1. The document describes a chemistry lesson that discusses chromatography.
2. Chromatography is introduced as a technique that could be used to separate different compounds in a mixture, similar to how compounds moved at different speeds in a drag race.
3. Paper chromatography is demonstrated on food dyes, and keywords related to chromatography are discussed, such as solvent, solute, mobile phase and stationary phase.
(1) Stream Morphology LaboratoryPrior to beginning work on t.docxgertrudebellgrove
(1) Stream Morphology Laboratory
Prior to beginning work on this lab, read the
Stream Morphology
investigation manual
.
This lab enables you to construct a physical scale model of a stream system to help you understand how streams and rivers shape the landscape and how human actions can affect river ecosystems. This lab is done with materials that you will need to supply; the list of items you will need to obtain is in the
Stream Morphology
investigation manual
.
The Process
Take the required photos and complete all parts of the lab assignment (calculations, data tables, etc.). Use the Lab Worksheet as a resource to complete the Lab Report Template. Transfer any answers and visual elements from the Lab Worksheet into the Lab Report Template. You will submit the Lab Report Template through Waypoint in the classroom.
The Assignment
Make sure to complete all of the following items before submission:
· Before you begin the assignment, read the
Stream Morphology
investigation manual
and review
SCI207 - The Scientific Method (Links to an external site.)
presentation video.
https://ashford.mediaspace.kaltura.com/media/SCI207+-+THE+SCIENTIFIC+METHOD/1_5325onvq
· Complete all activities using the materials that you supply. Photograph each activity following these instructions:
o When taking lab photos, you need to include in each image a strip of paper with your name and the date clearly written on it.
· Use the
Lab Worksheet
as a resource to complete the
Lab Report Template
.
· Must use at least two credible sources outside of the textbook and lab manual.
· Submit your completed “Lab Report” via Waypoint.
Carefully review the
Grading Rubric (Links to an external site.)
for the criteria that will be used to evaluate your assignment.
(2) Sustainable Living Guide Contributions: Sustaining Biodiversity and Ecosystems
Prior to beginning work on this assignment, read Chapters 1 and 2 in the course textbook. The purpose of this assignment is twofold: first, to enable you to explore a term (concept, technique, place, etc.) related to this week’s theme of sustaining Earth’s biodiversity and ecosystems; second, to provide your first contribution to a collective project, the
Class Sustainable Living Guide
. Your work this week, and in the weeks that follow, will be gathered (along with that of your peers) into a master document that you will receive a few days after the end of the course. The document will provide everyone with a variety of ideas for how we can all live more sustainably in our homes and communities.
To complete this assignment,
· Select a term from the list of choices in the
Week 1 - Term Selection Table
located in the course. Type your name in the table, next to the word that you would like to choose. (MY TERM IS – ANTHROPOCENE -
o Do not select a term that a classmate has already chosen; only one student per term. If you choose a term that is hyperlinked to a source, that term is one that is not mentioned .
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
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter 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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
2. Effective from September 2015 | Plus Term Chemistry week 2 session 2
As a group: describe what happened to the cars between the
beginning and end of the drag race.
I will be looking for the best use of keywords that we can apply scientifically
4. Effective from September 2015 | Plus Term Chemistry week 2 session 2
Who won and why?
1st 2nd 3rd 4th 5th
5. Effective from September 2015 | Plus Term Chemistry week 2 session 2
Discuss: What problems might you have if you were sharing these with
friends?
Mixtures
6. Effective from September 2015 | Plus Term Chemistry week 2 session 2
What is a mixture?
“ a mixture contains different chemical
elements or compounds that share the
same space but are not chemically
bonded to each other”
7. Effective from September 2015 | Plus Term Chemistry week 2 session 2
Write the letters of the boxes that contain mixtures.
Na Cl
Na Cl
Na Cl
Na Cl Cl
Na
Cl Cl
Na Cl
O H
C
H
H
H H
H
C
H
H H
H
N N
OO
C OO
C O
N NO
C O
O
H
H
C
H
H H
H
C C
H
H
H
H
A B C D
E F G H
8. Effective from September 2015 | Plus Term Chemistry week 2 session 2
Case Study
“Hannah the Chemist has
found a plant in the
amazon rainforest that
shows evidence of curing
the flu”
9. Effective from September 2015 | Plus Term Chemistry week 2 session 2
Case Study “Hannah extracts an oil
from the plant and tests
it on volunteers”
10. Effective from September 2015 | Plus Term Chemistry week 2 session 2
Case Study “The volunteers flu
symptoms are improved,
but they all get
diarrhoea”
11. Effective from September 2015 | Plus Term Chemistry week 2 session 2
Case Study
In groups, propose why Hannah the Chemist’s plant oil has two
effects, and what are these effects?
Suggest what she needs to do to resolve the issue.
(Think back to our starter)
12. Effective from September 2015 | Plus Term Chemistry week 2 session 2
Did you make these points?
1.Hannah’s plant oil extract contains a mixture of compounds.
2.One of these compounds cures the flu.
3.The other compound causes diarrhoea.
4.Hannah should attempt to separate the compounds in her oil.
5.This separation technique is a bit like a race, only with
compounds instead of cars.
1
1
1
1
2
Mark your group /6
13. Effective from September 2015 | Plus Term Chemistry week 2 session 2
What is this separation technique called?
Use your devices to find out the name of a
separation technique in chemistry.
The word starts with a “C”
Write it on scrap and hand it to me when you
think you have the answer.
14. Effective from September 2015 | Plus Term Chemistry week 2 session 2
Chromatography
!
Tuesday, 13 October 2015
Chromatography
C/W
I think chromatography is:
Task: Describe in your own words, what you think chromatography is:
15. Effective from September 2015 | Plus Term Chemistry week 2 session 2
Have you seen this before, what is a solvent?
16. Effective from September 2015 | Plus Term Chemistry week 2 session 2
Solvent
A solvent is a substance that dissolves something.
In your books, list examples of solvents you can think of:
Tuesday, 13 October 2015
Chromatography
C/W
A solvent is:
Solvents I know are:
17. Effective from September 2015 | Plus Term Chemistry week 2 session 2
Solvent examples:
Salt dissolves in water, so what is the solvent?
Water! - H2O
18. Effective from September 2015 | Plus Term Chemistry week 2 session 2
Solvent examples:
Nail varnish dissolves in Acetone (Nail varnish remover), so
what is the solvent?
Acetone!
19. Effective from September 2015 | Plus Term Chemistry week 2 session 2
Solvent demonstration
1. Polystyrene dissolving in acetone!
2. Tights dissolving in sulfuric acid!
20. Effective from September 2015 | Plus Term Chemistry week 2 session 2
So a solvent is:
And a solute is:
And a solute dissolved in a solvent makes a:
“A substance that can dissolve something”
“The thing that is dissolved by the solvent”
“Solution”
21. Effective from September 2015 | Plus Term Chemistry week 2 session 2
So how does this relate to chromatography?
“We have to dissolve the substance we want to separate to make a
solution.”
25. Effective from September 2015 | Plus Term Chemistry week 2 session 2
Preparing the Chromatography Strips
① Collect one experiment tray per table
② In pairs draw a line 2 cm above the bottom
edge of the strip with a pencil and ruler
③ Write 5 crosses approximately 1.5cm apart so
that they are evenly spaced
④ Dip a capillary tube into one of the food dyes
and put a small spot on the cross. Repeat this
for the other food dye solutions.
26. Effective from September 2015 | Plus Term Chemistry week 2 session 2
Tasks:
1. Draw and label a diagram of paper chromatography
(Use the keywords)
2. Explain how we can use chromatography to identify if
certain known compounds are present in our mixture.
3. Propose how Hannah could use paper chromatography,
to separate and identify her flu/diarrhoea compounds.
Keywords
C - Chromatography, Separation, Compounds,
B - Solvent, Solute, Solution,
A-A* Mobile Phase, Stationary Phase, Solvent Front, Baseline, Reference Compound.
27. Effective from September 2015 | Plus Term Chemistry week 2 session 2
Chromatography key words
• Solvent – a chemical such as water that dissolves another chemical
• Solute – a chemical that is dissolved
• Solution – a mixture of a solvent and solute
• Differential – showing a difference, distinctive
• Affinity – natural attraction or force between things
• Mobile Phase – gas or liquid that carries the component
• Stationary Phase – the part of the apparatus that does not move with the sample
28. Effective from September 2015 | Plus Term Chemistry week 2 session 2
Retention factor (Rf) values
The Rf factor is used to compare the components of
various samples. The Rf values of suspect samples can be
compared with known samples.
Rf = distance from the base line to the spot
distance from the base line to the solvent front
Solvent front
the point at which the water stopped
moving up the paper
Centre of spot
the point at which a band or spot of
colour is Base line
the line where the original sample was
placed
If two substances have the same
Rf value, they are likely (but not
necessarily) the same compound.
If they have different Rf values,
they are definitely different
compounds.
29. Effective from September 2015 | Plus Term Chemistry week 2 session 2
Developing the Chromatograms
① Pour a little water in the beaker to 1 cm depth
② Place the strips in the beakers. Make sure the
water solvent does not come above your start
line.
③ You may use a paper clip to attach the top of the
chromatogram to the glass
④ Let strips develop for around 15 minutes so that
the mobile phase (solvent + dye) has moved
over half way up the stationary phase (paper).
⑤ Remove the strips and allow them to carefully
dry them (takes 1 minute).
