Melting Point Of Caffeine Lab Report - 1937 Words

The purpose of this experiment is to demonstrate the isolation of a natural product from a biological source using extraction techniques, and to demonstrate purification by sublimation. We are isolating caffeine from tea. The goals of the experiment are to successfully extract caffeine from the tea solution and to further purify it by sublimation. We will find the percent yield and melting point of the caffeine at the end and we will also identify certain functional groups using an infrared spectroscopy and ‘H NMR. Main Reactions: Procedure: The experiment was a two-day experiment. On the first day, we did steps 1-11. In a 400-milliliter beaker, we placed five tea bags instead of 10, and approximately 150-milliliters of DI water†¦show more content†¦We tried not to shake it too vigorously or we could get an emulsion. An emulsion is a mixture consisting of droplets of one phase suspended in the other. After we shook the mixture we saw that we did get an emulsion and had to get help from our professor. We did not have to wait 15 minutes for the layers to separate as it says in the lab manual in case an emulsion happened. All we had to do was twist the funnel around for a little bit to help them separate. We omitted step 5 because our professor told us which layer was going to be which. The bottom layer is methylene chloride and the top layer is the aqueous layer. We then drained methylene chloride into a 125-milliliter Erlenmeyer flask. A little bit of the aqueous layer did drain with it. We then extrac ted the aqueous layer with another 20-milliliter portion of methylene chloride and shook it again very gently. We then drained the methylene chloride layer into the same Erlenmeyer flask. Afterwards, we dried them with about 1 gram of anhydrous magnesium sulfate. We let the solution stand for about 10 minutes, swirling it occasionally to complete the drying. With the aqueous layer, we left it in the separatory funnel since we did not need it but kept just in case. We then gravity filtered the methylene chloride solution into a small, pre-weighed 150-milliliter beaker, instead of a 100-milliliter beaker. 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What Is Walzer s Theory Of Aggression - 1318 Words

What is Walzer’s â€Å"Theory of Aggression†? According to Michael Wazler, the theory of aggression implies to the ideologies of jus ad bellum as detailed in the international law. He uses domestic correlation as the basis of the theory by explaining how the rules that govern citizens apply to the international community. The rights that apply to the citizens are similar to those of the states. He argues that â€Å"Every violation of the territorial integrity or political sovereignty of an independent state is called aggression† He subdivides the theory into six main points that act as the standards of comprehending war from a moral point of view. †¢ The international community constitutes of independent nations that Wazler uses to demonstrate the concept of a civilized society. †¢ The states that form the international community have rights. The foundation of the rights is the rights guaranteed to persons. †¢ It is a crime for a state to use force against the other. Such actions comprise the state’s rights. †¢ The justification of violence as a means of defending oneself where individuals and states use it as a method of enforcing laws †¢ Hostility serves to validate war †¢ It is possible to punish and ward off aggressors Walzer seeks to point out that when states emphasize on their rights, they must also be (somehow) the objects of punishment How does Walzer modify that theory in the section of the book on â€Å"jus ad bellum,† and why does he feel it needs modification? He uses theShow MoreRelatedThe Issue Of Humanitarian Intervention1534 Words   |  7 Pagescurrent consensus in the international community understands that nations, like individuals, have basic rights, namely, the right to territorial integrity and political sovereignty. When another nation violates these rights, it is considered an act of aggression. 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Later, he joined the Cornell University in Ithaca, New York, as assistant Professor of Philosophy. In 1962, he was given Professorship at Harvard where he published his ‘Theory of Justice’ in 1971 and was awarded the Phi Beta Kappa Ralph Waldo Emerson prize in 1972. He retired in 1991 but continued teaching political philosophy till 1995 . In 1999, a National Humanitarian Medal was awarded to him by President Clinton and

Teaching Chemistry Pedagogical Strategy

Question: Discuss about theTeaching Chemistry for Pedagogical Strategy. Answer: Introduction The assignment deals with the pedagogical strategy to deal with the teaching of difficult chemical concepts in chemistry. Based on the literature review the paper justifies how best to teach the difficult chemical concept. The paper explains the difficult concept and pedagogy to assist the learning of the difficult concept. It explains the way misconceptions are addressed and the learning strategy using constructivist learning theories. The paper discusses the evidence of tailoring the strategy to the student needs and rationalizes the choice and purpose of teaching resources. A thorough literature review is performed to support the facts in the assignment. Teaching Mole Concept Chemistry deals with the processes that involve chemical changes, which includes mole, molecules and the concept of particles as well as mathematical computations. A mole concept is a unit used for calculating the amount of substances participating in a chemical reaction and the products formed at the end (Okanlawon 2010). According to Fang et al. (2014), several studies were conducted earlier related to teaching and learning of chemical concepts. It was found that students perceive the mole concept as difficult to understand. Hanson (2015) found that students were facing difficulty in grabbing the mole concept and solving problems of stoichiometry. PekdaÄÅ ¸ and AzizoÄÅ ¸lu (2013) believes that it is essential for a student to have an informed understanding of the mole concept for solving stoichiometry problems correctly. First, let's discuss the "concepts and "misconceptions" about learning or understanding of the student. A student can have the concept of molecular mass as an addition to the constituent elements atomic masses in the molecular formula." Therefore, one needs to have the concept of what is atomic mass, elements in the molecule and their ratios as per the molecular formula. It can be said that the concepts are necessary learnable objects (Okanlawon 2010). The other term difficult concept means a concept that cannot be easily understood without lots of efforts, intelligence and skills (Danielson et al. 2013). As per studies of Yakmaci-Guzel (2013), before attending school students have different views about surrounding objects and events. Not all the views they have are consistent with that of a scientific community. These inconsistency or different concepts are identified as "misconceptions." The misconception can also be called as "nave conception or alternate conception (Fang et al. 2 016). The use of technical terms is the additional source of misconceptions. For example, spontaneously does not mean very quickly, but the students may interpret spontaneous reactions as those reactions that are occurring very rapidly without an enzyme. It is difficult to remove the misconceptions by traditional instructions, as these are resistance to change (Nyachwaya et al. 2014). The scientific teaching requires identification of misconceptions in students and its reconstruction to scientific concepts. Misconceptions commonly arise due to lack of abstract thinking and reasoning skills. It is difficult to learn abstract concepts, which slows the subsequent learning process. Abstract concepts can be grabbed by conceptual learning (Fang et al. 2016). The teaching challenges in explaining the mole concept was identified as the definition of the concept, concepts difficulty, mathematical use, etymology and prerequisites (PekdaÄÅ ¸ and AzizoÄÅ ¸lu 2013). Conceptual teaching involves "exemplification and characterisation" where the former involves explaining the concept to the student with or without sufficient examples. The strategy of characterisation involves various moves such as defining the concept by giving either sufficient or necessary condition (both or neither) of concepts. According to Yakmaci-Guzel (2013), conceptual learning facilitates the learning of abstract concepts and topics also called constructive learning. PekdaÄÅ ¸ and AzizoÄÅ ¸lu (2013) explained that in chemistry the conceptual change as a learning process which involves learning a concept starting from another concept." It is used to replace chemical concepts with relevant concepts. It helps to improve the knowledge of learned concepts. In constructivist teaching, and learning conceptual change has been highlighted as a trademark (Fang et al. 2014). However, there is a literature gap in the area of conceptual change studies in teaching and learning of mole concept. The theory of constructivism has played a vital role in education literature. The theory explains how students construct their understanding related to the subject based on already existing knowledge or concept while making connections with new information. It indicates the non-behaviourist theory. This phenomenon leads to cognitive conflicts initially as students tend to restructure their existing knowledge which drives learning (Fosnot 2013). Therefore, the Constructivist pedagogy is widely used in scientific education. In my opinion, teaching the solving of stoichiometry problems algorithmically is ineffective. There is the need to set up a roadmap or develop a framework for explaining the particular concept. Designing the teaching process in a schematic manner is necessary to help the listeners to concentrate on the details of the topic. For example, what is the mole? The concept of Avogadro Number? Followed by asking of stoichiometry problems and then more complex problems to solve. After each step, the confusions or misconceptions should be identified by questioning such as why C moles are left instead of Z moles? This will help a student to engage better in problem solving. More focus should be laid on enhancing students qualitative and quantitative reasoning skills by training them to develop the mental model of the problem. Teacher must ask about open ended, close ended questions, thought provoking and subject centred questions to evaluate their understanding. It can be followed by teaching t hem the interpretation of information and develop a scheme or procedure of the solution. The other strategy is to help the students in translating the worded stoichiometric problems into a balanced chemical equation. The problem can be solved by the further use of the appropriate mathematical equation. It was explained by Fosnot (2013) that dissecting the stoichiometric problem into columns or boxes is an effective method. It is also called as matrix representation and is superior to other methods regarding grouping sentences and clearly defining the required information. This method suggests the orders of operations and allows checking of the partial solution. It was found from the research paper of Danielson (2013), that students taught with matrix representation method showed better performance in solving stoichiometric problems than their other counterparts. Students are benefitted from this pedagogical approach as they learn and address different viewpoints. After completion of each topic, students should be provided with a questionnaire or a project to be prepared. This is to provide them with meaningful experience and harness the process of investigation (Yakmaci-Guzel 2013). The constructivist pedagogy implies the teachers to promote conditions of inventions. It is fruitful than presenting ready-made knowledge. More than one strategy can be used as all the students may not understand with one defined technique. Asking question is an effective method to understand the level of student (Fosnot 2013). To engage students in understanding difficult concepts, it is better to use detailed power point presentations with simple to understand diagrams, equations and explain each of them sequentially wherever possible. Additional resources such as animated videos can be utilized for better imagination and understanding of concepts (Laurillard 2013). The use of analogies, models, other than blackboards is useful in clearing concepts easily as it helps students to relate the topic as per the radical constructivism (Hanson 2015). This is because the concept learned through objects and events helps students to observe the similarities and differences between the experiences. It leads to the gradual building of the concept relating to the object (PekdaÄÅ ¸ and AzizoÄÅ ¸lu 2013). Further, it promo tes students to discuss and clarify their confusions and doubts as they assimilate and accommodate new information (Piaget theory). Conclusion In conclusion, teachers must not assume that all the students have constructed the ideas in their mind the same way. The paper has offered a conceptual change model for misconceptions. It involves identification of confusions and providing evidence for the correct scientific explanation to falsify the misconceptions. These methods have been proved to be efficient and are highlighted significantly in recent literature. Teachers can be successful in the constructive pedagogies if they can identify the productive elements in the student's intuitive understanding." References Fosnot, C.T., 2013.Constructivism: Theory, perspectives, and practice. Teachers College Press. Danielson, C., 2013. The framework for teaching.Evaluation Instrument. The Danielson Group. Yakmaci-Guzel, B., 2013. Preservice chemistry teachers in action: an evaluation of attempts for changing high school students' chemistry misconceptions into more scientific conceptions.Chemistry Education Research and Practice,14(1), pp.95-104. Nyachwaya, J.M., Warfa, A.R.M., Roehrig, G.H. and Schneider, J.L., 2014. College chemistry students' use of memorized algorithms in chemical reactions.Chemistry Education Research and Practice,15(1), pp.81-93. Fang, S.C., Hart, C. and Clarke, D., 2016. Identifying the critical components for a conceptual understanding of the mole in secondary science classrooms.Journal of Research in Science Teaching,53(2), pp.181-214. Laurillard, D., 2013.Rethinking university teaching: A conversational framework for the effective use of learning technologies. Routledge. Hanson, R., 2015. Ghanaian Teacher Trainees' Conceptual Understanding of Stoichiometry.Online Submission,3(1), pp.1-8. PekdaÄÅ ¸, B., and AzizoÄÅ ¸lu, N., 2013. Semantic mistakes and didactic difficulties in teaching the amount of substance concept: a useful model.Chemistry Education Research and Practice,14(1), pp.117-129. Okanlawon, A.E., 2010. Teaching reaction stoichiometry: exploring and acknowledging Nigerian chemistry teachers pedagogical content knowledge.Cypriot Journal of Educational Sciences,5(2), pp.107-129. Fang, S.C., Hart, C. and Clarke, D., 2014. Unpacking the meaning of the mole concept for secondary school teachers and students.Journal of chemical education,91(3), pp.351-356.

Analysis Andy Warhol Essay Example For Students

Analysis Andy Warhol Essay Indore was born in 1889 in Minivan. (Bikers, 6) He was married and living with Julia Warhol, mother of Andy, for three years in Mikado. In order to avoid being drafted into the Balkan conflict in 1912 he immigrated to Pittsburgh without her at the age of seventeen to work in a coal field in the industrial district of Philadelphia. (Bikers, 7) Julia Warhol was born in a small village in the Captain mountains outside of Czechoslovakia. Julia was the oldest and prettiest of her fifteen other siblings. She was also said to be the artistic one of the bunch. (Bikers, 7) In 1914 Julia gave birth to a baby girl. Because of the notations due to the war the infant contracted influenza six months later and died. Cilias mother was so depressed about the news of the infants death that she died one month later. (Bikers, 8-9) Julia was now reliable tort her only two surviving sisters of ages six and nine. For the next four years Julia fled from the soldiers, hiding in woods and barns. She was supposed to be receiving money from Indore but because she was always on the run she never saw the money. From 1918-1921 she raised 160 dollars to go to the united states to find Indore (Bikers, g) Andy Warhol was born on September 28, 1930 in sorest City, Pennsylvania. Or so we think. This is vat the original birth certificate read but Andy wanted people to believe he avgas born in Mac Seaport, or even Hawaii. He also stays true to believe the certificate is a forgery. Most books and other reportable sources confirm that he was indeed born in 1930 but the dates do range from 1925-1931 (Bikers, 10). Andy was raised in a coal mining town in Philadelphia. It was a dark musty town were the sky stayed black. The town was overrun with power and crime. (Bikers, 10) Being raised in an environment as such would greatly affect a persons personality in their later years. This might explain Antas later fascination with death related topics. In 1930 Antas father got a steady job laying roads and moving houses. This was a high paying job at the time because of the mass rate of growth in the cities, Indore saved his money and one-year later moved his family into a larger house on Bella Street. Shortly after moving into the house Indore lost his job and was forced to move into a two-bedroom apartment. The rent was six dollars a week and Antas father had to work odd jobs to just barley pay the rent, It was not just Andy and his parents. Andy had two other brothers, one older and one younger. All three f the children were said to be afraid of their father. Dad didnt like us to start commotion because he was so exhausted and he would get emotionally upset. Usually all he had to do was look at you. (Bickers 12) Andy always had a problem with grammar school. He was not a social child and preferred to keep to himself. As most children do, they saw this in Andy and picked on him frequently (Bikers, 18) Antas brother Paul stated, At age four Andy cried a lot at school and one day a little black girl slapped him (Bickers 15) He was very traumatized by this incident and asked his mother if she could keep him home from school. As the loving mother she was, she took Andy out Of school and kept him home for two years. Over this time he became very close to his mother. When it was time for him to return to school he threw a temper tantrum. It took his mother, brother and neighbor to drag Andy back to school. Because of this incident he developed a nervous tick. (Retaliate, 1 1) Fortunately, Indore got his old job back and earned enough money to move back into a larger house in Oak Land. This town was much more suitable for raising a child and had better school systems. In this town Andy made new friends, which were particularly girls, This loud later explain Antas homosexual tendencies. Marriage German was one of his closest friends, She was said to he bright and stimulating which would encourage Andy to do better in school. Andy began to have a fascination with the cinema. Every weekend he and Marriage would go to the movies. At the end of every show the ushers would hand out autographed photos of the actors and actresses, Andy would end up using these same images in his prints. Andy started to distance himself from boys and became closer to girls and his new found talent of drawing. Antas brother John said, When Andy was out in the lied by the time you hit the ball he wasnt there. (Bikers, 16-17) He would go back to the house and draw in his notebook Andy soon got the reputation as a mamas boy. If he was not with his girlfriends or sketching in his notebook, he was out with his mother helping her pick out hats and skirts. At age six Andy had entered the second grade. His teacher Catharine Meta said that Andy would walk through the halls With his head down Wishing he was invisible. This made him a prime suspect for abuse by his fellow classmates. From early on in Antas life he had been a sickly child. Because Andy was known to be a mammas boy ND a crybaby his parents paid little to no attention to him when he whined about being hurt or sick. At age two Antas eyes swelled shut due to an infection and his mother had to use daily doses of boric acid to get rid of the mucus. At age four he was playing on the train tracks and broke his arm. The wound went unnoticed for several weeks until someone saw an unnatural bend to his arm, The bone had to be re-broken and set. At age six Andy contracted scarlet fever, which would later effect his overall development. His illness went unnoticed until Andy began not being able to control his limbs or speech. He had trouble holding his own earn and completing a sentence, This part of Antas life greatly contributed to his mistrust in people and his art. (Bikers, 19) Antas art talent in high school was amazing. He drew everything he laid his eyes on, Even though he had such a great talent he was still singled out Lee Assessors says But sorely he was sort of left out, He wasnt even in the art club because his talent was so superior. Andy attended Shelley High School. During his senior year he applied to both the University of Pittsburgh and Carnegie Institute of Technology. Andy as accepted to both but chose to attend Carnegie Tech. Carnegie Techs academic standards were high and the courses extremely competitive. (Retaliate, 12) This avgas because his graduating class consisted of about only one hundred students. The school motto best describes its standards Laborer est. Rare to labor is to pray is vat it means in Latin. Antas freshman courses consisted of drawing, pictorial and decorative design, color, hygiene, and thought and expression. The Scarlet Letter - Film Analysis EssayIn his early works with portraits such as Ladies and Gentleman 1917 (l) and Truman Capote1979 (2) they show how Andy uses vibrant colors to emphasize specific features. In his Untitled (Hernia) 1960-62 (3) painting it shows his work with common day ads and simplicity. This print almost looks like it came from a textbook. Front and Back of Dollar bills (4) experiments with the use of silk screen and mass production. This painting is quite striking because when you think about it none might just be the most mass-produced object in the world. Andy also had a tendency to paint inordinate things like his cow (5) painting. He stayed within his style Of color but the cow is neither a famous portrait nor a mass- produced object. After the tragic suicide of Marilyn Monroe in 1362 Andy became somewhat Obsessed With her beauty. (Bikers, 113) He would use pictures Of her lips and produce them hundreds of times using bright sexy colors. He always focused on her most sexual features such as he hair, eyes, and lips. Marilyn Monroe Lips 1962 (6) and Marilyn. Andy had another artistic style to him. T was one that came from his childhood. Being raised in poverty and being exposed to such horrific sights contributed to his next Movement of work. Andy was curious in the acts of God whether it is from Mother Nature to killings or atomic bombs. Andy would make reproductions of all these incidents. It wasnt until Henry Cudgeller shoed Andy a more productive direction. In June of 1962 Cudgeller suggested that Andy start looking at the dark side of Amercing culture in a more artistic way. (Bikers 126) Andy new he had to come up with a new idea that would shock his audience as much as the soup cans and dollar ills had. Andy began doing paintings such as car crash 1963 (7) and electric chair These images were extremely powerful. You were not just looking at an image in the newsprint you were looking at an image that was twice as large as you were and repeated ten times, Also he always chose a color to tint these images in. The color gives a mysterious side to it, which makes you want to know the rest of the story. The Death-and-disaster series became recognized as some of his best works, but at the same time many of his supporters found the images unacceptable. None of his supporters wanted to hang a picture Of a an mangled in his car over their fireplace. The prints did do extremely well but only over seas in Europe and Germany. Some Other famous prints are, Sixteen Jacques 1964 Lavender Disaster 1963(9) and Suicide1963 (10). Oxidation Painting 1978 (I I) is in the death-and-disaster series but has a different twist to it. It is two large sheets of copper that had been treated with patina. While wet they were urinated on showing the given effect. Along with his artistic style his physical appearance began to change. He began wearing a silver blond wig that fit on his head haphazardly. (Bikers, 99) He even went as far as to change is speech and mannerisms. For the next several years Andy continued with his death and disaster series. He was now a world-renowned artist and had private shows throughout the world. In 1986, Andy flew to Milan for the opening of his last show. During the last two days in Milan Andy did not leave the hotel. He was in much pain recalled Daniel Mortar, He was in bed which was quite unusual tort Andy to be in bed let alone tort two days. At the end to 1986 his gallstones had become so enlarged that they had become life threatening, Andy refused to go too hospital because of his great fear of them. In the first week of February his illness stopped him dead in his tracks. For the first time in his life Andy abandoned his friends in the middle of a night out on the town to go home and spend the evening in his bed. A sonogram taken by Dry_ Cox showed the gallbladder to be severely infected, inflamed, and filled with fluid. The next day Andy was scheduled to be admitted into New York Hospital. The operation was supposed to take place on Saturday and have Andy home by late Sunday. Saturday morning Andy locked all his valuables in his safe and headed to the hospital. He had also made it very clear that no one, not even his mother should now he was going to the hospital When he was admitted they put him under the name of Bob Roberts. A report from the New York Times Magazine by M. A Barb and Lawrence Alton stated: After fifteen hours Of preparation, Whorls surge/ was preformed between 8:45 am and 12:10 p. M. On Saturday February 21, 1987. There were no complications at the time and none were found during the autopsy or by any of the doctors who had received the case. Warhol spent three hours in recovery after the surgery, and at 3:pm was taken to his private room on the twelfth floor of Baker Pavilion. For comfort precaution and n the recommendation of Dry. Cox, his regular physician, Warhol was placed in the hands of a private duty nurse, rather than the normal complement of staff nurses. He was examined during the afternoon and early evening by the senior attending physicians, who noted nothing unusual. Alert and seemingly in good spirits, Warhol watched television and around 9:30 p. M. Spoke to the house keeper at his east side home, a few blocks away, Min Chou was the private nurse attending to Andy. It was not known whether she kept her post but it was clear that she did not record his vital signs and neglected to give him medicine, At pm and tama on Sunday February 22, Min Chou, the private nurse who had been selected by the hospital from a registry, took Antas blood pressure and found it stable. She gave a progress report to the chief surgical resident by telephone at I I pm; presumably while the patient slept. At 5:Assam Ms. Chou noticed that Warhol had turned blue and his pulse had weakened. Unable to waken him she summoned the floor nurse who in the words of a colleague, almost had a stroke A cardiac arrest team began resuscitation efforts but according to hospital sources, had difficulty putting a tube in Whorls windpipe cause rigor Morris had started to set in. At 6:maam the artist was pronounced dead.