Mass and Chemical Reactions Lab Essay Example for Free

Mass and Chemical Reactions Lab Essay Relationships in a Chemical Reaction Lab Introduction: This lab focused on mass relationships within a chemical reaction. To understand this lab first, it is necessary to understand the reaction that is going on in the reaction. The Copper (II) chloride hydrate reacts with Aluminum to produce Aluminum chloride, copper, and water. Theoretical yield and various other forms of yield must be understood too, theoretical yield is what amount of the product you should get theoretically according to your calculations; experimental yield is the product you get after you finish the experiment. Because of error usually your experimental yield will be off from your theoretical yield. Percent yield is the efficiency of the reaction to get to the theoretical yield. Data Collection And Processing: Raw Data: Table #1 : Substance / Object and Mass Table Substance / Object| Mass (Â ± 0. 01 g)| 200mL beaker| 67. 38 Â ± 0. 01 g| 200mL beaker + Copper| 69. 39 Â ± 0. 01 g| Copper| 2. 01 Â ± 0. 01 g| 200mL beaker + Dried Copper| 68. 01 Â ± 0. 01 g| Dried Copper| 0. 63 Â ± 0. 01 g| Qualitative Data: Before the reaction, the Copper (II) Chloride hydrate is a blue crystallized substance, the Aluminum was shiny and made crinkly sounds, it has a smooth metallic feel to it. During the reaction initially when stirred the water the water turns blue. When the aluminum is placed into the hydrous CuCl? the water becomes a darker murky substance. Steam is coming out of the water and aluminum is visibly dissolving. The aluminum is also turning black and vapor is forming along the sides. Foam like red pieces are forming and dropping. As the solid turns completely red the liquid is becoming clear again and is colorless.

Public Nudity Should Not be Allowed :: Argumentative Persuasive Essays

Public Nudity Should Not be Allowed In the summer of 1996 Gwen Jacobs enjoyed a topless summer stroll during which she was seen by a local O.P.P officer, was apprehended and subsequently charged with indecent exposure. Gwen Jacobs pleaded not guilty in court and won the right to go topless in Ontario. This incident brought up an excellent question: should women be allowed to go topless on public beaches and in other public areas? The answer is strictly no, women should not be allowed to go topless anywhere outside of their own home. One of the many reasons why I believe that women should not be allowed to go topless is with respect to the safety of women. Men and boys have, in recent years, been using short, tight, skirts and shirts as an excuse for rape or date rape. Men have said that the girl was wearing a tight shirt and short skirt and it was obvious that she was easy and wanted the attention. This statement leads me to my next point. The average human being upon first contact with a stranger bases his initial impression of that person solely on the person's appearance. This is only natural as the only thing that we know about this stranger is what we see of them the first time we meet. We all are aware of the sayings "Preppy","Jockish","Skater","Sluty" etc. This final saying, â€Å"Sluty† is interpreted by 90 percent of North Americans as a tight skirt and tight tank top which happens to be the usual ensemble of a prostitute. This first impression of a girl in nothing but a skirt and a bare chest will no doubt elevate to the new version of a â€Å"Slut† and a girl that wants it. My second point is, what kind of questions will a mother be asked by her son when he sees a half nude woman walking down the street. The first question that this child will ask is why do these women have no shirt on and you do? Your reply will be well ahhh go talk to your father. This dilemma will no doubt be brought about as these and other questions about the sexual nature of the body will be put forth by young children. Questions that you as a parent do not feel should be answered truthfully to such a young child. My third point begins thousands of years ago when man first walked on the earth. When man first walked he hunted and his wife(clothless) cleaned the game and took care of the young.

Dramatic Tension in “The Royal Hunt of the Sun” Essay

How does Shaffer create and use dramatic tension in â€Å"The Royal Hunt of the Sun† and to what effect? The Royal Hunt of the Sun is a gripping play about the journey of the Spanish army sent to conquer Peru, and the unlikely friendships that are formed. Shaffer creates dramatic tension with a number of techniques such as the use of Martin to narrate the story to the audience, a unique and powerful use of sounds, and the use of symbolic props and duologue scenes that create dramatic irony. He also employs a number of methods to show the contrasts and similarities of religion, culture and philosophy between the Inca and Spanish armies. Shaffer initially uses Martin’s narration to foreshadow the ensuing disastrous events. Old Martin generates the audience’s attention at the very start of the play by saying â€Å"This story is about ruin.† This creates dramatic irony and suggests a treacherous and threatening atmosphere. In â€Å"The Mime of the Great Ascent† Old Martin speaks about the tribulation the army faced â€Å"†¦we crept forward like blind men, the sweat freezing on our faces† in order to gain the sympathy of the audience. Old Martin’s emotions are showed in different ways throughout the play, â€Å"Look at the warrior where he struts†¦ salvation in his new spurs. One of the knights at last.† Here Shaffer uses Old Martin’s cynicism and bitterness to exaggerate the loss of Young Martin’s innocence and childhood and gain the empathy of the audience. As the story unfolds, the reason for Old Martin’s pessimism becomes clear to the audience, â€Å"I went out into the night†¦ and dropped my first tears as a man†¦ Devotion never came again.† Here Shaffer uses Old Martin’s reflection on his past as a window through which the audience can see how Martin’s broken youth shaped him as a man, and uses realism to involve then in the action onstage, creating suspense. Shaffer makes use of stage directions, which play a big part in revealing the symbolism of the performance, and creating dramatic tension. The use of â€Å"Tropical bid cries† throughout the play creates a dangerous and threatening atmosphere, and hints at the power Atahuallpa has over Peru and the Spanish army. During the climb of the Spanish Army to reach the city, Shaffer uses  Ã¢â‚¬Å"an eerie, cold music made from the thin whine of huge saws.† This creates an unnerving atmosphere, putting the audience on edge. Symbolic props also play a large part in creating contrasting moods throughout the performance. â€Å"Four black crucifixes, sharpened to resemble swords† are placed on the back wall, criticizing the hypocrisy of the church, and the use of religion as a pretext for killing whilst representing the conflicted and violent theme. During the course of the play, Shaffer uses the imagery of the â€Å"golden sun† which is placed at the back of the stage. â€Å"Diego†¦ drives his halberd into a slot in one of the rays.† This symbolizes the destruction of the Inca empire, and once again sound is used to create tension when â€Å"The sun gives a deep groan, like the sound of a great animal being wounded.† Here the personification of the sun creates sympathy and compassion amongst the audience. Peter Shaffer uses scenes of duologue between the main characters to give the audience an insight into the relationships between them, and create dramatic irony. During the play there are moments where Pizarro is alone with Young Martin, and speaks to him in confidence; here the audience is encouraged to sympathize with the characters’ predicaments and anxieties. When Pizarro warns Young Martin that the Army is â€Å"Nothing but years of Us against Them† the audience becomes aware of the extreme differences in their opinions and views, which creates great tension and unrest between the characters. Shaffer enables Pizarro to freely suggest the extent of is own greed and betrayal during his duologue scenes with Martin, â€Å"if the time ever came for you to harry me, I’d rip you too, easy as look at you.† Here Shaffer creates more tension, causing the audience to question Pizarro’s loyalty to Martin, whilst hinting at the slightly more malevolent and spiteful side to Pizarro. The duologue scenes between Pizarro and Atahuallpa allow the audience to see the fragile and personal characteristics of the otherwise powerful, dominant male figures. At first Atahuallpa shows his lack of distrust in Pizarro when proclaiming him dishonest â€Å"you have no swear to give†. Atahuallpa takes a leap of faith and trusts his captor, to the surprise of the audience, creating an uneasy and nervous atmosphere. â€Å"You make me laugh! (In sudden wonder) You make me laugh!† It is at this point in the play that Pizarro realizes he has formed a genuine friendship  with Atahuallpa, and the audience feels the tension rise once again as Pizarro is forced to decide the fate of Atahuallpa. A main theme of the play is the contrast between the Inca and Spanish cultures. Atahuallpa is nearly always shown sitting high up in front of the golden sun, showing his power and authority, whereas the Spaniards wore heavy, clumsy clothing, which symbolizes their awkwardness in the foreign land, and their ignorance of other cultures. Domingo says â€Å"God-dammed place. I’m starting to rust.† This could indicate of the immorality and true objectives of their journey. The Spanish consider Atahuallpa to be â€Å"just one savage† when in fact he is the core of the Inca society, this is shown throughout the play. Atahuallpa finds it difficult to understand the Spanish way of life as the Incan religion and society was built on concepts and simplicity rather than material wealth and gain, creating tension. Despite many differences, both religions believe in a supreme being who would rise from the dead. Until Pizarro met Atahuallpa, he had lost faith in all conventional religion, and exclaimed, â€Å"I’m going to die! And the thought of that dark has rotted everything for me.† Atahuallpa gave him a new sense of belonging and introduced him to the Inca religion, â€Å"Believe in me. I will give a word and fill you with joy.† Pizarro found this concept very attractive and was instantly fascinated by Atahuallpa. This creates tension and increases the audience’s interest in the story. The great contrasts between the two cultures and the similarities between the two men create a sense of mystery and rising tension as the story continues, this is greatened by the audience’s knowledge that Pizarro will have to kill Atahuallpa. Shaffer uses stages directions, imagery, sound and narration to create an ongoing sense of tension throughout the play, it is extremely effective. I particularly enjoy his use of duologue scenes to create tension and allow the audience to gain an insight into the story.

The Roman And Mongolian Empires - 976 Words

The Roman and Mongolian empires were among the largest contiguous nations in the history of humanity. The provinces of their empires stretched across vast swaths of the globe, and their dominion included a diverse variety of cultures and people. These nations were able to accomplish this because of certain advantages given to them by their cultures and value systems. The Roman and Mongolian armies used superior technology, combined with military and political stratagems, to conquer and rule extremely large, organized, and wealthy empires despite their incredibly heterogeneous cultures and systems of conduct. Both of these superior military forces exemplified similarities in strength, organization, and higher military strategies, but their differences concerning weapons, uniforms, and cultural values presented a stark contrast from each other and how they performed conquering and governing their empires. The structures of the Roman and Mongolian armies were clearly defined and created the standard of militaristic organization for modern day militaries. The commanders of armies are what eventually determine if victory is achieved. The well-organized machine requires a brain to control it, and likewise the structured armies of Mongolia and Rome needed generals of talent to direct their destructive force towards a beneficial objective. Roman and Mongolian officers were given specific objectives, but were allowed to achieve those objectives however they determined. This freedomShow MoreRelatedRoman Empire vs. Mongolian Empire Essay1405 Words   |  6 PagesRoman Empire and Mongolian Empire The key to the Mongolian success lied in their excellent horsemanship, their use of the composite bow, their unimaginable discipline and communication on the battlefield and also their ability to adapt to enemy tactics. 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