Decomposition of Bleach Essay Example for Free

Decomposition of Bleach Essay In this experiment, the rate of decomposition is calculated by measuring the volume of the product gas using water displacement. The reactant used is household bleach, which contains 5 to 6% of NaClO. The decomposition can be stated in this following equation: 2 ClO- (aq) 2 Cl- (aq) + O2 (g) To measure the rate of decomposition, a catalyst is needed to fasten the reaction. A suitable catalyst is Co2O3, which is produced from mixing Co(NO3)2 and bleach. The reaction can be described as follows: 2 Co2+ (aq) + ClO- (aq) + 2H2O (l) Co2O3 (s) + 4 H+(aq) + Cl-(aq) Purpose The objective of this experiment is to determine the rate of decomposition of bleach by measurement of gas production at several different temperatures. Hypothesis The decomposition rate will increase if the surrounding temperature increases. If the surrounding temperature increases by 10C, the reaction rate will double. If the temperature decreases by 10C, then the reaction rate will decrease by half. Materials * Household Bleach * Co(NO3)2 solution * Erlenmeyer flask * Stopper and tube * Ring stand * Burette * Graduated cylinder * Thermometer * Burette clamp Procedure Refer to lab instruction sheet Decomposition of Bleach Data Table 1 Accumulation of Oxygen at Room Temperature (24C) Time Interval (s) Volume of Gas (mL) Time Interval (s) Volume of Gas (mL) 30 3.5 210 29.9 60 9.1 240 34.3 90 13.4 270 38.3 120 18.0 300 42.0 150 20.8 330 44.5 180 25.9 360 50.1 Table 2 Accumulation of Oxygen at 10C above Room Temperature (34C) Time Interval (s) Volume of Gas (mL) Time Interval (s) Volume of Gas (mL) 30 8.1 180 37.5 60 13.9 210 41.3 90 20.4 240 45.4 120 26.0 270 49.4 150 31.8 \ Table 3 Accumulation of Oxygen at 10C below Room Temperature (14C) Time Interval (s) Volume of Gas (mL) Time Interval (s) Volume of Gas (mL) 60 0 900 27.2 120 0 960 29.5 180 0 1020 31.9 240 1.8 1080 33.5 300 4.0 1140 36.0 360 6.5 1200 38.0 420 8.9 1260 40.5 540 11.8 1320 42.1 600 13.2 1380 44.1 660 15.6 1440 45.6 720 18.1 1500 47.5 780 21.0 1560 49.6 840 23.0 1579 50.0 Analysis Calculations: Reaction Rate = Reaction rate at room temperature = = 0.14 mL O2 / s Reaction rate at 10C above room temperature = = 0.17 mL O2 / s Reaction rate at 10C below room temperature = = 0.036 mL O2 / s Table 4 Rate of Decomposition of Bleach Surrounding Temperature (C) Reaction Rate (mL/ s)

The Shepard’s Keeper :: Essays Papers

The Shepard’s Keeper Throughout time there has been at least one constant that I am aware of. That constant is art. One particular piece of art stands out and catches the eye. That piece of art is The Shepherdess and Her Flock constructed and perfected by Jean Francois Millet. When one makes a certain judgment on a piece of art, one must be precise and certain about that judgment. When observing Millet’s piece I will take in to consideration three things to make my judgment: use of color, theme, and meaning. The Shepherdess and Her Flock catches the eye very quickly. The painting consists of a shepherdess tending to her sheep in some remote hills perhaps and most likely in Western Europe. The shepherdess herself is standing just a few paces ahead of her flock while they are all grouped together tightly apparently feeding. She is holding a staff while studying the ground. The look on her face makes her seem like she is disturbed for some unknown reason. The shepherdess is wearing many articles of clothing. Her first layer is blue and reaches down to her ankles. The next layer appears to be some kind of shawl. The shawl is cream colored and only reaches just past her waist. The final piece of clothing is red and only covers her head. The grass beneath the shepherdess, which covers the entire land, has bald spots and contains dandy lions giving it great character. This is the grass on which the flock is feeding on. Watching over the sheep is a shepherd dog stand just to the right of the flock. The dog stands very proudly and has a great pride in his job. The sky in this work is covered entirely with clouds. The only bare spot in the sky is at the very top of the painting where the clouds begin to split. Millet’s work appears to be set early in the morning. Looking beyond the flock as far as the painting will allow, one can see some hills and trees and perhaps a small village or town. This painting is overwhelming with beauty and style and elegance. Millet comes to the edge of perfection is his work, The Shepherdess and Her Flock. When an artist creates a piece, in this case a painting, the artists must take into consideration the colors that he/she uses.

Moral Law in Trifles

Throughout history it is shown that women have been looked down upon by men. They have been considered inferior to the opposite sex and even as a form of property. â€Å"Trifles† take place in 1916 where the rights of women are yet to be stated a place that is ruled by the paterfamilias, the men. Only men knew what was right, only men knew what was best for their families. Men criticized women a lot and made fun of them.Men do not understand the difficulty of these duties and the hard working hours that are needed to keep a farmhouse and or a family tidy and well organized. Women just make their lives look easier by cooking, cleaning and caring for their children. Although today, we are not burdened with this struggle of being physically and emotionally abused by men, women in the early 1900’s struggled to break free from this mold formed by society.In the â€Å"Trifles† this type of living made lively, singing, happy Minnie Wright turn into a mentally disturbed, cold and routine robot after she married her husband, Mr. Wright. However, in the play women are far from being decorative. They actually show greater strength than the surrounding men. As the men went upstairs to investigate what happen to the husband, the women stays down stairs. They were able to look at the scene and pay attention to the details which lead them to uncover the clues that Mrs.Wright murdered her husband. At that time before the men came downstairs, the women hid the evidence and did not judge Mrs. Wright for her action. I can only say that moral justice prevailed and that law should not be so strict in some cases because there are more psychological aspects in a human mind. The women hid the evidence as an act of compassion for Mrs. Wright. Stealing the box with the dead bird is an act of loyalty to their gender and of defiance against a callous patriarchal society.A murder case like this at that particular time was a shocking thing to solve because it involved t iny details that men could not understand or view without the help of women. Details that are presented in women lifestyle, Mrs. Peter and Mrs. Hale was able to relate to Mrs. Wright to the murder of the killing of her husband. This conflict is the moral justice versus the legal justice meaning that justice can be based on what somebody conscience suggest what is right or wrong, rather than on what that strict law says to be done.Although Mrs. Peters was hesitating about the decision of hiding the evidence, she knew it was the right thing to do. The women understood the moral law and the Sheriff Hale and the County Attorney represented legal justice. In this world women have always been treated second best by men and like they were never good enough for careers outside of the home. The sex of a person should not determine what type of job a person should have. Due to those facts the women in â€Å"Trifles† stood by each other to cover Mrs. Wright tracks

Kate Chopin’s Story Of An Hour And The Storm Essay

Author Kate Chopin has expressed feminine freedom in two of her short stories: â€Å"The Storm† and â€Å"Story of an Hour†. She was the breakthrough author for female independence and human sexuality. Through these two short stories, Chopin describes the lives of two women who discover their freedom in times where society does not accept women as equal to men. â€Å"The Storm† relates love and marriage as a prevention for free full blown passion. â€Å"Story of an Hour† relates love and marriage to unhappiness and repression. â€Å"The Storm† holds a very symbolic meaning for passion. It affirms feminine sexuality through Calixta and Alcee’s relationship. Despite Calixta’s marriage to Bobinot, she proceeds with her unacceptable behavior in society with Alcee and commits adultery. Her newfound passion determines the importance of passion in 1890s where many women felt they were bound. Many parts in the story foreshadow Calixta and Alcee’s sexual encounter. The storm itself was describing their progressing passion with the encounter of a lightening bolt and thunder: â€Å"Calixta put her hands to her eyes, and with a cry, staggered backward. Alcee’s arm encircled her, and for an instance he drew her close and spasmodically to him.† The increasing power of the storm represents the increasing passion between the two lovers. This short story puts aside the constraints of society and marriage, and opens a door for feminine sexuality. The same sense of freedom that Chopin expressed in â€Å"The Storm† applies to â€Å"Story of an Hour†. Main character Louise Mallard is an elderly woman who has lost her husband. She is in a state of thought when she realizes her newfound freedom. She discovers that her marriage was a bondage and hopes for a long life to enjoy this new freedom. Her marriage seemed to have cast shadows on her happiness. In this time of thought, she focuses on her own feelings and indifference to her husband Brently Mallard. Even more so Louise is affected with her heart condition. Her heart condition foreshadowed Louise’s demise. It’s purpose was to describe her as weak of heart and weak of character. She could not accept her misery and lacked honor even so to be aware of her own unhappiness. This  again expressed the oppression of women in the 1890s mentally and physically. The two stories share a sense of contradiction. Calixta is left happy and renewed after her experience. She welcomes her husband Bobinot and her son Bibi happily when they arrive home after the storm. This is where Chopin describes the first step into freedom of marriage and sexuality. â€Å"Story of an Hour† on the other hand expresses demise of a woman who was on the verge of freedom. Louise is happy too when she realizes that her marriage was preventing her from happiness. She chanted the word free to her self in realization. She is so overwhelmed with her freedom that she dies when her surviving husband appears to her. She dies of knowing that she does not have her freedom after all. Chopin expressed love as a way of freedom and oppression in her short stories. She described Calixta’s adultery a passion while Louis’s marriage an oppression. Either way, it lead to some sort of resolution into freedom. The discovery of passion in â€Å"The Storm† was so great that Alcee himself did not want to commit to his wife. In â€Å"Story of an Hour† Louise Mallard considered her marriage and love unreal and unworthy of her. She does not want to be under the will of another person Women of Chopin’s time felt these fictionous stories, but were undermined of society. Love, passion, and marriage work together in â€Å"The Storm† and â€Å"Story of an Hour† to bring an idea to the reader of how relationships were in the 1890s. Love and marriage fall to passion in Chopin’s stories.

Rethinking Orphanges Essays - Child Welfare, Family, Orphanage

Rethinking Orphanges Essays - Child Welfare, Family, Orphanage Rethinking Orphanges Gina Magnanti Economics Edited by Richard B. McKenzie Reviewed by Jim Powell Nowadays, it is considered acceptable to send a young person from a supportive, wealthy family away to a residential boarding school. At the same time it is considered destructive to send a young person from an unsafe, unhealthy home to a nurturing, educational, residential setting. As a result of old orphanage stereotypes in the past, many residential education programs have shut down during the past four or five decades. Most of these stereotypes werent helped by such examples as shown in Charles Dickens's novel Oliver Twist. Major newsmagazines supported these popular stereotypes with turn-of-the-century pictures of pathetic orphanage residents on their covers. The debate lasted only a few months. The critics claimed victory once again, and nothing was done. The government has failed at taking care of children who find themselves unwanted because their parents have given them up or died. There are now few education-focused, residential settings available for young people, especially adolescents, who dont have homes that can support them nor schools that can effectively teach them. However, there are tens of thousands of children who could benefit from such care. Unwanted children are condemned to constant dependency on individuals who are more concerned with their perks and privileges than with children. The government rewards those who carry out its programs for the number of children they take in, but it doesn't evaluate the quality of care. Children are moved from one program to another each time people dream up some new way to get more funding. This book gives a compelling case that unwanted children are much better cared for in the private sector by orphanages run by churches or other charitable organizations. McKenzie grew up in an orphanage and speaks passionately from his own experience. He is thankful for having had an orphanage provide continuity in his life. The kind of continuance that is lacking in today's government-run foster care system. Children are often sent through the system consisting of foster care homes. McKenzie notes that surveys show the majority of orphans tend to look back on their experiences with gratitude. Rethinking Orphanages for the 21st Century provides the foundation for a real national policy debate. The short-lived, sound-bite-based national policy debate on orphanage care that took place in late 1994 was, regrettably, founded on old orphanage stereotypes. House Speaker Newt Gingrich praised the 1930s movie Boys Town, whereas his critics in the Clinton administration countered with visions of orphanages in London in the late 1800s, as depicted in Charles Dickens's novel Oliver Twist. This edited volume is the first attempt to rethink critical issues relating to the care of disadvantaged young people. One contributor evaluates the current dreadful state of care for many American children. Another contributor evaluates the literature relating to orphanage care and finds much of it to be lacking. Yet another contributor does what the critics have not done- and surveys orphans about how they have done in life and how they look back on their experiences. Unfortunately, the reality of orphanages and the Hollywood portrayals of them was never compared until this.

Analyzing Jealousy In Othello English Literature Essay

Analyzing Jealousy In Othello English Literature Essay Shakespeare’s play of Othello is largely driven by a grand love story, and filled with jealousy. Through the juxtaposition of Othello’s credulous nature and Iago’s pernicious villainy, the image of jealousy is truly personified as an all-consuming â€Å"green-eyed monster†. Because of this venomous nature of the beast of jealousy, the events of the play manage to unfold in Iago’s lustful authority, which bring down the eponymous character to his tragic downfall. In human psychology today, the modern definition of jealousy remains relatively unchanged from Shakespeare’s time, albeit being expressed in more modern scientific terms. It is defined as â€Å"a complex of thoughts, feelings, and actions which follow threats to self-esteem and/or threats to the existence or quality of the relationship †¦ generated by the perception of a real or potential attraction between one’s partner and a (perhaps imaginary) rival.† (White, 19 81, p. 24). In scenes of jealousy, there are typically a triad of people involved: a jealous and threatened individual, a partner of the opposite gender, and his/her third party rival. In the case of Othello, there are certainly three important people involved at the beginning: Iago being the jealous individual, Desdemona being the partner, and Othello being the third party rival. Iago definitely feels threatened by Othello’s dominance over him, both in his military rank and his relationship with Desdemona, as portrayed upon Iago’s words, â€Å"I hate the Moor!† (I,iii,377). Iago then manages to spread his jealousy to his impending victims, such as Othello; as the subject of his jealousy is partly the sheer beauty of Desdemona. In the plot of Othello, the most devious and perfect example of a human incarnation of the â€Å"green-eyed monster† is Iago. Iago originally becomes jealous when Othello succeeds in convincing Desdemona to marry him. Iago’s searing hate of Othello deep within him also contributes to his extreme jealousy. He is also very envious of Othello’s military rank of the General of the Venetian Army – in military terms, Iago is ranked two levels below him. The jealous Iago crafts his plans with the intention to bring down Othello exactly in these two areas: to eventually force Othello to lose his position as General (I,iii,395), and to create distrust within him and Desdemona, such that the two will eventually split (I,iii,339). Iago’s inner personality is ideal for a villain; he is innately a very sly, manipulative and venomous man, who is willing to take every risk to ensure that his plans are carried out successfully. However, despite his intense jealousy, Iago astutely manages to control his feelings and hide his jealousy, such to the degree he earns the informal title â€Å"honest Iago† among the characters of the play. Because of Iago’s pernicious and duplicitous charact er, his kind of jealousy can be perfectly portrayed as the pernicious â€Å"green eyed monster† – it strikes slowly, stealthily and deceptively, but once it hits, it is lethal and very contagious. A direct example of how Iago’s jealousy is key in giving his schemes their devious characteristics is shown in a crucial scene in Act 3, when Cassio spontaneously finds an anonymous handkerchief on his bed. That scene, in short, is a perfect testament to Iago’s manipulative genius and sly deceptiveness. From the pure coincidence of Emilia placing the handkerchief onto Cassio’s bed, to Iago’s luck of Bianca scolding Cassio and assuming him of leaving her to another woman, we can see how intricately weaved and devious, yet perfectly planned Iago’s scheme is; he is ALWAYS thinking. Yet, Iago is very patient in his scheme – the whole episode evolves not in seconds or in minutes, but in a matter of hours or even days. In addition, Iago man ages to see this part of his scheme unroll successfully, without even being noticed or brought into the picture at all! As such, from the flawless manner in which Iago’s scheme unrolls in this episode, we can perfectly see how and why Iago seems like the ideal, pernicious villain, whose intense jealousy strikes not unlike Shakespeare’s â€Å"green eyed monster† – slowly, stealthily, but lethally.

The First Amendment and Its Impact on Education Essay

The First Amendment and Its Impact on Education - Essay Example But how can it be coercion? Those against the Pledge say that, like prayer in the classroom, is completely unconstitutional. But according to the first amendment of the U.S. Constitution and the Bill of Rights, it states just the opposite. The Constitution states that whether or not these are religious exercises, they shall not be impeded. No one forces students to partake in the saying of the Pledge of Allegiance and schools do not give preferential treatment to those that do. However, if a school decides to have an election for a student to present a message at a sports event of the school, then they should be able to. If, the student chooses to say a prayer so be it. Religion is stamped all over history. From the earliest days of man to the Holocaust to the Spanish Inquisition to the Reformation and to the Founding Fathers of our great Nation, religion was always there and prevalent in society. Thus, a student will never escape religion in his studies. In conclusion, if a person tries to stamp out prayer or the Pledge of Allegiance in schools by saying it is unconstitutional, then they are going to have to over haul all of the history texts that students study. Studying history may coerce our students into believing that there is a