The Effect of Temperature on the Rate of Reaction :: GCSE Chemistry Coursework Investigation

The Effect of Temperature on the Rate of Reaction Plan We must produce a piece of coursework investigating the rates of reaction, and the effect different changes have on them. The rate of reaction is the rate of loss of a reactant or the rate of formation of a product during a chemical reaction. There are five factors which affect the rate of a reaction, according to the collision theory of reacting particles: temperature, concentration (of solution), pressure (in gases), surface are (of solid reactants), and catalysts. I will investigate the effect temperature has on a reaction. Aim To investigate how a change in temperature effects the rate of a chemical reaction. The reaction that will be used is: Sodium Thiosulphate + Hydrochloric Acid --> Na2S2O3(aq)+ 2HCl(aq) Sodium Chloride + Water + Sulphur Dioxide + 2NaCl (aq)+ H2O(l)+ SO2 (g)+ Sulphur-S (s) Prediction I predict that as the temperature is increased the rate of reaction will increase. This means that the graph drawn up in my analysis will have positive correlation, and will probably be curved as the increase in rate of reaction will not be exactly the same as the temperature is increased. This can be justified by relating to the collision theory. When the temperature is increased the particles will have more energy and thus move faster. Therefore they will collide more often and with more energy. Particles with more energy are more likely to overcome the activation energy barrier to reaction and thus react successfully. If solutions of reacting particles are made more concentrated there are more particles per unit volume. Collisions between reacting particles are therefore more likely to occur. All this can be understood better with full understanding of the collision theory itself: For a reaction to occur particles have to collide with each other. Only a small percent result in a reaction. This is due to the energy barrier to overcome. Only particles with enough energy to overcome the barrier will react after colliding. The minimum energy that a particle must have to overcome the barrier is called the activation energy. The size of this activation energy is different for different reactions. If the frequency of collisions is increased the rate of reaction will increase. However the percent of successful collisions remains the same. An increase in the frequency of collisions can be achieved by increasing the temperature, concentration, pressure, and surface area. Also I predict that if the temperature is doubled, then the time taken for would be more than half because not only would the particles be moving faster to create more collisions, but they would also have more energy so there would be more successful collisions

How Dickens Creates Sympathy for the Characters in Great Expectations E

How Dickens Creates Sympathy for the Characters in Great Expectations Published initially as a weekly contribution in a local newspaper, Dickens’ Great Expectations developed to be a great success. Great Expectations was a story for all classes, both rich and poor appreciated his efforts. Great Expectations is the tale of Phillip Pirrip who has no family except an older sister, he feels insecure in the world around him. Having no parents to give him a sense of identity, he wanders in the wilderness that is the graveyard to search for answers. Dickens’ own life was very much along the lines of Pip, his father a well paid clerk went to jail for unpaid debts. Dickens himself was a weak and feeble child who was not cared for. He moulds his family history in to the character of Pip, who also suffers in a way that Dickens had. This essay focuses on which writing techniques Dickens uses to help the reader empathize with the characters of Pip and Magwich. The techniques in particular to be examined are setting, characterization, narrative voice and dialogue. The chapter opens in the desolate setting of a marshy graveyard. Already an ambience of anxiety and uncertainty has been created. The marsh is a symbol of wilderness, amid which stands a lonely Pip. Pip is physically and mentally alone in his surroundings; he has no sense of belonging. This helps the reader empathize Pip’s helplessness and isolation. The wet and marshy scenery resemble a distorted nature, which reflects the events happening in Pip’s life. The graveyard symbolizes death and terror. It is in the graveyard that Pip realizes the death of his parents and encounters Magwich. Pip’s innocent mind hallucinates about the appearance of his parent... ... in the reader as he describes in his own words, his misfortune and abandoned past. Alternatively, Dickens use of dialogue with Magwich creates a negative impression for him in the reader. Magwich is very aggressive in his mannerism and dialogue, for instance, `Hold your noise'. The sudden contrast of dialogues (from courteous to offensive) creates confusion in the passage, similar to the one that runs between Magwich and Pip throughout the chapter. However, Magwich’s character is revealed through his dialogue and the reader starts comprehending his reason for acting hostile manner towards Pip. Like Pip, Magwich is also vulnerable as seen with `I wish I was a frog. Or a eel!’ This piece of dialogue shows Magwich as a man who is infuriated with his poor standard of life. The similarity between Magwich and Pip is made more apparent with their dialogue. How Dickens Creates Sympathy for the Characters in Great Expectations E How Dickens Creates Sympathy for the Characters in Great Expectations Published initially as a weekly contribution in a local newspaper, Dickens’ Great Expectations developed to be a great success. Great Expectations was a story for all classes, both rich and poor appreciated his efforts. Great Expectations is the tale of Phillip Pirrip who has no family except an older sister, he feels insecure in the world around him. Having no parents to give him a sense of identity, he wanders in the wilderness that is the graveyard to search for answers. Dickens’ own life was very much along the lines of Pip, his father a well paid clerk went to jail for unpaid debts. Dickens himself was a weak and feeble child who was not cared for. He moulds his family history in to the character of Pip, who also suffers in a way that Dickens had. This essay focuses on which writing techniques Dickens uses to help the reader empathize with the characters of Pip and Magwich. The techniques in particular to be examined are setting, characterization, narrative voice and dialogue. The chapter opens in the desolate setting of a marshy graveyard. Already an ambience of anxiety and uncertainty has been created. The marsh is a symbol of wilderness, amid which stands a lonely Pip. Pip is physically and mentally alone in his surroundings; he has no sense of belonging. This helps the reader empathize Pip’s helplessness and isolation. The wet and marshy scenery resemble a distorted nature, which reflects the events happening in Pip’s life. The graveyard symbolizes death and terror. It is in the graveyard that Pip realizes the death of his parents and encounters Magwich. Pip’s innocent mind hallucinates about the appearance of his parent... ... in the reader as he describes in his own words, his misfortune and abandoned past. Alternatively, Dickens use of dialogue with Magwich creates a negative impression for him in the reader. Magwich is very aggressive in his mannerism and dialogue, for instance, `Hold your noise'. The sudden contrast of dialogues (from courteous to offensive) creates confusion in the passage, similar to the one that runs between Magwich and Pip throughout the chapter. However, Magwich’s character is revealed through his dialogue and the reader starts comprehending his reason for acting hostile manner towards Pip. Like Pip, Magwich is also vulnerable as seen with `I wish I was a frog. Or a eel!’ This piece of dialogue shows Magwich as a man who is infuriated with his poor standard of life. The similarity between Magwich and Pip is made more apparent with their dialogue.

Richard Neustadt

Richard Neustadt: Presidential Power and the Modern Presidency Writing in 1960, Richard Neustadt is an important political theorist focusing on the US Presidency. Neustadt’s work was a reaction to the â€Å"old institutionalism† represented by writers like Edwin Corwin. Neustadt takes a behaviorist approach to understanding presidential power, and argues that the real functional power of the US president arises from his â€Å"power to persuade†.Neustadt acknowledges that the formal power of the US president is spelled out in the US Constitution but he argues that these formal powers do not adequately describe the real functional power of the president. For Neustadt the key to presidential power is the president’s ability to persuade other important actors to carry out what he wants done.Neustadt views the presidency as at the apex of a pyramid of governing power that provides the president with unique leverage and vantage points to bargain with and persuad e others on implementing governing policy and direction. These other actors include cabinet officers and senior government bureaucrats, the congress, military leaders, leaders of state governments, party leaders, business leaders and even foreign leaders. Neustadt does not see the US government as one of â€Å"separated power† under the Constitution.Instead he claims that the Constitution actually â€Å"created a government of separated institutions sharing powers. â€Å" These separated institutions include the congress, federalism itself, the bill of rights and perhaps even the press as a fourth branch of government. Neustadt sees the formal powers of the president and congress as very intertwined such that neither can accomplish very much without the acquiescence of the other; and, that what one branch demands the other can resist.Neustadt notes, for example that Eisenhower claimed that the presidency was part of the legislative process, since he had the authority to vet o or sign bills, etc. But Neustadt notes that when a president tries to command rather than persuade, such as when Truman nationalized the steel mills or fired MacArthur, or when Eisenhower sent the troops to Little Rock, Arkansas to enforce desegregation court orders, that there can be blowback that can neutralize presidential fiat and, ultimately, render presidential action inconclusive or effective.Neustadt sees relationships of mutual dependence between the various stakeholders and that the president depends upon the persons whom he would persuade. He notes a particular success story of persuasion when Truman worked with Republican senator Vandenberg to create the Marshall plan to rebuild Europe after WWII. That effort depended on mutual understanding, trust and a commitment to shared endeavor without which Vandenberg may have decided to wait for a Republican president to create a major new direction in US foreign policy.Neustadt sums up by arguing that for a president to have e ffective influence he must: (1) use the bargaining advantage that he has by virtue of his office to persuade other men that what he wants them to do is what their own responsibilities require of them (persuade them that his goals should be their own goals), 2) maintain a professional reputation in the minds of other men such that they respect his authority and ability, and (3) maintain his popular prestige such that those he bargains with believes that the public will view them favorably if they do what the president wants.In short, the president’s â€Å"power is the product of his vantage points in government, together with his reputation in the Washington community and his prestige outside. † Neustadt goes on to argue a presidents has to make proper choices and decisions, so as to preserve his reputation and prestige, or he will squander his ability to lead by losing his ability to persuade.

Eric Holder

Eric Holder: Research Paper In the field of criminal justice, there have been many contributions from leaders throughout the peak of history. Various forms of influential people have graced America in determination of creating a fairer nation. All through his career Eric H. Holder Jr. has worked, and still is working, diligently to improve the criminal justice system, especially the equality of African- Americans. Born on January 21, 1951, in The Bronx Borough of New York City, Holder is the son of Eric and Miriam Holder. Attorney General Holder grew up in East Elmhurst, Queens and attended public school up until the age of ten where in the fourth grade, was chosen to be in the gifted and talented program. He went on to attend Stuyvesant School in Manhattan, Columbia University, and later Columbia Law School in which he attained his Juris Doctor in 1976. After law school, Eric Holder joined the U. S Justice Department latest Public Integrity Section, which lasted for 12 years. It was there that he helped in the prosecution of Congressman John Jenrette for bribery. In 1993 Holder stepped down from his appointment by President Ronald Regan of being a judge for the Superior Court of the District of Columbia in order to accept President Clinton’s appointment for U. S. Attorney of District of Columbia, in which he oversaw the conclusion of the corruption case involving Dan Rostenkowski , part of the Congressional Post Office Scandal (http://en. wikipedia. org/wiki/Eric_Holder). Mr. Holder’s career didn’t stop there, he was then moved up to Deputy Attorney General in 1997 under Janet Reno. He was the first African American to hold that position. During his confirmation hearing, Holder's opposition to the death penalty was questioned, but he pledged his intention to cooperate with the current laws and Attorney General Janet Reno, saying, â€Å"I am not a proponent of the death penalty, but I will enforce the law as this Congress gives it to us† (http://en. wikipedia. org/wiki/Eric_Holder). During his time in the Clinton Administration, Eric was â€Å"under fire† for doing his job and admits that some of the choices he made was a mistake. Eric Holder gained even more attention when he was hired by Covington & Burling in 2001. He represented the National Football League during the dog fighting investigation of Michael Vick and in 2004 represented Chiquita Brands International in a civil lawsuit after helping negotiate an agreement. In 2008, Holder joined the Reno-led amicus brief, which urged the Supreme Court to uphold Washington, D. C. ‘s handgun ban and said the position of the Department of Justice, from Franklin Roosevelt through Bill Clinton, was that the Second Amendment does not protect an individual right to keep and bear arms for purposes unrelated to a State’s operation of a well-regulated militia. Holder said that overturning the 1976 law â€Å"opens the door to more people having more access to guns and putting guns on the streets† (http://en. wikipedia. org/wiki/Eric_Holder). In 2007, Holder became a fervent member of Barack Obama’s Campaign as a senior legal adviser and served on the committee for selection of vice president. His platforms are similar to those of Barack Obama such as the closing of Guantanamo Bay detention camp, the opposition of the Bush administration to implement the Patriot Act, and have been decisive of U. S torturing policy and NSA warantless surveillance program. In December 2008, Eric Holder was announced as Obama’a nominee of Attorney General. He was formally nominated on January 20, 2009 and approved by the Senate Judiciary Committee on January 28, 2009 (http://thomas. loc. gov/cgi-bin /ntquery/z? nomis: 111PN0006407). Following his confirmation by the full Senate on February 2, 2009, he became the first African American Attorney General of the United States of America (http://news. yahoo. com/s/ap/holder_confirmation). He is married to obstetrician, Sharon Malone, in which he has three children with.

College Course Preference Essay

Months from now, senior high school students will be graduating and will be entering a new chapter of their lives—college life. In line with this, the incoming college freshmen should have decided on what program they should take in college. Unfortunately, senior students nowadays are facing a dilemma on their college course preference. This quandary made the researcher conduct a study regarding the factors that influence seniors’ decision making in their college course preference. Information Technology, Nursing, and Hotel and Room Management are the usual courses that are taken up by many students because of the popularity. Some of them are constrained by their parents’ desire while some based their choice to one’s mental capacity. Some are hindered by their family status and there are those who still pursue their dreams. Some are undecided and end up taking a course which doesn’t fit them. The seniors are loaded with a pile of school works, their theses, and basic accountancy. On weekends, some still find time to spend it with their friends in malls, computer shops, play basketball or just dillydally despite their busy schedule while some make use of these days to study their next lessons or prepare for their incoming thesis defense. These things made them forget that soon, they will be leaving this school and they need to pick a course and find a university or college. They even missed to search for courses and universities they might want to apply to but instead they arrive applying for a course they don’t even like. The researcher desires to help the seniors and the next batches in deciding on what course to take in college by determining the factors that may influence them. The researcher wanted them to have an easier way to make a choice through presenting the respondents options that will determine the factors influencing their college course preference. This may also help the guidance counselor of the school in advising the students who are experiencing dilemma regarding their college course preference.

Impact of New Deal on Maerican Government and Society Essay

FDR’s New Deal changed the face of American government. Never before and no one since has implemented so many government programs and agencies. FDR’s New Deal helped the US get out of the Great Depression. The new deal expanded the federal government’s power like never before and was designed to help Americans who were suffering. FDRs new deal can be broken down into two categories: The first New Deal and the Second New Deal When FDR took office, he and his advisors did not have an exact plan or initial philosophy drawn up, but rather, they made it up as they went along. They were willing to do anything and everything to help bring the country out of the great depression, especially through the work of capitalism. To get his plan rolling, the first thing FDR needed to do was to restore confidence in the American people and get them on his side. He did so he went on the radio many times out of the year and told them what he was working on and what he had done that week which became known as â€Å"fireside chats. † The first thing FDR did in the first new deal was restore faith in financial institutions, and more so in capitalism. One thing FDR tries to do is have the public confident in banking system so that people would invest and could later have a healthy stock market. Immediately, he declared a bank holiday, and all banks had to close for a number of days. While the banks were closed, he sent in teams of financial investigators to determine which banks were viable and which were deemed unreliable. If deemed unviable, it could not reopen until it fixed its problems. Next, FDR created the SEC. The SEC was created to regulate the stock market, so the faulty trading that caused the crash could not occur again. The SEC also required companies who traded stock to make their financial books made public, and was ultimately designed to get people to invest in stock market again. Later, FDR created the FDIC. The FDIC was a government agency that was to ensure bank deposits as long as the bank met certain criteria. These 3 are careful steps of the gov’t working within the established system and basically put gov’t regulation in place to make sure the economy worked correctly. The second entity in the first new deal was an attempt to end the economic downturn. To do this, FDR needed to create jobs and help the economic markets. First, FDR created the NRA. The NRA set up a voluntary committee consisting of workers, business owners, and gov’t officials for every industry in the country. These committees would discuss production limits (which FDR believed overproduction was the cause of the GD), minimum prices, and wages. This did not work well because it was voluntary and businesses would usually break their part of the agreement. Next, FDR created AAA. This set up a government agency to pay farmers to produce less. FDR believed crop prices fell due to overproduction and that the AAA would solve this in two ways: 1, farmers would produce less therefore increasing crop prices and 2: by giving farmers much needed cash in return for not producing. Lastly, FDR created the TVA. This government agency created jobs by going into valleys to build hydroelectric dams that not only stop flooding, but create electricity. The AAA and TVA are considered very bold moves by the president because it allowed gov’t to interfere with private industry, and can even be argued as socialism. The last thing FDR wanted to do with the first new deal was provide direct relief to individuals. First, FDR gave states federal grants to buy food for those who needed it. Second, he created the CCC. This government agency gave men whose parents were unemployed jobs in the federal park/forest system. This program paid men around 30$ a month, of which 25$ would go to their parents, but it also clothed and fed them. This agency created jobs by having these men plant trees, build roads, trails, and bridges. Even though we did not need these things, the government was basically saying they would be the employer of last resort if the private sector was not supplying jobs. Third, FDR created FHA. This government agency was created to ensure home loans, so banks would again give out to potential home buyers. This was important because it put an influx of capital into the system. The characteristic of these three agencies was that the gov’t is beginning to say that everyone should have basic standards of living and that if they are ot there, the gov’t will be able to provide them, and even goes much further later on. After the first new deal, FDR received criticism from both from the left and the right political spectrums. Those on the right would say that the New Deal was â€Å"gov’t expansion gone crazy† and a radical departure from the past. They would also argue that it was dangerous gov’t intervention putting US on path of socialism. The Supreme Court, which was very conservative at the time, saw this as a dangerous expansion of federal government power and struck down the AAA and NRA as unconstitutional. FDR got most criticism from right from a popular radio speaker named Charles Coughlin who believed the GD/New deal was part of a Jewish conspiracy. On the left side of the spectrum, one would say that the New Deal did very little and not enough. FDR was criticized by the left primarily by Huey Long. He claimed wealthy Americans controlled all wealth and the only way to fix that was to give it back to common people. It was by far the most radical offer, and although Long was murdered, FDR believed left critique could still resonate and created the second new deal. Because of these criticisms, FDR unrolls the second new deal to answer those on the left. The second new deal had all the same goals as the first, but was much more radical. First, he created the REA. This government agency loaned to local communities that did not have electricity so that they could create their own power companies and run electricity to those who didn’t have it because private companies were only willing to supply to heavily populated areas. Here, the government is saying they will help provide a basis of living. Next, FDR created the WPA. This program was designed to put people to work since the private sector was not providing any jobs. It created construction jobs, employed painters to decorate buildings, hired actors and writers to put on play, etc. Third, FDR created the largest program of the new deal–social security. It was divided into 3 categories: retirement (which took a portion of your paycheck and saved it), unemployment (which gave you a check for the first 6 months unemployed), and money for single mothers. The characteristic of SS was that it insured basic standards of living. Lastly, FDR created the NLRB, which forever changed the ov’ts relationship with unions. It made unions legal and made it illegal to fire someone for being in a union. The new deal was the largest expansion of government in history and had three basic characteristics: new role of organized labor, government ensuring basic standards, and government intervention in the economy. However, it did not end the Great depression. Despite this, it made the great depression tolerable, restored middle class belief in capitalism, put in place a â€Å"safety system† for capitalism that essentially made capitalism work better (sec, nrwb), and we continue to live with many of these programs today.

Histology Detective and Brains Cape Essay

This case study focuses on the identification of metastatic tissues — cells that are â€Å"out of place† causing tumors elsewhere in the body. Name the cells you identified in this sample of lung tissue and the main characteristics that you can use to distinguish them. From the observation of the sample there are variety of cells which can be identified as melanocytes. The main characteristics that can be used in distinguishing them is their attachment to the stratified squamous epithelial tissue. Moreover, they are larger and darker compared to the surrounding calls. Melanocytes are densely packed and have only one nucleus. How did you use the main characteristics of different tissues that you learned in your lecture and lab sections as the basis for identifying those cells responsible for the tumor? I applied my histology knowledge from my lectures in distinguishing the features of different cells. I had knowledge on how melanocytes and the natural cells look like on a slide hence it was very easy distinguishing and describing the cells. The cells under observations were abnormal from their look. They were larger in size, darker in color and round. Moreover. Their nucleus were larger compared to the other nucleus of the normal cells and has less cytoplasm. The melanocytes on the slide is always darker compared to the normal cells. According to Garbe et al (2010), there exists significant differences between the tumor cells and the native cells since the tumor cells are widespread in the extracellular fluid, are larger, much darker and more so cube shaped. On the other hand, the native cells are packed densely, smaller, and elongated. In addition to the information in the case presentation (including the web sites contained in the case itself), what other information did you find to determine the identity of the cells and whether one type of cell had migrated from elsewhere in the body? Where did you find this information? What does each of these additional items contribute to the solution of the case? For example, the item contains data from specific tests, trials, or experiments, or presents analyses that can be used to understand the main issues in this case. The article â€Å"Diagnosis and treatment of melanoma: European consensus-based interdisciplinary guideline† provided experimental illustrating melanoma components. This affirmed that native cells can be differentiated from the invasive cells by features such as arrangement, form and color. The study used histology in identifying the invasive cells from the non-invasive ones (Garbe et al, 2010). In the NIH article, â€Å"Diagnosis and treatment of early melanoma,† majorly the study was based on histology. The study distinguished fully developed melanoma and the early melanoma by categorizing their histological features. Moreover, they identified melanoma stages and different types of melanoma with application of histology (NIH et al, 1992). In the third study, researcher physicians in two universities in three different melanoma cases of various origins in the body. However, all the characteristics of the abnormal cells were distinguished to be melanocytes. The identified abnormal features of the cells are similar to the ones in this case study, hence proving that the abnormal cells observed in the lung tissue were melanocytes (Sonda et al, 2008). What other findings or information in this case are consistent with the information you located? Name those similarities in each of your additional resources. How do these resources apply what you have learned about identifying tissues and cells histologically? From the article I reviewed, there was similarity with the case study in many areas. First, all the studies and the case used a similar method in diagnosing melanoma. They applied the cells histological characteristics in determining their status whether they are noninvasive or invasive cells. The characteristics identified helped in classification of the cells and in determining their origin. What findings or information in each of the additional resources are not consistent with the findings in this case? Name those differences in each of your additional resources. How do these resources apply what you have learned about identifying tissues and cells histologically? In the article â€Å"Diagnosis and treatment of early melanoma,† the study asserted that the cells making melanoma were the stratified melanoma epithelium (NIH et al, 1992). This contradicts the results of the case If your proposed resolution of the case is correct, what other observations might we expect to find in this case? Other observations we might find include metastasis of the tumor to other organs hence the patients could suffer from other compounded problems like neurological problems, digestion and bleeding. Give your solution to this case and, on a scale of 1–5, rate how confident you are in your conclusions in questions 1 and 2 I would rate my confidence at 5 out of 5 because of the observable characteristics of melanoma In considering your resolution and level of confidence level from question 8, describe how you located the information you used in this case. To begin the search, I started with the most comprehensive data base that is Cumulative Index to Nursing and Allied Health (NINAH) (Kennedy 2009). The search then continued to search engines such as British Nursing Index, MEDLINE. Moreover PubMed and NCBI were other major search engines which assisted some of the relevant articles. These search engines were used because they contained most of the peer review articles and books. To limit and narrow down the search for articles, internal searches of the databases was used by inserting full length of texts and searching the relevant articles from the list of journals displayed. Moreover, I limited myself to the current articles of up to 5 years What you might do differently if you had it to do over again? For example, would you use different resources and strategies? Different information?First, I would use different relevant articles to make companions of different studies. Moreover, I would try using group work to get opinions and arguments of different group member. References Garbe, C., Peris, K., Hauschild, A., Saiag, P., Middleton, M., Spatz, A., Grob, J. J., †¦ Eggermont, A. (January 01, 2010). Diagnosis and treatment of melanoma: European consensus-based interdisciplinary guideline. European Journal of Cancer, 46, 2, 270-283. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/19959353Kennedy, J. R. (2009). Library research guide to education: illustrated search strategy and sources. Ann Arbor, Mich, Pierian Press.NIH Consensus Development Conference on Diagnosis and Treatment of Early Melanoma, & National Institutes of Health (U.S.). (1992). Diagnosis and treatment of early melanoma. Bethesda, Md: U.S. Dept. of Health and Human Services, National Institutes of Health, Public Health Service, Office of Medical Applications of Research. Retrieved from http://consensus.nih.gov/1992/1992Melanoma088html.htmSonda, Vemon K., MD, Zager, Jonathan S., MD, Messiana, Jane L., MD. Hemonc today. (2008, Oct 10). Retrieved from http://www.hemonctoday.com/article.a spx?rid=37772 Source document