (E,E-DBA)
INTRODUCTION
The centerpiece of this unit is the synthesis of E,E-
dibenzalacetone (E,E-DBA) for which we will employ a base-
catalyzed aldol
condensation. The crude product will be purified by
recrystallization. The crude and purified products will be
characterized by
melting point determination.
PURPOSE
To employ a based-catalyzed aldol condensation in the
synthesize of E,E-dibenzalacetone
To characterize the crude and purified samples of E,E-
dibenzalacetone by melting point determination
REACTION SCHEME
H
O O
CH3CH3
O
8. NaOH, H2O, ethanol
Benzaldehyde Acetone E,E-dibenzalacetone
2
GENERAL COMMENTS
This comments segment need not appear in your prelab
assignment.
Students will work individually. Other than the
recrystallization all worked described below will be completed
at your lab
bench. The recrystallization will be performed in one of the
fumehoods under the supervision of a TA.
The Unit 5 Fumehood is equipped with dispensing pipettes, for
delivering benzaldehyde and reagent grade acetone, a
burette for dispensing the catalyst solution, several bottles of
95% ethanol, a squeeze bottle of wash grade acetone, a solid
waste container (typically a glass tray), a waste pipette
container, an aqueous waste container (typically a large, wide-
mouthed plastic bottle), and an organic waste container
(typically a large plastic bottle with a red flip-lid).
Disposable gloves, sample vials, Pasteur pipettes, black
threaded caps, O-rings, full plastic septa, creased weighing
papers,
boiling stones and Hirsch funnel filter papers are available on
the front benches.
9. Metal clamps and thermometer clamps are available in bins
located on the front bench nearest the lab door.
PRELAB ASSIGNMENT TO BE COMPLETED BEFORE YOUR
SCHEDULED UNIT 5 LAB SESSION
Please follow the format used for the Unit 2 prelab assignment.
It is not necessary to repeat steps involving equipment used in a
prior Unit. Just note the number of the page in your lab
notebook where this information is provided.
It is not necessary to repeat “Physical constants and properties”
for reagents, reactants and products encountered in a prior
Unit. Just note the number of the page in your lab notebook
where this information is provided.
Page 2 of 6
It is not necessary to repeat “Chemical hazards and
precautionary measures” for reagents, reactants and products
encountered in a prior Unit. Just note the number of the page in
your lab notebook where this information is provided.
LIST OF CHEMICALS/CHEMICAL HAZARDS AND
PRECAUTIONARY MEASURES/SUPPLEMENTARY LAB
EQUIPMENT
10. List of chemicals
Acetone
Benzaldehyde
E,E-dibenzalacetone
Ethanol
Ethanolic sodium hydroxide (1.4 M) (as a solution in water and
ethanol)
Chemical hazards/precautionary measures
Acetone, ethanol and benzaldehyde are irritants - handle with
care. Avoid inhalation and skin contact (wear gloves). Avoid
eye contact (wear safety goggles). Notify the instructor
immediately should you spill either of these materials on
yourself or
the lab bench. Ethanolic sodium hydroxide (1.4 M) is corrosive
and causes burns – handle with care. Avoid inhalation and
skin contact (wear gloves). Avoid eye contact (wear safety
goggles). Notify the instructor immediately should you spill
any of
this material on yourself or the lab bench.
Supplementary lab equipment from the Issue Room
None required.
CLEANING GUIDELINES
These guidelines need not appear in your prelab assignment.
You will be using wash acetone to clean lab glassware and
equipment. Since acetone is such a good cleaning solvent only
minimal amounts are required. It is provided in plastic bottles
fitted with red caps having curved tips. The bottles are located
in the fumehoods next to the organic waster containers.
Cleaning locker items
11. For container type items (e.g. beakers, conical vials, flasks,
graduated cylinders, jars, round bottom flasks and test tubes)
add
2 or 3 short squirts of wash acetone then swirl to
dislodge/dissolve any noticeable organics. Finally pour the
contents into an
organic waste container. For all other items direct 2 or 3 short
squirts of wash acetone through/over the item directly into an
organic waste container. If noticeable organics still remain
please speak with your lab instructor.
Cleaning items signed out from the Issue Room
Since these are generally larger than locker items you will need
to use a bit more wash acetone. For container type items use
6 or 8 short squirts of wash acetone. For all other items direct 6
or 8 short squirts of wash acetone through/over the item
directly into an organic waste container. If noticeable organics
still remain please speak with your lab instructor.
Page 3 of 6
TABLE OF REACTANTS AND PRODUCTS
Include the following table in your prelab assignment.
Complete the first three rows as part of your prelab assignment.
reactant/product molar mass volume, mass, moles yield melting
point
12. benzaldehyde
(density 1.043 g/mL) g/mole
mL
g
moles
acetone
(density 0.788 g/mL) g/mole
mL
g
moles
E,E-DBA
(a yellow solid) g/mole
Theoretical
g
moles
14. * appearance ** appearance
Page 4 of 6
EXPERIMENTAL PROCEDURES
STEP 1 Preparation of E,E-dibenzalacetone (performed at your
lab bench)
a. Fit the bottom end of a microscale condenser first with a
black threaded cap followed by an O-ring.
The O-ring needs to be positioned just above the ground-glass
joint. Affix a black threaded cap,
fitted with a full plastic septum, to the top end of the condenser.
b. After obtaining 0.250 mL of benzaldehyde from the instructor
use the dispensing pipettes/burettes in
the Unit 5 Fumehood to transfer 0.100 mL of reagent grade
acetone, 0.5 mL of 95% ethanol and 1
mL of the catalyst solution to a 10 mL RB flask. The technical
staff prepared the catalyst solution by
dissolving 10 g of sodium hydroxide in 100 mL of water and 75
mL of 95% ethanol.
c. Fit the RB flask with the condenser. Secure the connection
by firmly threading the black cap onto the
15. RB flask in the manner employed in Unit 2.
d. Hold the apparatus by the RB flask and gently swirl its
contents for 15 minutes. Set the apparatus in a large beaker (as
shown in Figure 1) while setting up the equipment depicted in
Figure 2.
STEP 2 Collection of the crude E,E-dibenzalacetone by vacuum
filtration (performed at your lab bench)
a. Using a metal clamp secure a 250 mL filter flask to the left
most vertical support bar. Fit the filter flask with a Hirsch
funnel equipped with a Hirsch funnel filter paper. Connect the
quick-fit adapters of the vacuum trap and filter flask. Your
apparatus should now resemble Figure 2.
b. Prepare to collect the crystals by wetting the filter paper on
the funnel with a little de-
ionized water and applying full suction (using the house vacuum
line).
c. Transfer 60 mL of de-ionized water to a 100 mL graduated
cylinder.
d. Transfer approximately 5 mL of de-ionized water from the
graduated cylinder to the
RB flask through the air condenser then gently swirl to suspend
the crystalline
material. Remove the air condenser and pour the suspension
16. into the Hirsch funnel.
Re-attach the air condenser.
e. Repeat Step 2d three times.
f. Gently score the crystalline material with a microspatula.
g. Pour approximately 20 mL of the remaining de-ionized water
from the graduated cylinder into the Hirsch funnel. Gently
score the crystalline material with a microspatula.
h. Pour the remainder of the de-ionized water (~20 mL) from
the graduated cylinder into the Hirsch funnel. Gently score the
crystalline material with a microspatula.
i. To facilitate the recrystallization to follow it is necessary to
dry the solid by continued suction for 5 minutes while
proceeding with other work.
j. While the drying under suction is underway transfer 6 mL of
95% ethanol to a large test tube. Place the test tube in a
beaker of ice and water (replenish ice and water as needed).
This chilled 95% ethanol will be used in Step 4.
k. Clean the 10 mL RB flask, condenser and microspatula with
wash grade acetone.
l. Carefully disconnect the quick-fit adapters of the vacuum trap
and the filter flask then turn off the house vacuum line.
m. At your lab bench place a pre-weighed 10 mL Erlenmeyer
flask on a piece of creased weighing paper. Using a
17. microspatula carefully transfer the crude E,E-dibenzalacetone
from the Hirsch funnel directly into the Erlenmeyer flask
(the creased weighing paper is used solely to contain any spilled
material). Transfer any spilled material to the flask.
Reweigh the flask and determine the mass of the crude E,E-
dibenzalacetone. Retain a small sample of the crude E,E-
dibenzalacetone (about the size of a grain of uncooked rice) in a
small test tube for a melting point determination next
week.
Page 5 of 6
n. Discard the filter paper and weighing paper in the appropriate
solid waste container.
o. Discard the filtrate in the appropriate aqueous waste
container. Clean the filter flask, microspatula and Hirsch
funnel
with wash grade acetone.
STEP 3 Purification of the E,E-dibenzalacetone by
recrystallization (performed in the designated fumehood)
a. Transfer an appropriate volume of 95% ethanol to the 10 mL
Erlenmeyer flask containing your crude E,E-
dibenzalacetone (solubility of E,E-dibenzalacetone in 95%
ethanol at 78°C is 0.4 g/1 mL). Add two boiling stones. Label
18. your Erlenmeyer flask with your name (Sharpies® are available
at the Issue Room window).
b. Heat the Erlenmeyer flask on a hotplate stirrer in the Unit 5
recrystallization fumehood (do not leave unattended).
Once the entire sample has dissolved remove the flask from the
hotplate stirrer (exercise caution as the flask will be
very hot) and allow it to cool to room temperature, undisturbed
on the bench top, in the Unit 5 recrystallization
fumehood. To complete crystallization cool the flask in a
medium sized beaker containing a 3/4” layer of ice and water
(this may be performed at your lab bench).
STEP 4 Collection of the purified E,E-dibenzalacetone by
vacuum filtration (performed at your lab bench)
a. Using a metal clamp secure a 250 mL filter flask to the left
most vertical support bar. Fit the filter flask with a Hirsch
funnel equipped with a Hirsch funnel filter paper. Connect the
quick-fit adapters of the vacuum trap and filter flask. Your
apparatus should now resemble Figure 2.
b. Prepare to collect the crystals of purified E,E-
dibenzalacetone by wetting the filter paper on the funnel with a
little 95%
ethanol and applying full suction (using the house vacuum line).
Gently swirl the contents of the 10 mL Erlenmeyer flask
to suspend the crystalline material (use a microspatula to break
up any solid chunks) then pour this suspension into the
19. Hirsch funnel. You may use small quantities of the chilled 95%
ethanol prepared earlier to aid in the transfer of your
crude product to the Hirsch funnel (2 mL at a time; but no more
than a total of 6 mL).
c. Dry the solid by continued suction for 5 minutes while
proceeding with other work.
d. Transfer the Hirsch funnel to a beaker, leaving the boiling
stones and filter-cake of crystals intact. Leave this assembly in
your locker until next week. This will provide an opportunity
for the crystals to dry thoroughly.
e. Discard the filtrate in the appropriate organic waste
container. Clean the filter flask and microspatula with wash
grade
acetone.
EXPERIMENTAL PROCEDURES NEXT LAB SESSION
STEP 5 Weighing the purified E,E-debenzalacetone (sample
vials are available at the front bench)
a. Place a pre-weighed sample vial on a piece of creased
weighing paper. Using a microspatula carefully transfer the
purified E,E-dibenzalacetone (though not the boiling stones)
from the Hirsch funnel directly into the sample vial (the
creased weighing paper is used solely to contain any spilled
material). Transfer any spilled material to the sample vial.
20. Reweigh the sample vial and determine the mass of purified
E,E-dibenzalacetone.
b. Discard the boiling stones, filter paper and weighing paper
into the appropriate solid waste container.
c. Clean the Hirsch funnel and microspatula with wash grade
acetone.
Page 6 of 6
STEP 6 Characterization of the crude and purified E,E-
dibenzalacetone (melting point capillary tubes are available at
the
front bench)
a. Retrieve two melting point capillary tubes. Using a Sharpie®
label the top of one with a single line. Label the top of the
other with two lines.
b. Place a few crystals of crude E,E-dibenzalacetone on the
ground-glass portion of a clean microscope slide (working over
a creased weighing paper will contain any spilled material).
Repeatedly crush the crystals into a smear using a clean
microspatula (TA will demonstrate).
21. c. Clean the microspatula with wash grade acetone.
d. Place a few crystals of purified E,E-dibenzalacetone acid on
the ground-glass portion of a separate clean microscope
slide (working over a creased weighing paper will contain any
spilled material). Repeatedly crush the crystals into a
smear using a clean microspatula.
e. Fill the first capillary tube with crude E,E-dibenzalacetone in
the manner employed in Units 1 and 2.
f. Fill the second capillary tube with purified E,E-
dibenzalacetone in the manner employed in Units 1 and 2.
g. Discard the weighing papers in the appropriate solid waste
container.
h. Clean the microspatula and microscope slides with wash
grade acetone.
i. Using the method employed in Units 1 and 2 carryout
simultaneous melting point determinations of your crude and
purified samples of E,E-dibenzalacetone (using the same
MelTemp device). Don’t forget to record the voltage setting.
j. Discard the used melting point capillary tubes in the
appropriate waste glass container.
STEP 7 Submission of the purified E,E-dibenzalacetone
Affix a “E,E-DBA” label (available at the front bench) to your
sample vial. Submit vial as directed by instructor.
22. Page 1 of 4
Lecture
Notes
Chemistry 337
Unit 5 Synthesis of E,E-dibenzalacetone (E,E-DBA)
Introduction to Unit 5
The centerpiece of this unit is the synthesis of E,E-
dibenzalacetone (E,E-DBA) for which we will employ a base-
catalyzed aldol
condensation. The crude product will be purified by
recrystallization. The crude and purified products will be
characterized by
melting point determination.
H
O O
CH3CH3
O
23. NaOH, H2O, ethanol
Benzaldehyde Acetone E,E-dibenzalacetone
2
Purpose of Unit 5
To employ a based-catalyzed aldol condensation in the
synthesize of E,E-dibenzalacetone
To characterize the crude and purified samples of E,E-
dibenzalacetone by melting point determination
Overview of these lecture notes
These lecture notes provide guidelines for the preparation of
your Unit 5 formal report. Please note the aldol condensation
will
be covered in Unit 11. The chemistry of Unit 5 will be
discussed in the Unit 11 lecture notes. Recrystallization will be
discussed in the Unit 2 lecture notes.
Lecture notes
General comments about the formal lab report
One of the most difficult problems a student faces in this course
is estimating the appropriate length of the formal report. The
following guidelines are designed to help you with your report
preparation.
24. As a general point of style, reports should be written
impersonally in the passive voice. While this style is somewhat
clumsy, it
is widely accepted in scientific writing. Although we are not
grading your reports for prose style and literary merit, we
suggest
that, to save your time and ours, you write in the simplest and
most direct English that you can command.
In order to provide adequate space for the grader’s comments
we ask that reports be set in double-spaced format and with a
2” right margin.
Page 2 of 4
Components of the formal lab report (portions of a sample
formal report are given on the next two pages)
Title, Name, Date (~3%)
Abstract (~5%)
State briefly the purpose of the experiment, the principal
results, the mode(s) of isolation, separation and purification (as
appropriate) and the major conclusions. You may refer to
schemes and tables found in the introduction, results and
discussion sections by number.
Introduction (~5%)
State clearly the synthetic goal of the experiment. Do not begin
your report with a lengthy description of background theory.
25. The time to demonstrate your knowledge of background theory
is in explaining the results you have obtained. One or two
paragraphs should be adequate. Include the appropriate
balanced chemical equation(s) (including structural drawings
for all
organic reactants and products, inorganic reagents above the
arrows, and solvents and conditions below the arrows) labeled
as Scheme 1. See Scheme 1 of the sample formal report.
Results (~35%)
Tabulation of experimental results is encouraged whenever it
leads to a more effective presentation. Tables must be in the
same format as Table 1 of the sample formal report. Graders
will not spend time rooting through pages of text searching for
experimental data. They will simply assign a grade of zero for
this portion of the report.
Discussion (~50%)
A separate paragraph should be included for each one of the
following items:
-a written account of how the product was prepared (i.e. a
description of the chemistry involved) along with appropriate
references to any balanced reaction equations given elsewhere
(e.g. in the introduction)
-a written account of how the crude product was isolated
(include chemistry if appropriate)
-a written account of how the crude product was identified,
wherein you cite and interpret relevant experimental data
making
reference to appropriate literature data
26. -a written account of how the crude product was purified and an
evaluation of the efficiency of the purification, wherein you cite
and interpret relevant experimental data making reference to
appropriate literature data
-a written account of how the purified product was identified,
wherein you cite and interpret relevant experimental data
making
reference to appropriate literature data
-a discussion of yields
Please remember, we are looking for an account of the results
you obtained and the conclusions that you drew from them.
Experimental Procedure (~2%)
Do not copy out the complete experimental procedure from the
manual. “The preparation was carried out according to the
prescribed method” will be sufficient in many instances.
Page 3 of 4
Sample formal lab report (except for the discussion) for you to
use
Preparation Of E-α-Phenylcinnamic Acid And Z-α-
Phenylcinnamic Acid
27. Your Name
Submission Date
Title (11 pt, bold)
Name (11 pt)
Date (11 pt,
italics)
Abstract
The preparation of Z-α-phenylcinnamic acid (1) and E-α-
phenylcinnamic acid (2) (Scheme 1), from
benzaldehyde and phenylacetic acid in the presence of
triethylamine and acetic anhydride, is
described. Both acids were purified by recrystallization; Z-α-
phenylcinnamic acid was
recrystallized from methanol/water and E-α-phenylcinnamic
acid was recrystallized from diethyl
ether/petroleum ether. Z-α-Phenylcinnamic acid was obtained
in 13.0% yield. E-α-
Phenylcinnamic acid was obtained in 26.7% yield. The acids
were characterized by melting point,
infrared spectroscopy and proton NMR spectroscopy.
Introduction
The purpose of this experiment was to employ the Perkin
Reaction in the preparation of Z-α-
phenylcinnamic acid (1) and E-α-phenylcinnamic acid (2). As
outlined in Scheme 1 this involved
allowing benzaldehyde to react with phenylacetic acid at reflux
in the presence of triethylamine and
acetic anhydride.
28. Scheme 1
H
CO2H H CO2HCHO CH2COH
O
1. triethylamine,
acetic anhydride, Δ
2. H+, H2O
21
Abstract title (10
pt, bold)
Abstract (10 pt,
double spaced)
-should state
briefly the purpose
of the experiment,
the principal
results and major
conclusions.
Reference to
structural formulas
or tables in the
text, by number,
may be made in
the abstract.
Introduction title
(10 pt, bold)
29. Introduction (10
pt, double spaced)
-should clearly
state the purpose
and objectives of
the experiment. In
general, the
introduction
should be no more
than one or two
paragraphs.
Page 4 of 4
Results
The results of the synthesis of Z-α-phenylcinnamic acid and E-
α-phenylcinnamic acid are
summarized in Table 1.
Table 1. Synthesis of Z-α-Phenylcinnamic Acid And E-α-
Phenylcinnamic Acid
* white crystalline material