Oxidation-Reduction Series Essay Example for Free

Oxidation-Reduction Series Essay Place 10 drops of Zinc nitrate, Zn(N03)2 into well A3 of the 24-well plate. 5. Place 10 drops of Iron (Ill) chloride, FeC13 into well A4 of the 24-well plate. 6. Place 10 drops of Copper (II) sulfate, Cu S04 into well A5 of the 24-well plate. 7. Take the metal solids from your LabPaq 8. Use your tweezers to pick up and carefully insert the piece of magnesium into the sodium sulfate. Record your observations. 9. Carefully insert a piece of zinc into the magnesium sulfate. Record your observations. 10. Carefully insert a piece of lead into the zinc nitrate. Record your observations. 11. Carefully insert the lead into the iron Ill) chloride. Record your observations. 12. In the same way carefully insert the iron into the copper (II) sulfate. Record your observations. 13. Place a paper towel over the drain of your sink and pour the contents of the well plate through it. 14. Throw the paper towel and metal pieces in the trash Rinse the well plate and your Oxidation-reduction table (below) Reactions Mg Na2S04 -+ drain wit n running water. Da sodium is stronger than magnesium, turned iron duller, little amount of bubbles Zn in MgS04 Little to no reaction Less of an reaction than the Fec13, but kind of changed color Pb in FeC13 †+ Changed its color made it slimy green Fe CUS04 Completely stripped nail, turned the tip orange Conclusion I was surprised at the reaction that Iron had because although I did expect some reaction I didnt expect that much of a reaction. I was also surprise at how subtle Pb and Zinc and Pb in Iron could be, I feel that this lab was beneficial in honing our observational skills as some of the reactions where harder to see at first, such as Zinc in Magnesium. Potential Sources of Error I feel that human error could destroy this experiment because if you dont clean the well you wouldnt get an accurate response from the metal. I also thought that the pipet was hard to get the accurate amount of drops out (10). Also the time could play a role, if you recorded your observation at different points of the reduction series you might get different answers. Questions A. Based on your observations make an activity series of the metals used. List them in such a way that the most active metal is on the left and the least active metal is on the right. Remember, sodium and copper are metals, too. 1. Iron, Zinc, Lead, Magnesium B. Suppose you inserted a piece of copper into a solution of nickel chloride and bserved no reaction. Then if you inserted a piece of iron into the solution of nickel chloride a nickel deposit formed on the bottom of the well in the well plate. Where does nickel fit into your activity series? 1. Iron, Nickel, Zinc, Lead, Magnesium C. Suppose you inserted a piece of an unknown metal into a solution of zinc (II) nitrate and observed no reaction. Then if you inserted the unknown piece of the metal into the solution of iron (Ill) chloride a deposit formed on the bottom of the well in the well plate. Where does the unknown metal fit into your activity series? 1.

Reading Recovery Essay -- Research Papers Learning Education Papers

Reading Recovery The ability to read is vital to a child's success in school and throughout life. However, reading achievement in the U. S. is low. In fact, according to the most recent national assessment of educational progress, 44% of U.S. students read below the "basic" level, meaning they exhibit little or no mastery of the knowledge and skills necessary to perform work at grade level (Collins, 79). These statistics have driven school districts, parents, and students scrambling to find something to turn the tide of reading failure. They are searching for a solution that will have a lasting impact on a child's reading ability. Many have adopted the Reading Recovery Program as a viable solution to the problem. The issue to be addressed now is; Does this program provide an effective solution to the reading problem that is plaguing students of the US? I was particularly interested in this question because my eight year old daughter, Brooke, successfully completed the Reading Recovery program when she was in first grade. However, despite our efforts, her reading skills stagnated during second grade. By the beginning of third grade her teacher approached me to say something is wrong. The teacher pointed out that if Brooke successfully completed the Reading Recovery Program, then she should not be struggling like she is with reading. This was my catalyst to finding out about the effectiveness of the Reading Recovery Program. I wanted to find out if the program really produced long term results or if it was just a nice bit of one on one attention from a devoted teacher. To fairly analyze these questions, it is essential to take a glimpse into the reading problem that pervades across the US. As stated, ... ...Recovery Program is effective in raising potentially poor readers to grade level. Most of these children are able to maintain an average reading level as they progress through school. This program appears to be a viable solution. Bibliography Clay, Marie M. 1993. Reading Recovery. Reed Publishing Co. Auckland, New Zealand. Collins, James. "How Johnny Should Read." Time Magazine. October 27, 1997 Mc Guinness, Diane. "Why Our Children Can't Read." (photo copy with out the rest of the information). Personal interview: Brown, Wayne. Feb. 18, 1998 Personal interview: McMahan, Taffy. Feb. 20, 1997 Personal interview: Howard, Gwen. Feb. 20, 1997 Office of Research, Consumer Guide. December 1992. Number 3 Masters Program, Curriculum and Instruction. Reading Recovery, Illinois State University. Fax 309-438-8699

Define Culture Essay

â€Å"A person without the knowledge of their past history, origin and culture is like a tree without roots.†- Marcus Garvey. This says that a person is defined by his or her culture by the way he/she acts, thinks, and speaks. A person is defined by his or her culture by the way he or she thinks. A person see’s the world differently so the way they think and act would be distinct. They would think differently because of the different backgrounds that they have. In the story â€Å"Imagine†, it says â€Å"you may say I’m a dreamer, but I’m not the only one. I hope someday you’ll join us and the world will live as one†. John Lennon explains how people think he’s different because of what he is. He also says how people aren’t all the same but he wishes that one day we were. He wishes that one day we will all see the world the same and we would be the same. A person is defined by his or her culture by the way he or she’ s history, family tree, and he or she’s way of life. A person is defined by his or her culture because it effects the way they act or speak. In the story â€Å"Where I’m From,† George States â€Å"†¦leaf fall from the family tree†¦Ã¢â‚¬  This example from the text explains that every detail, moment, or where she is from in the poem is from her family tree. It’s saying the poem are moments or cultural things that effected her or shaped her as a person. The things she shares in the poem are all from her families history or culture (family tree). Although others may argue that culture doesn’t effect your education, other people don’t always agree,because their culture has taught them everything they know.An example on how culture defines your education is that people can attend any school , but when they are being taught, they realize that it is different from what they know. In the story, â€Å"An Indian Father’s Plea,† the protagonist argues, â€Å"My son is culturally â€Å"different.† If you ask him how many months are in a year he will probably tell you 13. He will respond this way not because he doesn’t know how to count but because he was taught by our people that there are 13 full moons in a year.† This quote demonstrates that even though he is Indian, he is culturally different because his culture has taught him what he knows. Your families history, education, and your view or the way you think all contribute on how your culture defines you. It’s obvious that any person would benefit from he or she’s culture.

The History of Skyscrapers

The first skyscrapers—tall commercial buildings with  iron or steel frameworks—came about in the late 19th and early 20th centuries. The first skyscraper is generally considered to be the Home Insurance Building in Chicago, though it was only 10 stories high. Later, taller and taller buildings were made possible through a series of architectural and engineering innovations, including the invention of the first process to mass-produce steel. Today, the tallest skyscrapers in the world are more than 100 stories and approach—and even exceed—heights of 2,000 feet. History of Skyscrapers A skyscraper is a tall commercial building with an iron or steel framework.  They were made possible as a result of the Bessemer process of mass production of steel beams.  The first modern skyscraper was created in 1885—the 10-story Home Insurance Building in Chicago.Early extant skyscrapers include the 1891 Wainwright Building in St. Louis and the 1902 Flatiron Building in New York City.   The First Skyscraper: Chicagos Home Insurance Building The first building that could be considered a skyscraper was the Home Insurance Building in Chicago, which was finished in 1885. The building was 10 stories tall and reached a height of 138 feet. Two additional stories were added in 1891, bringing the height to 180 feet. The building was demolished in 1931 and replaced with the Field Building, an even taller skyscraper with 45 stories. Early Skyscrapers The Flat Iron Building, NYC. Barry Neal/Getty Images Although the first skyscrapers were relatively small by todays standards, they marked an important turn in urban construction and development. Some of the most notable structures in the early history of skyscrapers were: Tacoma Building (Chicago): Constructed using a riveted iron and steel frame, the Tacoma Building was designed by the major architectural firm Holabird Root.Rand McNally Building (Chicago): The Rand McNally Building, completed in 1889, was the first skyscraper built with an all-steel frame.The Masonic Temple Building (Chicago): Featuring commercial, office, and meeting spaces, the Masonic Temple was completed in 1892. For a time it was the tallest building in Chicago.Tower Building (New York City): The Tower Building, completed in 1889, was the first skyscraper in New York City.American Surety Building (New York City): At 300 feet tall, this 20-story building broke Chicagos height record when it was completed in 1896.New York World Building (New York City): This building was home to the New York World newspaper.Wainwright Building (St. Louis): This skyscraper, designed by Dankmar Adler and Louis Sullivan, is famous for its terracotta facade and ornamentation.Flatiron Building (New Yo rk City): The Flatiron Building is a triangular, steel-frame marvel that still stands in Manhattan today. In 1989, it was made a National Historic Landmark. Mass-Produced Steel Allows for Construction of Skyscrapers Henry Bessemer. clu/Getty Images Construction of skyscrapers was made possible thanks to Englishman Henry Bessemer, who invented the first process to mass-produce steel inexpensively. An American, William Kelly, had held a patent for a system of air blowing the carbon out of pig iron, but bankruptcy forced Kelly to sell his patent to Bessemer, who had been working on a similar process for making steel. In 1855, Bessemer patented his own decarbonization process, utilizing a blast of air. This breakthrough in the production of steel opened the door for builders to start making taller and taller structures. Modern steel today is still made using technology based on Bessemers process. While â€Å"the Bessemer process† kept Bessemer’s name well-known long after his death, lesser known today is the man who actually employed that process to create the first skyscraper: George A. Fuller.  Throughout the 19th century, construction techniques had called for outside walls to carry the load of a building’s weight. Fuller, however, had a different idea. He realized that buildings could bear more weight—and therefore soar higher—if he used Bessemer steel beams to give buildings a load-bearing skeleton on the inside of the building. In 1889, Fuller erected the Tacoma Building, a successor to the Home Insurance Building that became the first structure ever built where the outside walls did not carry the weight of the building. Using Bessemer steel beams, Fuller developed a technique for creating steel cages that would be used in subsequent skyscrapers. Taller buildings were also made possible through the invention of the electric elevator in 1883, which reduced the amount of time it took to travel between floors. Also impactful was the invention of electric lighting, which made it easier to illuminate larger spaces. Chicago School of Architecture Many of the earliest skyscrapers were built in an architectural style that came to be known as the Chicago School. These steel-frame structures often featured terra cotta exteriors, plate glass windows, and detailed cornices. Architects associated with the Chicago School include Dankmar Adler and Louis Sullivan (who designed the old Chicago Stock Exchange Building), Henry Hobson Richardson, and John Wellborn Root. Contrary to its name, the Chicago style reached far beyond the American midwest—buildings in the Chicago style were built in places as far away as Florida, Canada, and New Zealand.