Review Of Boys And Girls By Alice Munro - 861 Words

The role of gender is a main point of many pieces of literature. One of those story’s is â€Å"Boys and Girls† by Alice Munro. This is a story of a girl who is in conflict between the role she wants to fill and the role that her gender prescribes to her. She would like to help her father in the business of raising foxes for their pelts, which is work normally ascribed to a man. This conflict causes her mother to disagree with the girl’s want to help her father. The mother is inclined to push for her daughter to help her with jobs in the house while her brother takes on a bigger role with helping their father. The initiation story in Munro’s â€Å"Boys and Girls† telling of a girl fighting gender roles emphasizes the conflict between social standards and individual freedom by allowing for freewill to flow through punishment and into conformity. In order to remain free of the gender role that society would like to force upon the narrator of â€Å"Boys and Girls,† she helps her father with his business and showed defiance when confronted with a request to do as she should according to social standards. When she helps her father, she is sometimes with her brother, Laird, as well. She says â€Å"brother †¦ and I †¦ watched† (Munro 145) when they sat on the step seeing their father skin a fox. This action shows the girl’s freedom near the beginning of the story to be with the boys while work is getting done. Along with this, her mother was working in the house and to the narrator â€Å"It seemed †¦ thatShow MoreRelatedGender Roles : Alice Munro s Boys And Girls 1051 Words   |  5 PagesGender Roles In Alice Munro’s â€Å"Boys and Girls†, the story is focused on a working class family who lives on a farm. A man’s role on the farm or in general is to work for the family and do the heavy work that a woman wouldn’t be able to do. The daughter in the story is very much inspired by the father and wishes to pursue in the activities that are being performed around the farm. The mother needs help around the house and that was the role many females took over for many centuries and generationsRead MoreGender Roles in the Play Trifles Essay3006 Words   |  13 Pageswithin assigned gender role relationships due to the fact that partnerships cannot remain equal if one person has an upper hand over the other. â€Å"Boys and Girls† is a short story written by Alice Munro which is the most recent piece of literature out of these chosen examples. With the idea in the 1960’s involving feminism and women’s rights as humans, Munro releases some of these suggestions on her short story. This story has a foundation associated with parenting and children’s ideas of gender as they

The Secret Of The Illuminati - 1506 Words

Throughout the history of the United States, the existence of one conspiracy has remained prominent for generations and still this day remains a mystery. This conspiracy has shown proof of Illuminati symbols everywhere; but, it seems unknown whether these symbols and accused proof are reliable or just coincidence. Illuminati is a , â€Å"One world government, in which every nation will be destroyed, to be led by the few powerful men of the Illuminati† (Melanson). The underlining belief is that the Illuminati is composed of big shots who basically control the United States. Illuminati, for more clarification, is said to be run by presidents, government officials and celebrity faces. There has been no secret society that has been so secluded and has created such history, fear, and curiosity than the Illuminati. The Illuminati, although very secretive still allows members to this day. Based on research and reports it is believed that in order to join the Illuminati one must do certain things for the devil in order to join this society. In recent years, many celebrities have been known to be members of the Illuminati. Essentially to understand the Illuminati and the celebrity figures being broadcast in this group, background information about the history and involvement of the society and these members must be obtained. The Illuminati s origin traces back to the 1760s and a man named Adam Weishaupt, who left the Catholic church and organized the Illuminati. The wordShow MoreRelatedThe Secret Of The Illuminati2042 Words   |  9 Pagesng head: ILLUMINATI Illuminati Mario Zimaridis English Composition Lamar Community College September 22, 2015 Since its formation, the Illuminati has been focused on taking over the world. The Illuminati is best known for being one of the most prestigious, secret societies in the world (Discovery Channel, 2013). Yet, many wrongfully assume that the Illuminati no longer exists. Despite this belief, Illuminati symbols are present throughout mainstream society, supporting the groups existenceRead MoreWhat is the Illuminati? The Illuminati is a secret society that was founded on May 1, 1776 . This800 Words   |  4 PagesWhat is the Illuminati? The Illuminati is a secret society that was founded on May 1, 1776 . This was known as the Bavarian Illuminati. The goal of the Illuminati was to eliminate superstition, prejudice, and the Roman Catholic Church’s domination over government, philosophy, and science; reduce abuse of state power, support the education and treatment of women as intellectual equals . Throughout time the Illuminati has undergone a change of philosophy. There are m any examples in pop cultureRead MoreThe Illuminati Of Real And Do They Have Influence On Us Today?1616 Words   |  7 PagesIs the Illuminati for real and do they have influence on us today? The name Illuminati was introduced to me a few years back. After listening to the person that spoke of it and doing a brief search, I was truly puzzled as to whether this was fact or fiction. I asked my parents and a few friends, and they had never heard of the secret Illuminati society. Some friends were aware, and stated that they had been exposed to the concept in their church youth group meetings. I did someRead MoreThe Illuminati1378 Words   |  6 PagesThe Illuminati Some of the biggest men in the United States, in the field of commerce and manufacture, are afraid of something. They know that there is a power somewhere so organized, so subtle, so watchful, so interlocked, so complete, so pervasive, that they better not speak above their breath when they speak in condemnation of it (Woodrow Wilson, The New Freedom 1913). As Woodrow explains the secrecy and power that are near and can be felt is in reference to the Illuminati. The IlluminatiRead MoreThe History of the Illuminati Essays557 Words   |  3 PagesThe word â€Å"Illuminati† has been used a lot by historians in the past one thousand year to name secretive groups that existed and operated during the past few centuries. One of the more important secretive groups and the most famous Illuminati Illuminati was a term first used by Spanish occultists toward the end of the fifteenth century to signify those alchemists and magicians who appeared to possess the â€Å"light† of spiritual illumination from a higher source. The Spanish referred to these alchemistsRead MoreIs The illuminati a Myth? or Does It Really Exist? Essay1720 Words   |  7 PagesAlthough it is claimed that the illuminati is just a myth, however, there are a number of signs that point to the existence of this organized body which aims to control world affairs through means such as music, media, economy, politics, and education. The illuminati was formed in the year 1776 by Adam Weishaupt (Carr X). It is a secret society and consists of a powerful group of people whose sole purpose is â€Å"to bring about a One World government to enable men with proven mental ability to governRead MoreTupac1531 Words   |  7 Pagesand the Illuminati killed him. Various conspiracy theorists throughout the public believe that the Illuminati killed Tupac because he was exposing them and also not promoting the ideals that they desired. The ways Tupac exposed the Illuminati was one way by his lyrics in his songs, for example: in one of his songs it says: â€Å"im seeinin’ demons hittin’ weed got me hearin’ screams† scared to go to sleep, watch the scene like a dope-fiend peobably be punished for it (exposing the Illuminati), thiughRead MoreThe Illuminati and the New World Order Conspiracy Essay1108 Words   |  5 PagesThe Illuminati is a secret society that was established in the late 18th century. Not long after it was created, it was supposedly abolished completely. However, many people believe that the Illuminati still exists today. While the Illuminati is an exceedingly broad topic with many conspiracies involved, the supposed actions of the modern-day Illuminati and the New World Order conspiracy theory are th e main topics. Whether someone believes the Illuminati exists today or not does not change the factRead MoreZachary Hinck 4/24/14 WTRG 1150 The Freemasons Conspiracy For generations and throughout the1700 Words   |  7 Pages The question whether or not the Illuminati is present in our world today. They are the top players in the world professional playground, which include 13 bloodlines which are extremely rich, and they are the individuals who want to control the world from behind the scenes. Besides the 13 Bloodline, there is also hundreds of other men, with a few exceptions of women, that are also very influential and wealthy that have joined this secret cult. The Illuminati is a well-structured organizationRead MoreThe Illuminati And How It effects People836 Words   |  4 PagesThe Word â€Å"Illuminati† is thrown around to describe the secret elite group that many say run the world. Their power lies in the magical rituals and the economy (Money) creates their power. The Illuminati is a secret society that use unorthodox and sometimes a violent method of getting success or to â€Å"rule†. When one is Desperate for succe ss they’ll be at a point in life that they’ll do anything for fame, even if it means worshiping Satan. Even though Christians see people of the illuminati bad, they

Copper Cycle Free Essays

If the experiment had been completed with no error, the percent recovery should have been no lower than 90%. In our case, the recovery was 69% which shows that some mistakes were made along the way. Several errors were made during the lab procedure that caused the copper to be lost in the end result. We will write a custom essay sample on Copper Cycle or any similar topic only for you Order Now In reaction one, tap water could have been left in the bottom of the beaker when the Nitric acid was added which could have caused the reaction to be changed which could have caused less copper to be recovered. And as in all experiments, the nitric acid and the copper wire could have not been measured as accurately as possible. In reaction two, the stirring rod could have had unknown substances from a previous experiment on it, because it was not cleaned before it was put into the copper sample. This could have allowed other matter to enter the solution. In reaction three we did not stir well enough before decanting the liquid. We did not allot enough time for the precipitate to settle before decanting, which could have caused a significant amount of copper to be lost. In reaction five, the wire was to be shaken to dislodge the copper solid. When we shook the wire, it broke off from the piece we were using to hold it, which caused a direct loss of copper that could have been dislodged from the wire. Lastly, when we transferred the copper from the beaker to the watch glass to dry, we did not remove all of it, which caused for the percent recovery to be lower than 90%. How to cite Copper Cycle, Essay examples Copper Cycle Free Essays CH 130 B: General Chemistry I The Lab Report As a scientist you are responsible for conveying the results of an experiment to a supervisor, a colleague, or the public. Often, you will convey this information in the form of a scientific paper describing your work. This paper needs to clearly describe why and how an experiment was done, and it must include an interpretation of results, including a discussion of their importance and any significant sources of error. We will write a custom essay sample on Copper Cycle or any similar topic only for you Order Now You lab report will be a brief version of a publication. It should contain the following sections: Introduction This part of the paper should be an explanation of the purpose of the experiments and a review of relevant principles related to the work. This is NOT a procedure. Data and Calculations Attach your graded summary sheet from the experiment. If you did any calculations incorrectly, attach a sheet with correct calculations. In addition to the summary sheet include a table which details observations and known information. What did the solutions look like, what were their concentrations, etc.? Results and Discussion This part of the report should include an in-depth discussion of your data and observations, in essay form. Again, do not rewrite a detailed procedure here, but summarize what you did in the experiment. Describe what you observed. What do your results tell you? Explain whether your results matched your expected results. If they didn’t (and they surely didn’t match exactly) discuss the reasons why this might be the case. What are the possible sources of error? How would each of these sources of error affect the result? Convince yourself and your reader that you are correct in your conclusions. Reiterate your data in relation to your conclusions. You should be able to explain the chemistry that is occurring in the experiment. Please remember the basic principles of writing. Your lab report must be mechanically correct (grammar and punctuation). It is your responsibility to check your grammar and spelling. You will be graded on this. How is a lab report different than an English paper? Lab reports are written in third person, passive, past tense. †¢ The rough draft and final draft can be double-sided, but they must be double-spaced. †¢ Lab reports use simple, declarative sentences that connect observations to conclusions. †¢ The simplest way to say something is often the best. There is no page or word requirement. Say what you have to say so that your reader understands. Common mistakes to avoid: †¢ Try not to start your introduction with â€Å"the purpose of this experiment† or a similar phrase. Compounds/elements are not proper nouns. Do not capitalize them. †¢ Use superscripts and subscripts. †¢ Proofread!! This lab report should be approximately 2 pages long. You will all write the lab report for the same experiment. The experiment is labeled on your schedule as â€Å"Cu Cycle. † A completed rough draft of your lab report is due on (or before) October 22. The rough draft will be counted as half of the total grade for the paper. The final draft of your report will be due on November 26 in class. How to cite Copper Cycle, Essay examples Copper Cycle Free Essays string(53) " of more complicated oxidation/ reduction reactions\." The Copper Cycle Most of the background material for this laboratory will be covered in greater detail in the lecture course later in the semester. Here is some background information so you will understand the chemistry behind the reactions you will perform. Many aspects of our lives involve chemical reactions-?from the batteries that power our cars and cell phones to the thousands of processes occurring within our bodies. We will write a custom essay sample on Copper Cycle or any similar topic only for you Order Now Most of these reactions can be classified into one of three main types of chemical reactions: precipitation reactions, acid-base naturalization reactions, and oxidation- deduction (also called â€Å"redo†) reactions. Aqueous Solutions(as) Many reactions occur in an aqueous environment (I. E. , in a solution where ions and compounds are dissolved in water). When we indicate that a reactant or product has the physical state (as), we mean the substance is dissolved in water. When an ionic compound is in aqueous solution, the individual ions are present in solution; for example, NCAA(as) exists as An+ and CLC- ions moving around in water. Solubility Rules Many ionic compounds are soluble-?I. E. , they dissolve in water. Others generally do not dissolve in water and are considered insoluble. To determine if an ionic compound is soluble-?I. E. , will dissolve-?in water, we use the Solubility Rules: Solubility Rules for Ionic Compounds in Water The compound is SOLUBLE if it has: An+, NH 4+ ton (ALWAYS! ) 2. CHICHI-, NON-, CHIC- 3. CLC-, BRB-, or 1-, except compounds with Gag+, BP+2, and Hag+2 are insoluble 4. SASS- except compounds with Saga’s, cases, scars, Bases, PBS, and Haggis are insoluble The compound is INSOLUBLE if it has: 5. CHIC-, crack-, IPPP-, except compounds with Lie+, An+, K+, NH+ are soluble 6. SO-, except compounds with Lie+, An+, K+, NH+, ca+2, sir+2, AAA+2 are soluble . Hydroxide ion, OH-, except compounds The Solubility Rules indicate which compounds are soluble, and thus are represented as aqueous: e. G. , Kill(as), Abaca(as), Noah(as), etc. The Solubility Rules also indicate which compounds are insoluble-?I. E. , do not dissolve in water and remain as solids: e. G. Basso+), Call(s), cacao(s), etc. Double Replacement/Precipitation Reaction For example, consider the reaction between aqueous lead(al) nitrate with aqueous potassium bromide, as shown below: KGB(as) Puff KNEE Note that the chemical formulas for the products formed are based on their charges, to how they appear on the reactant side of the chemical equation. ICC CHEM. 151 AL: The copper cycle O ICC, 2013 page 1 of 12 Based on Solubility Rules #4 and #1, we find that BRB is insoluble and KNEE is soluble. Thus, the complete, balanced equation is: + 2 KGB(as) Pacific) + 2 KNEE(as) We can cancel the spectator ions from the ionic equation and write the net ionic equation: Pub+(as) + 2 BRB -(as) 0 BRB(s) This reaction produces a cloudy mixture with small particles of the solid suspended in the solution. When enough solid has formed, it will begin to settle at the bottom of the beaker. Thus, a clear solution becoming cloudy when another solution is added is often taken as experimental evidence of a solid or precipitate forming. Acids and Bases Acids can be defined as substances that produce hydroxide ions (HUH+) when they are dissolved in water. A hydroxide ion is the product of a hydrogen ion that reacts with a water molecule: H+(as) + H2O(l) 0 HUH+(as). A hydrated hydrogen ion (H+(as)) is equivalent to an aqueous hydroxide ion. The two equations below both represent the unionization of hydrochloric acid, HCI(as), but the second one shows a particular water molecule explicitly. HCI(as) O H+(as) + CLC-(as) HCI(as) + H2O(l) O HUH+(as) + CLC-(as) Acids are usually easy to recognize since their formulas start with H and contains nonmetal elements other than H-?e. G. HCI(as), HON.(as), and HASPS(as) are all acids. Note that the physical state aqueous, (as), must be included to distinguish a compound that is acting like an acid from other forms of a substance. For example, the formula â€Å"HCI† can also be used for hydrogen chloride gas, HCI(g), so to indicate aqueous hydrochloric acid, one must specify HCI(as). One useful definition of bases is that bases are compounds that produce hydroxide ions (OH-) when dissolved in water. The dissociation of sodium hydroxide, Noah, is shown below. : Noah(s) Noah(as) which is equivalent to An+(as) + OH-(as) Acid-Base Naturalization Reactions In an acid-base naturalization reaction, a hydrogen ion-containing acid reacts with a hydromechanics’s base to produce water and a salt (an ionic compound): HCI(as) + Noah(as) O acid base H2O(l) + Niacin(as) water salt Acids can react with bases, regardless of whether the salt is soluble or insoluble. There are other types of acids and bases that can react without forming water. If the reactants and products of an acid/base reaction are colorless and soluble, it is impossible to monitor the progress of an acid-base reaction based solely on the appearance of the solutions. To help us monitor acid-base reactions, we use litmus paper to determine if a solution is acidic or basic. Litmus paper changes color depending on the presence of H+ or OH- ions in the substance being tested. Blue litmus paper turns red in acidic solutions containing H+ ions, and red litmus paper turns blue in basic solutions containing OH- ions. Age 2 of 12 Oxidation/Reduction Reactions In an oxidation/reduction reaction, electrons are transferred from one reactant to the other. In the simplest form of these reactions, single-displacement reactions (also called single-replacement reactions), metal ions react with pure metals. If the reaction proceeds, the pure metal gives electrons to the metal action. This causes the pure metal to become a action and the action to become a pure metal. The action must always have an anion partner which is present either in an ionic solid or in a solution. For example: MGM(s) + 2 Gag+(as) 0 2 Gag(s) + MGM+(as) metal action If the charge of an element is changing, that is a good indication that an oxidation/ reduction reaction is taking place. Later in the semester you will learn about oxidation numbers which are used to keep track of more complicated oxidation/ reduction reactions. You read "Copper Cycle" in category "Papers" Step l: Chemistry The different copper species obtained in each part is shown in Equation 1 below: cue(S) Part I cue+(as) Part II part Ill cue(S) part Part V blue l. Oxidation Copper Metal with Concentrated Nitric Acid, HON.(as) The first step involves transforming Cue metal to copper(al) ions, Cue+, using concentrated nitric acid, HON.(as). At the same time, the nitrate ions (NON-) undergo a series of reactions to form nitrogen monoxide, NO. This product rapidly reacts with oxygen in the air to form NON, a brown gas. The presence of Cue+(as) makes the solution blue. When the reaction mixture is diluted with water, the Cue+ ions are hydrated (surrounded by water) to form the octahedral complex ion, [Cue(H2O)6]2+, as shown below. Six water molecules (shown as red O and white H atoms) are bonded to a Cue+ ion (shown in gray as the central atom). Cue+(as) + 6 H2O(l) 0 [Cue(H2O)6]2+(as) Figure 1 page 3 of 12 Step II: Chemistry II. Precipitating Cue(OH)2(s) with Noah(as) In Part II, two reactions are carried out by adding Noah(as). In the first reaction, the hydroxide ions (OH-) from the Noah(as) neutralize the excess hydroxide ions (HUH+) feet over from the previous part: HUH+(as) + OH-(as) 2 H2O(l) Once all the HUH+ ions are neutralized, additional OH- ions react with the Cue+ ion to form Cue(OH)2 precipitate. Once all the Cue+ ions have reacted, no more precipitate forms. Adding more OH- ions makes the solution basic, so it can turn red litmus paper blue. Figure 2 on the next page shows the step-wise reaction of Cue+ with Noah. Figure 2: Step-wise Illustration of the Precipitation of Cue(OH)2 in Part II – Remember: [Cue(H2O)]2+ indicates the same substance as Cue+. 1st Beaker: At the end of Part I, hydrated copper complex, Cue+ are present, making he solution blue, and excess hydroxide ions (HUH+) remain from the nitric acid used. 2nd Beaker: Adding Noah(as) to the blue solution results in the OH- ions neutralizing the HUH+ ions to form water: HUH+(as) + OH-(as) 0 2 H2O(l). The An+ ions and resulting water molecules are not shown. 3rd and 4th Beakers: Once all the HUH+ are neutralized, adding more Noah(as) results in the OH- ions reacting with the Cue+ to form the blue Cue(OH)2(s) precipitate shown at the bottom of the beaker. Water molecules released from the complex ion are not shown. 5th Beaker: When all of the Cue+ ions have been converted to Cue(OH)2(s) precipitate, adding more Noah(as) results in unrelated OH- ions in solution, which makes the solution basic. Red litmus paper can be used to confirm the solution is basic. Note that the solution is no longer blue since no Cue+ ions are present in the solution. Step Ill: Chemistry Ill. Converting solid Cue(OH)2 to solid Cue In Part Ill of the sequence, the reaction mixture is heated. This transforms the Cue(OH)2 precipitate to Cue precipitate. Page 4 of 12 The Cue precipitate is separated from the solution, called the supernatant liquid, using a method called gravity filtration. The mixture is filtered using a filter funnel, ND the solid is collected on filter paper. The supernatant liquid runs through the filter paper and collects in a beaker. This resulting filtered solution is called the filtrate. Step IV: Chemistry ‘V. Dissolving Cue(s) with sulfuric acid, HASPS(as) In Part ‘V, the Cue precipitate is dissolved using sulfuric acid, HASPS(as). This redo reaction returns copper to its aqueous phase. Step V: Chemistry V. Reducing Cue+ ions with Zinc Metal In Part V, zinc metal (Zen) is added to the copper solution to convert the copper ions back to copper metal, Cue(s). The resulting solution will contain colorless zinc ions, Zen+(as) and copper solid. Visible evidence of this reaction is observed as bubbles of gas being released from the solution. Since the HUH+ ions do not dissolve the Cue metal, the amount of copper yielded is not affected by excess acid. ) Identify the gas displaced from the acid in this reaction. When the solution becomes colorless, all of the Cue+ ions have been converted to Cue metal. All of the excess Zen metal is also converted to Zen+ ion by the excess HUH+ ions from the sulfuric acid, HASPS(subdued to dissolve the Cue precipitate in Part IV. Once all the Zen metal is dissolved, the Cue metal can be isolated by decanting, or pouring off, the supernatant liquid. The Cue will then be rinsed, dried, and weighed as described in the procedure. Age 5 of 12 In this experiment, you will carry out a series of reactions starting with copper metal. This will give you practice handling chemical reagents and making observations. It is typical for scientists to observe materials before they react, what happens during a reaction and how it looks when the reaction has come to completion. The product of the final reaction will be copper metal and the percent copper that is recovered will be calculated. **Lab Notebook** You should include one table that contains the mass of copper at the beginning and ND of the experiment along with % of copper recovered. This table should include: Mass of copper at the start of experiment (in Part l) Mass of copper + evaporating dish (from Part V) Mass of empty evaporating dish (from Part V) Mass of copper recovered (from Part V) Percent of copper recovered Record observations for each of the steps (I-V) of the copper cycle in your lab book. Be sure to label each step (I-V). The observations for each step should include: the appearance of the reactants before the reaction the appearance of the reactants during the reaction (for example, bubbles, flames, etc. The appearance of the products after the reaction. Your observations should include state(s) of matter, color, texture, smell, etc. Where applicable. If your observations are not detailed, you may not receive full credit. One step also requires a specific chemical test using litmus paper to check for acidity. Be sure to also record the results of these tests in your lab notebook. **You will turn in worksheet pages 11-12 along with the duplicate pages from your lab notebook. Step l: Procedure – Oxidation Cue with concentrated nitric acid, HON.(as) 1 . Place a sample of weighing paper in the balance. Tare the balance, so it reads 0. 0000 g. Use forceps to transfer about 0. 5-0. 40 g of Cue strips onto the weighing paper. Record the mass of the Cue strips. Transfer the Cue strips into a clean 250-ml beaker labeled with one of your group member’s initials. Record the appearance of the copper metal in your lab report. CAUTION: Concentrated nitric acid is highly corrosive, so it can cause severe chemical burns and damage clot hing. Handle with care and avoid breathing the fumes. Any nitric acid spilled on skin must be rinsed immediately with water for 15 minutes. Any acid spilled on your work area must be neutralized then the entire rear should be washed and dried. CAUTION: Concentrated nitric acid reacts with copper metal to form brown toxic NON gas. Leave the reaction beaker in the fume hood until all of the brown gas is vented in the hood. ICC CHEM. 151 AL: The Copper Cycle page 6 of 12 2. In a fume hood, use a 10-ml graduated cylinder to carefully measure about 3 ml of concentrated nitric acid, HON.(as). Slowly pour the nitric acid onto the Cue strips in the beaker, swirling the beaker to maximize contact between the Cue and nitric acid until all of the solid Cue has dissolved and the NON gas has escaped. Keep the action beaker in the hood until all the toxic brown NON gas is gone, and keep your face away from the hood to avoid inhaling nitric acid fumes and NON gas. Describe the reaction between HON. and the Cue metal in your lab report. 3. Dilute the resulting solution with about 10 ml of denizen water. Describe the appearance of the resulting solution containing Cue+ in your data table. Step II: Chemistry – Precipitating Cue(OH)2(s) with Noah(as) left over from the previous part. Once all the HUH+ ions are neutralized, additional OH- ions react with the Cue+ complex ion to form a gelatinous blue Cue(OH)2 precipitate. Once all the Cue+ ions have reacted, no more precipitate forms. Adding more OH- ions makes the solution basic, so it can turn red litmus paper blue. The picture sequence on the next page outlines the step-by-step process that occurs during this step. Step II: Procedure – Precipitating Cue(OH)2 with Noah solution CAUTION: Sodium hydroxide (Noah) can easily damage eyes. It is corrosive and can cause chemical burns and damage clothing. Any Noah splashed into eyes or spilled on skin must be rinsed immediately with water for 15 minutes. Any base spilled on your work area must be neutralized then the entire area should be washed and dried. While constantly stirring the Cue solution, slowly add MM Noah(as) from the dropper bottles. First, the OH- from the Noah added will neutralize the excess acid left over from Part l. 2. Once all the acid is neutralized, additional OH- ions react with the Cue+ to form Cue(OH)2(s), a blue precipitate. Record what you observe in your lab report. When adding more Noah does not produce more precipitate, the solution can be tested to determine if all the Cue+ has been precipitated and additional OH- has made the solution basic. Use red litmus paper to test if the solution is basic as follows. Without stubbing any precipitate, use a glass stir rod to place a drop of solution (NOT the precipitate) on a piece of red litmus paper. If it turns blue, the solution is basic. Stop adding Noah when the solution turns red litmus paper blue. Describe your litmus test in your lab report. Page 7 of 12 Step-wise Illustration of the Precipitation of part II 1st Beaker: Check solution using red litmus paper (refer to background handout). Continue adding base until solution is basic. At the end of Part I Cue+ ions are present, making the solution blue, and excess hydroxide ions (HUH+) remain from the nitric acid used. D Beaker: Adding Noah(as) to the blue solution results in the OH- ions ions are not shown. 3rd and 4th Beakers: 5th Beaker: Once all the HUH+ are neutralized, adding more Noah(as) results in the OH- ions reacting with the Cue+ to form the blue Cue(OH)2(s) precipitate shown at the bottom of the beaker. When all of the Cue+ ions have been converted to Cue(OH)2(s) precipitate, a dding more Noah(as) results in unrelated OH- ions in solution, which makes the solution basic. Red litmus paper can be used to confirm the solution is basic. Note that the solution is no longer blue since no Cue+ ions are present in the solution. In reality, your solution may still appear blue because of the dispersion of the Cue(OH)2 in the solution by mixing. Step Ill: Procedure – Converting Cue(OH)2(s) to Cue(s) 1. Set up a ring stand as shown in the figure at the right. Set up a ring clamp, and put a wire gauze on top of it. Above it, attach another ring clamp with a diameter large enough to go around a 250-ml beaker. You are going to set your 250 ml beaker on the lower ring and gauze. The upper clamp will hold the beaker in place so it does not fall. 2. Add about 30-40 ml of denizen water to your reaction beaker from Part II. Carefully place the beaker on the ring stand inside the upper ring. CAUTION: Gently heat the beaker over a medium flame. (Set the inner cone of the Bunsen burner flame to a height of about 1. 5 inch and the lower ring stand about 4 inches above the top of the Bunsen burner). Constantly stir the solution with the glass end of the stirring rod until all the blue precipitate turns black, and the solution is clear. If the solution starts to bump or boil, immediately remove the beaker from the heat and let the solution cool slightly. Describe what happens to the Cue(OH)2 precipitate upon heating in your lab port. Age 8 of 12 3. Allow the beaker and contents to cool. While they are cooling, set up the gravity filtration apparatus. Obtain a second ring stand, and attach a ring clamp that is small enough to hold the plastic funnel. Prepare the filter paper as shown below: Finally, place the plastic funnel in the small ring clamp, and place a 400-ml beaker beneath it to collect the filtrate ( the liquid that goes through the filter paper). The funnel’s stem should be Just inside the beaker to prevent splashing. 4. Use the markings on a clean 150-ml beaker to measure out about 25 ml of denizen water. Boil the water on a hotplate to wash the precipitate in step 6. 5. When the 250-ml reaction beaker has cooled to room temperature, pour the Cue precipitate into the funnel to filter the contents. Transfer the last traces of the solid from the reaction beaker into the funnel, using a stream of denizen water. 6. Use a disposable pipette to wash the precipitate on the filter paper using the hot denizen water heated in the 150-ml beaker. Allow each portion of hot water to drain through the filter paper into the beaker below before adding the next portion. Use 15 ml of the hot denizen water to thoroughly wash the Cue precipitate. How to cite Copper Cycle, Papers

Is Cloning of Humans Just Essay Example For Students

Is Cloning of Humans Just? Essay Recently there was a major breakthrough in the scientific research the mapping of all DNA in a human gene is complete. Couple of years ago, this seems an impossible task for scientist to triumph over. All this revolution in science leads us to believe that the day, when the human being will be cloned, is not far away. Human cloning has always been an issue of controversy, be it in terms of ethically or religiously. Taking a look at why cloning might be beneficial, among many cases, it is arguable that parents who are known to be at risk of passing a genetic defect to a child could make use of cloning. A fertilized ovum could be cloned, and the duplicate tested for the disease or disorder. If the clone was free of genetic defects, then the other clone would be as well. The latter could be implanted in the woman and allowed to mature to term. Moreover, cloning would enable infertile couples to have children of their own rather than using sperm of another man. Cloning humans would also mean that organs could be cloned, so it would be a source of perfect transplant organs. This, surely would be immensely beneficial to millions of unfortunate people around the world that are expected to lose their lives due to failure of single (or more) organ(s). It is also arguable that a ban on cloning may be unconstitutional and would deprive people of the right to reproduce and restrict the freedom of scientists. Arguments against cloning are also on a perfectly viable side. Primarily, I believe that cloning would intervene with the normal cycle of life. There would be large number of identical genes, which minimizes the chances of mutation, and, in turn, evolution the fundamental reason how living things naturally adapt to the ever-changing environment. Life processes failing to do so might result in untimely extinction. Furthermore, cloning would eliminate the uniqueness that each one of us posses. Thus, leading to creation of genetically engineered groups of people for speci fic purposes and, chances are, that those individuals would be regarded as objects rather than people in the society in grand scale. Scientist havent 100 per cent guarantee that the first cloned humans will be normal. Thus, this could result in introduction of additional defects in the human gene-pool. Regarding such controversial issues in black or while approach seems very nave to me personally. We should rather endeavor to look at all shades of the issue. I believe that cloning is only justifiable if its purpose is for cloning organs; not humans. Then we could regard this issue as for saving life instead of creating life. I believe cloning humans is morally and socially unacceptable.