The Effect of Gender on Body Image Essay

The Effect of Gender on Body Image Essay The Effect of Gender on Body Image Essay Example The Effect of Gender on Body Image Essay Example Nowadays, we put a lot of efforts to correspond beauty standards. Depending on our kind of image, we occupy a certain position in society. Succumbing to cultural pressure, trying to get a thin â€Å"ideal† body, especially for woman means facing the risks of developing mental disorders like low self-esteem, eating disorder, anorexia, and depressive symptoms. As media spreads the message of how the world has to be, it mentally suppresses the manifestations of variety. Attractive people are less often found guilty, receive higher salaries and get more inclined, get more favorable reaction and the privilege of â€Å"beautiful is good† stereotype (Fox Kate, 1997). Statistics shows that most people follow the social understanding of beauty that is based on the view that thinness is the main component of ideal looking. A Harvard University study showed that up to two thirds of underweight 12-year-old girls considered themselves to be too fat. By 13, at least 50% of girls are significantly unhappy about their appearance. By 14, focused, specific dissatisfactions have intensified, particularly concerning hips and thighs. By 17, only 3 out of 10 girls have not been on a diet – up to 8 out of 10 will be unhappy with what they see in the mirror. (Fox Kate, 1997) The picture of beauty becomes more and more extreme regarding thinness with time. By now, women have to weight 23 % less than in the 19th century. It will go on until we review our own attitude. Race plays an important role in self-identification. Comparing body image among the women of African-American, Asian, and Caucasian origin, studies show that Caucasians prefer a smaller ideal body size and have more disordered eating behaviors as well as more body discrepancy than African-Americans or Asian-Americans. Caucasian woman are more dissatisfied with their body image than other ethnic groups. â€Å"While young Caucasian women were affected more by anorexia and bulimia, African-American women were more likely to be affected by binge eating disorder. According to past studies, anorexia nervosa and bulimia nervosa are up to six times more prevalent in white women than black women. The new study revealed a strong indication that racial preferences in regards to body perception may affect the incidence of eating disorders.† African-Americans had a larger body size than Asians and Caucasians, but later the rate of it lost significance. It is likely that African-American wo men are more satisfied with their larger bodies, because they experience less pressure for thinness within their culture. â€Å"In one study, Euro-American men chose significantly thinner female figures and reported wishing their girlfriends would lose weight, more so than did African American men† (Greenber LaPorte, 1996). Powell and Kahn (1995) found that black and white men selected a similar size attractive female figure, yet black men reported greater willingness to date women with a larger body size and felt less concerned than white men that they would be criticized for doing so. Men and woman are not equally concerned about their appearance, because female beauty standard is narrower. For comparison, females of almost all ages try to comply with beauty standards, and males usually pay attention to their appearance when they get first signs of aging. In both cases, they are trying to look younger while young girls try to become more attractive and mature. The concept of ideal body image is a template that generates media culture. We can see pictures of people of all ages, and they draw our attention visually by their model look. Mass media usually send us only unrealistic and unattainable image of women that are underweight. This image thus effects women’s attitude and changes opinions about their own bodies, because these images push people to comparison. Nearly 2 % of all women correspond to this body image. The danger of beauty standard perception is that people who often look at these images subconsciously start feeling themselves unworthy or even worse than people from those pictures. It changes not only the opinion about their own body, but make people set priority of good-looking on the first stage. Of course, it entails bad consequences. At least, they stay themselves but dissatisfied about how they look; at worst, they can get impaired health. I think people should rethink their submissions about beauty, reject racial prejudices, change media perceptions about the world, and extend the way we see the world as the media is one of the most important translators of sexualizing images. For instance, it is not normal if we remark any kind objectification on TV, in music videos, video games, movies, music lyrics, the Internet, magazines, and billboards that first and foremost forms our subconscious view of ourselves. Adults can suffer while conforming younger beauty standards that also increases the rates of sexual harassment, violence, demands, and child pornography. Also, we should rethink what moral values are laid in educational process. For example, parents may contribute to sexualization maintaining an attractive physical appearance more than achieving success in learning, allowing to buy clothes designed to look physically appealing which may be imposed by teen-magazines, etc. On the contrary, parents should stop the intention of children’s self-objectification speaking about the consequences. We also should pay attention to self-objectification and deal with it through the discussion with close people; if you are deadlocked with any question, refer to a specialist. Being a black woman, I consider that fighting discrimination is still relevant until all prejudices, hostility, doubts, and stereotypes disappear and until we learn how to recognize and deal with media impositions, manipulations, different cases of physical and emotional violence, etc.

Heartfelt Heart Quotes

Heartfelt Heart Quotes If you think with your head, a heart is just an organ that pumps blood. But if you think with your heart, you know that a heart is the core of human existence. A heart feels, emotes, and expresses. With a heart you can perceive, understand, and judge. Often, a heart is accorded more importance than the brain. Read these heartfelt heart quotes. Sir John VanbrughOnce a woman has given you her heart, you can never get rid of the rest of her.Michael NolanThere are many things in life that will catch your eye, but only a few will catch your heart. Pursue those.Robert ValettThe human heart feels things the eyes cannot see, and knows what the mind cannot understand.Blaise PascalThe heart has reasons that reason cannot know.Mary SchmichDont be reckless with other peoples hearts, dont put up with those who are reckless with yours.Timothy ChildersTo hide the key to your heart is to risk forgetting where you placed it.BuddhaYour work is to discover your world and then with all your heart give yourself to it.Franà §ois de la RochefoucauldThe heart is forever making the head its fool.Kahlil GibranBeauty is not in the face; Beauty is a light in the heart.ConfuciusWherever you go, go with all your heart.James Earl JonesOne of the hardest things in life is having words in your heart that you cant utter.Robert TizonI would rather have eye s that cannot see; ears that cannot hear; lips that cannot speak, than a heart that cannot loveLao TzuLove is of all passions the strongest, for it attacks simultaneously the head, the heart and the senses. Jacques Benigne BossuelThe heart has reasons that reason does not understand.Blaise PascalThe heart has reasons, which the reason cannot understand.Zig ZiglarAmong the things you can give and still keep are your word, a smile, and a grateful heart.Benjamin FranklinThe heart of a fool is in his mouth, but the mouth of a wise man is in his heart.Libbie FudimKnow in your heart that all things are possible. We couldnt conceive of a miracle if none had ever happened.Swami SivanandaPut you heart, mind, intellect and soul even into your smallest acts. This is the secret of success.William ShakespeareGo to your bosom; knock there, and ask your heart what it doth know†¦James LowellOne day with life and heart is more than time enough to find a world.Edward George Earle Bulwer-LyttonA good heart is better than all the heads in the world.

The Music of Michael Jackson Essay Example | Topics and Well Written Essays - 750 words

The Music of Michael Jackson - Essay Example There could be no answer as icons never are something or other solid. Great artists can create something significant and new, sometimes it can be a break out. Michael Jackson was quite a modern phenomenon, working inventively for and with a view of a modern mass audience, but within a general history of music I can compare him to Amadeus Mozart, a great classical composer of Baroque times. The reason is that Mozart was making a personal combustion to everything in music working in many different genres of coeval times. Similarly, Michael Jackson was working mixing genres of coeval music, and similarly to Mozart Michael Jackson never knew a life without music. Both artists were performing since a very early age, both were encouraged by fathers. The only great difference was that Mozart composed a classical elite music (it was a different social structure in Mozart times) while Michael Jackson was working in a popular music for a mass audience. There were other popular singers and band s in later 20th century, some of them being quite ahead of time from Michael Jackson (like Elvis Presley, or Frank Sinatra, maybe Freddy Mercury, and all the members of The Beatles), but no one made such a widespread, a cross-genre and cross-cultural contribution as Michael Jackson. The point is that Michael Jackson was a mass media phenomenon, a great showman, despite being a musician. Friends and producers say Michael Jackson was always reaching out to audience, and often appreciated a public image before music.

Negotiation Essay Example | Topics and Well Written Essays - 500 words - 4

Negotiation - Essay Example The functions of communication are another feature that is important within the context of the negotiation process. Facilitation of the exchange of ideas and opinions between the negotiating parties is one of the functions of communication in negotiation. The functions of communication interact with other features such as the rules and the objectives of communication to influence the achievement of the goals of the negotiation. Chronemics are a non-verbal feature of communication that interacts with the willingness and commitment of the negotiating parties to resolve their conflict. Chronemics encompass aspects such as punctuality and patience that are crucial to the successful completion of every stage of the negotiating process (Wood, 2008). Finally, intentions are an important feature of communication that can affect the direction and success of the negotiation. Intention interplays with interpretation because most negotiators assume that whatever their opponent does or says is purposive and is meant to communicate something. As such, there is need for negotiators to be fully aware of their intentions when saying or doing something in every stage of the negotiating process in order to avoid being construed inappropriately (Wood, 2008). Nicholas Anderson’s post is an insightful piece that presents quite accurate information on the modes of communication. The idea that written communication helps make up the shortcoming of verbal communication to come out as abrasive is correct because the person communicating has more room to read and correct what he or she has written wrongly. His assertion that verbal communication is the mode of communication that many people are familiar with is acceptable. However, he overlooks the idea that it takes much interest and attention to catch sadness or happiness in a person’s voice because some people do not announce these things explicitly but only imply them. Anderson’s idea on

UAE School Learning System Essay Example for Free

UAE School Learning System Essay The education structure of UAE was formalized in 1953, with establishment of government funded public school system. Since then, this structure has been implemented across all the seven Emirates. Today, there are 780 public schools with approximate strength of 3 hundred thousand students across the entire UAE. The pattern of school system is formulated on standard western approach that consists of primary and secondary schools (Samaha and Shishakly, 2008). Students start their educational journey by enrolling in primary schools, which takes five years complete. The second stage spans over four years followed by the secondary schools that take another three years to complete. During the same phase, the emphasis of education has also shifted underwent a profound change to reflect the advances made in recent years in fields of information technology, shared learning, collaborative participation and leadership development among students. This paper focuses on these changes experienced by UAE education system that have helped to keep it robust and synchronized with evolving concept of education and pedagogy world wide (Felner et al. 1997). Reasons for Change in UAE School System With the advent of information technology, the former isolated model of education faced challenges that have stimulated it to transform side by side with events of rapid globalization, information technology, knowledge-driven economy, international change towards sustainable social and community developments, increased level of international interaction, competition and collaboration (Samaha and Shishakly, 2008).. Under the immense impact of these changes the UAE educational system also felt the need to incorporate numerous educational reforms and to keep it up to date and upgrade. The efforts of UAE policy-makers and educators to reform education and prepare next generations for meeting challenges of the future must be seen and understood in this context. (Cheng, 2003a, b; Hirsch Weber, 1999; Kogan Hanney, 2000; Mingle, 2000). Consistent with this approach in change is also the understanding that in a fast hanging era that educational reforms can not limit themselves to mere incorporation of information technology in its static form, but that they must absorb the philosophy of continuous action learning, creativity enhancement, and multiple intelligence development as the key elements for continued development of entire student community in view of information technology and evolution of a knowledge-based economy ((Samaha and Shishakly, 2008). Therefore, the concepts of organizational learning, collaborative partnership, shared experience, knowledge management and institutional intelligence are being inculcated the institutional level to oversee their effective transformation from confines of board room to class room(Langer, Colton, Goff, 2003). Another important facet of latest educational reforms is emphasis on creativity and lateral thinking, which are believed to be instrumental in setting up platform for lifelong accumulation of learning, action learning and continued development of intelligence. It is believed that through assimilation of these new approaches, students could be better equipped to meet with the challenges of globalization and technological changes. As a matter of fact, the major thrust of educators, both in policy and implementation, is towards action learning which is construed as fundamental in increasing the learner’s capacity to take a higher learning curve, both from intelligence and knowledge point of view (Felner et al. 1997). Schools as Learning Communities The concept of schools as learning communities has gained ground internationally where educators have come forward with idea of creating a system that would include a focus on academic achievements along with wholesome development of children, covering their emotional, analytical and personality development to help them attain a productive role in the society (Felner et al. 1997). These ideas have come forward from learning form former educational system, whose curriculum, educators felt, created a gap between intellectual, emotional and interpersonal needs of students and academic education. Thus, it impeded their learning and preparatory abilities for adulthood, along introducing a degree of vulnerability against rapid pace of global technical changes. Collaborative Learning: From the experience gained from various models of teachings practiced around the world, educators have learned that collaborative learning is among the most effective tool for imparting effective and lasting teaching to children. The premises behind collaborative learning is that students learn best when they learn together through active collaboration and participation (Felner et al. 1997). Class room research has shown that collaborative learning, which inspires students to learn in small groups is much more effective than any other form of instruction in helping them understand and retain the content. It also imparts greater degree of satisfaction to students. Adult Learning Theory: Understanding the encompassing role of education, educators have also focused on evolving new models of adult learning, in recognition of the fact that maturity and understanding level of adults sits in a completely different zone as compared to children. According to the rules set by Malcom Knowles, adult learning approaches takes in cognizance of that fact that adults are autonomous and self directed and hence the teachers need to create an expansive environment where adults are able to appreciate their own independent role in directing their course of study. Thus participation, leadership and delegation of responsibilities become effective strategies in course of adult learning models, all which aiming to provide maximum degree of self control and reliance (Langer, Colton, Goff, 2003). Meanwhile, educators have also learned to take in the life experience and knowledge factor of adults to further the goals of learning. One of the great benefit with adult teaching is that each adult has, at one point or other, something relevant to share with others, drawn out by his/her own experience pool and knowledge. Thus, the learning gets more effective and comprehensive. Also, adults are very goal oriented and practical (Samaha and Shishakly, 2008).. The time they are investing in education is either their productive time or time away from their family and hence they want maximum utilization and returns for their efforts. Educators, who have learned to appreciate these facts, have truly provided a very meaningful angel to concept of adult learning philosophy (Felner et al. 1997). Community: The present educational model lays a heavy emphasis on concept of community and shared learning. Information technology and internet has played fundamental role in furthering the concept of community where people with similar interest areas, like thinking and shared concepts get together to felicitate each other’s learning in a collaborative approach. Community is a inclusive approach in educational field where one to one instructional approach is replaced by learning through group interaction and active participation and sharing of knowledge among the members of the community. Even the role of educator, at times is not more than a member of the community. Community is an extremely useful concept in field of adult learning, specially for young adults who have high degree of familiarity with informational technology tools. Leadership: Modern educators have shed the ideas of passive education and pedantic teaching. The dynamics of global change have impressed them with creating leadership potential in every student. While certainly, there are no definite copy-book rules to construct a leader (Langer, Colton, Goff, 2003). The difficulties, complexities, and challenges associated with a situation give impetus to leadership qualities in otherwise ordinary people who believe in themselves that they are capable of rising up to the difficulties as well as helping others out of it. Therefore although it might be difficult to ‘teach’ a person quality of good leader, yet one can expect to inculcate leadership qualities by observing styles and principles of successful leaders. Leadership is then about inspiration, motivation, encouragement and direction that pulls people to accomplishments that they would not had managed if left alone (Felner et al. 1997). However, effective leadership is a very challenging domain as it requires some impeccable personal and organizational traits that can be developed and realized through considerable experience, knowledge and self- discipline. There are no fixed guidelines, set of rules and laws that exactly prescribe the traits, qualities and attributes of a successful leader. Quite often the leadership is situational and the leader is required to act purely through intuition and circumstantial requirements. However there are certain essential skills and characteristics that are rather mandatory for effective leadership are (Day and Halpin, 2004)

Charles H. Keating :: essays research papers

Charles H. Keating Jr. has been the focus of criminal investigations by the Federal Bureau of Investigation, the Internal Revenue Service, the Justice Department, The Securities and Exchange Commission, and the House Banking Committee for a six-year shadow of the nation’s biggest savings-and loan debacle. The federal government proclaims that he fraudulently managed California’s Lincoln Savings into its closure, and in the process profited for himself and his family an estimated thirty-four million dollars. Consequently, taxpayers may suffer a loss of two billion dollars. The federal government is suing Keating, his family and associates for one billion dollars. Despite Keating’s denial to the charges, evidence proves that his misconduct began since the early 1980s. Shockingly, Charles Keating worked for an extended amount of time without being investigated or caught. Keating did not have a very credible background, which should have led to some suspicion. About a decade ago, many incidents should have foreshadowed Keating’s malicious intentions. At that point Keating was under the leadership of Carl Lindner at American Financial Corp., a city conglomerate with interests in insurance and banking. In 1979 SEC, better known as the Security & Exchange Commission, cited Keating and other officials of the American Exchange Commission for failure to reveal particular loan transactions with their employer. Keating, a national championship swimmer, attended the University of Cincinnati on an athletic scholarship and continued in law school. Along with help from his brother, Charles Keating founded the prominent Cincinnati law firm of Keating, Muething and Klekamp. In 1972 Keating abandoned the profession of law, turning to work for the publicity-shy multimillionaire Carl Linder. Lindner served as a guide and mentor in the life of Mr. Keating. Many similarities can be traced between the business style of these two men; preeminently they both built their empires on savings and loans.1 Charles Keating exceeded Mr. Lindner’s expectations, which persuaded Mr. Lindner to extend an offer to the forty-eight year-old lawyer a position with American Financial in 1972 as the executive vice-president. Under Lindner’s supervision at American Financial in the mid-1970’s, Keating found a resourceful strategy to raise money from the public without the interference of the Wall Street underwriters. The success of this strategy resulted from sharp decline in profits that Lindner’s company was experiencing. Keating’s success revolved around him raising fifty million dollars for American Financial from the public without using an underwriting syndicate.

Qualitative Anion Tests Essay

Procedure 1. Before beginning, set up a data table similar to the Data Table: Qualitative Anion Tests in the Lab Report Assistant section. 2. Each anion tested will require the use of three separate test tubes. Complete all of the following tests on one solution, record your observations, and then thoroughly clean and dry the test tubes before beginning tests on the next solution. 3. After consecutively testing the identified anions, perform the same tests on the unknown solution to conclusively determine its identity. 4. First test tube: a. Put 8 drops of the anion to be tested in a clean small test tube. b. Add 8 drops of hydrochloric acid to the anion solution. Note the appearance of the solution plus any evolution of gas and odors of gas. 5. Second test tube: a. Put 8 drops of the anion solution in a second test tube. b. Add 3 drops of silver nitrate solution. c. Note the colors of any precipitates formed. d. Write a net ionic equation for any reaction that produces a precipitate. e. Acidify the test tube by adding a few drops of nitric acid. f. Mix well and note if the precipitate dissolves or remains. 6. Third test tube: Per the following, perform the appropriate confirmation test for this anion. NOTE: Where the following instructions call for â€Å"gently warming† a chemical place the test tube containing the chemical into a 50-mL beaker of hot tap water for a few minutes. ââ€"  Bromide (Br-) and Iodide (I-): (First make fresh chlorine water by combining in a graduated cylinder approximately 1ml of bleach, 5ml of tap water, and 6 drops of HCl; stir or shake. Then label an empty pipet and suck up this chlorine solution for use here.)To 10 drops of the test solution add 2 to 3 drops of the organic reagent (hexanes or similar) and several drops of chlorine water. Shake well and allow the lower layer to settle out. Note the color in the organic reagent layer. A brown or gold color indicates bromine and a reddish-violet or pink color indicates iodine. Carbonate(CO32-): Acidify 20 drops of the solution with 2 drops of HCl. Carbonates produce an odorless gas (CO2) which should produce a precipitate when bubbled through a saturated calcium hydroxide solution. For the purpose of this experiment you may distinguish this gas from hydrogen sulfide by its lack of odor (See sulfide test, S2-). ââ€"  Chloride (Cl-): To 6 drops of the test solution add 2 drops of AgN03, silver nitrate solution. A white precipitate that dissolves readily when the solution is made definitely basic with aqueous ammonium indicates the presence of the chloride ion. ââ€"  Phosphate(PO43-): Acidify 10 drops of the test solution with 1 drop of HNO3, nitric acid, and add 7 drops of ammonium molybdate solution (shake it well before using). Wait 30 seconds. The phosphate should produce a yellow precipitate. Gentle warming may be necessary to obtain the precipitate. ââ€"  Sulfate (SO4 2-): To 10 drops of the test solution add 5 drops of the BaCl2, barium chloride solution. A white precipitate that is insoluble in HCl indicates the presence of sulfate. ââ€"  Sulfide (S2-):Acidify 10 drops of the test solution with HCl. The odor of hydrogen sulfide (H2S) should be apparent (it smells like rotten eggs!). Warm the solution moderately and then hold a small piece of moist lead acetate paper at the mouth of the test tube. If the paper turns black (caused by PbS) this indicates the presence of sulfide. Thoroughly clean and dry the test tubes before beginning tests on the next solution. Cleanup: Tightly cap the bottle of silver nitrate solution and put it in the Experiment 11 bag so it will be easy to find when you need it for the next experiment. Flush any other remaining solutions down the drain with lots of water. Properly rinse all equipment used, then dry and store for future use. Data and Observation Data Table: Qualitative Anion Tests Name Test tube 1 w/HCI Test tube 2 w/AgNO3 w/HNO3 Test tube 3 Confirmation Bromide Gas and no smell Precipitate, didn’t dissolve Didn’t dissolve Iodine separated from Bromide Carbonate Gas and no smell Cloudy Precipitate Clear gas present Clear and no smell Chloride Gas and no smell, No precipitate Cloudy precipitate present Didn’t dissolve Dissolve with precipitate present Iodine Gas and no smell Precipitate, didn’t dissolve Didn’t dissolve Iodine separated from Bromide Phosphate Gas and no smell Cloudy and yellow precipitate present Dissolve Yellow with precipitate present Sulfate Gas and no smell Precipitate present Didn’t dissolve White precipitate present Sulfide Gas and clear Precipitate present Didn’t dissolve Had an odor with precipitate present. Turned Black Unknown No change No change White precipitate present Sulfate didn’t dissolve Questions: Group 1: Anions that WILL NOTPRECIPITATE in the presence of silver nitrate. Sulfate Group 2: Anions that WILL PRECIPITATE in the presence of silver nitrate and the resulting precipitates WILL DISSOLVE upon acidification with nitric acid. Carbonate, Phosphate Group 3: Anions that WILL PRECIPITATE in the presence of silver nitrate and the resulting precipitates WILL NOT DISSOLVE upon acidification with nitric acid. Bromide, Chloride, Iodide, Sulfide A. Write a net ionic equation for any reaction that produces a precipitate. Sodium Bromide: Ag+(aq) + Br-(aq) ( AgBr(s) Sodium Carbonate: 2Ag+(aq) + CO32-(aq) ( Ag2CO3(s) Sodium Chloride: Ag+(aq) + Cl-(aq) ( AgCl(s) Sodium Iodide: Ag+(aq) + I-(aq) ( AgI(s) Sodium Phosphate: Ag+(aq) + PO4-(aq) ( Ag3PO4(s) Sodium Sulfide: 2Ag+(aq) & S-2(aq) ( Ag2S(s) B. Identify the anions that produce gas upon addition of HCl. Carbonate, Sulfide C. Identify the anions that do not precipitate with silver nitrate. Sulfate D. Identify the anions that react with silver nitrate to form precipitates that dissolve when acidified with nitric acid. Carbonate, Phosphate E. Identify the anions that react with silver nitrate to form precipitates that do not dissolve when acidified with nitric acid. Bromide, Chloride, Iodide, Sulfide F. What simple test (other than a specific confirmation test) would distinguish between CO3 2-and NO- ? Add Barium Chloride. If there is CO32- a white precipitate of BaCO3 will appear. Conclusions: Through this experiment, I learned how to identify commonly occurring anions. I also learned how to use the characteristics of their reactions with HCl and AgNO3 to identify an unknown solution. Using my observations with the different anion mixtures, I was able to identify the Unknown anion to be Sodium Sulfate. I figured this out because when HCl was added, no gas was formed. This ruled out Sodium Carbonate and Sodium Sulfide. The gas I observed for the Sodium Carbonate & Sulfide was very subtle. Even then I was not 100% sure. This is where I think there could have been room for error because I did not read the results correctly, therefore possibly interfering  with my unknown. However, the unknown did not form a precipitate and there was only one other anion that did this.

Investigating Factors That Affect the Rate of Reaction

Investigating Factors that Affect the Rate of Reaction of the Decomposition of Hydrogen Peroxide Emilio Lanza Introduction- In this experiment, the rate of reaction, calculated in kPa sec-1, of the decomposition of hydrogen peroxide will be investigated to see how the change in concentration of hydrogen peroxide and the change in temperature affect the rate of reaction. The data will be collected by measuring the gas pressure. The product of Hydrogen Peroxide is oxygen in a gas state thus it is mandatory to use the gas pressure sensor.By calculating the difference of the gas pressure divided by the amount of time from the raw data collection it is able to find the rate of reaction of the decomposition of hydrogen peroxide. * Control Variable- 1mL of yeast (catalyst) is being used in every trial. The volume of H2O2 is always 4 mL, even though the concentration changes and the sizes and type of test tube was the same because it can change the pressure. * Independent Variable- Concentra tion of H2O2 (M) and the temperature (Â °C) * Dependent Variable- The rate of reaction of the decomposition of hydrogen peroxide > rate of reaction = ?Pressure (kPa)Time (sec) . * Research Question- it is needed to calculate the rate of reaction (kPa sec-1) of the decomposition of H2O2 to understand how different factors such as the change in concentration and the change in temperature of H2O2 affect the rate of reaction. Materials and Method- Materials: * 0. 5 M Yeast solution (the catalyst) – 15 mL * 45 mL of 3 % H2O2 solution * A thermometer * A computer with LoggerPro Program. * A Vernier computer interface * A Vernier Gas Pressure Sensor * A 1 liter beaker * A match to light up the bunsen burner * A tripod Two 10 mL test tubes * Two 10 mL pipette * Distilled water – 15 mL * A matt/cover that is fire resistant * 700 mL of room temperature water from a sink * A one-hole rubber stopper with stem * Two test tube holders * Two 10 mL graduated cylinders * A bunsen burn er * Two solid rubber stopper * Plastic tubing containing two Luer-lock connectors * A one-hole rubber stopper with stem * A test tube rack Procedure: Part 1 of the experiment: Decomposing 3 % of H2O2 solution with 0. 5 Yeast at about 30Â °C 1. Take the 1-liter beaker and add 700 mL of room temperature water.Take the tripod, place a matt/cover that is fire resistant on top of the tripod and onto the matt/cover place the 1-liter beaker that has been filled up with 700 mL of room temperature water from a sink. 2. First hook the rubber tube from the Bunsen burner to a gas source, then take a match and turn on the gas source. Once the gas is on light the match and then light the bunsen burner. (MAKE SURE TO NOT BURN YOURSELF)!! 3. Place the lit bunsen burner underneath the tripod so it can begin to heat the 1 liter beaker with the 700 mL of room temperature water from the sink. . Insert a thermometer into the 1 liter beaker that is being heated and adjust the flame of the bunsen burner so it will heat the water to a temperature of about 30Â °C. 5. Take the 10 mL pipette and the 10 mL-graduated cylinder use the pipette and transfer 4 mL of H2O2 and using a 10 mL pipette transfer 4 mL of H2O2 from a container into the 10 mL graduated cylinder. 6. Take a 10 mL test tube and add fill 4 mL of H2O2 from the 10 mL graduated cylinder into the 10 mL test tube. Once that is done, take a rubber stopper and seal the 10 mL test tube containing the H2O2.Use the test tube holder to hold the test tube into the 1 liter beaker the is being heated to a temperature of about 30Â °C. Make sure that the majority of the test tube is submerged in water. 7. Using the other 10 mL pipette, transfer 1 mL of 0. 5 M Yeast into the other 10 mL graduated cylinder. From this graduated cylinder, transfer the 0. 5 M Yeast to a new 10 mL test tube; seal the test tube with a new solid rubber stopper. With the other test tube holder, place this test tube containing 1 mL of 0. M Yeast into 1 liter be aker that is currently being heated to a temperature of about 30Â °C. 8. Turn on a computer and start the LoggerPro Program. 9. Connect the Gas Pressure Senor to Channel 1of the Vernier computer interface and with the correct cable attach the Vernier computer interface to the computer. 10. Take the plastic tubing with the Leur-lock connectors at either end of the tubing, connect the tubing to the base on the one-hole rubber stopper and the other end of the plastic tubing, it must be connected to the white stem on the end of the Gas Pressure Sensor called a Luer-lock. MAKE SURE THE PLASTIC TUBING TIGHTLY SECURED OR THE GAS WILL ESCAPE AND IT WILL LEAD IT IN ACCURATE READINGS). 11. Once the LoggerPro Program has been opened make sure that the label on the x-axis is time in seconds and that the units on the y-axis is pressure in kPa before collecting the data. 12. Leave the test tubes in the water bath for at least two minutes so that the solutions in the test tube have a temperature of around 30Â °C. Once the water is about 30Â °C, record this temperature into a data table. When two minutes have passed by, commence the reaction and collect the pressure data.Remove both test tubes from the water by holding onto the test tube holder, place them in a test tube rack and remove each seal from the test tubes. Transfer the yeast solution from its test tube into the test tube containing H2O2 solution and shake lightly to mix the two solutions together. 13. As quick as possible seal the test tube with the one-hole stopper connected to the Gas Pressure Sensor and place the test tube back into the water by holding the test tube with the test tube holder. Next click collect data on the LoggerPro Program to begin collecting data. THE LAST TWO STEPS ARE CRUCIAL AND MUSTBE DONE AS QUICK AS POSSIBLE TO AVOID ANY EXTERNAL INFLUENCES). 14. It is needed to collect the data for three minutes once three minutes is up, carefully remove the test tube from the water by holding onto the test tube holder and set it in the test tube rack. Next slowly and carefully begin to tale out the stopper from the test tube allowing the gas pressure to escape. 15. Store the results from the first trial by selecting Store Latest Run from the Experiment menu. After doing this a table of data and the graph will be saved.Then make sure to clean and trash the solution that is in the test tube. Repeat the first part another two more time so you can have three trials in total. Then print the graph and the full data table from each trial. Part 2 of the experiment: Decomposing 1. 5 % of H2O2 solution with 0. 5 Yeast at about 30Â °C 1. Take a 10 mL graduated cylinder and using a 10 mL pipette (make sure you are using the same pipette for the H2O2 as in previous trials and don’t interchange this pipette for the one being used with Yeast) fill 2 mL of H2O2 from the same container like it was done in part 1 into the 10 mL graduated cylinder.Once that is done insert 2 mL of distil led water as well into the graduated cylinder containing H2O2. 2. Now grab the 10 mL test tube (which has been thoroughly washed with water) and insert the 4 mL of H2O2 which has been mixed with the distilled water from the 10 mL graduated cylinder into the 10 mL test tube. Then take the 10 mL test tube and with the H2O2 seal it with a rubber stopper. Use the test tube holder so you can place the test tube in the 1 liter beaker that is being heated to 30Â °C. Be sure that the test tube is deep enough in the 1 liter beaker. . Using the other 10 mL pipette, take the 1 mL of 0. 5 M yeast and our it into the other 10 mL graduated cylinder. Then grab the graduated cylinder and put the 0. 5 M yeast to a new 10 mL test tube; close the test tube so no air comes in with a new rubber stopper. With the other test tube holder, place this test tube containing 1 mL of 0. 5 M KI into 1 liter beaker that is currently being heated to a temperature of about 30Â °C. Repeat steps 13-18 from part I. P art 3 of the experiment: Decomposing 0. 75 % of H2O2 solution with 0. 5 Yeast at about 30Â °C 1.Take a 10 mL graduated cylinder and using a 10 mL pipette (make sure you are using the same pipette for the H2O2 as in previous trials and don’t interchange this pipette for the one being used with KI) transfer 1 mL of H2O2 from the same container like in part I into the 10 mL graduated cylinder. Add 3 mL of distilled water into the graduated cylinder containing H2O2. Mix the solution gently. 2. Take a 10 mL test tube (which has been cleaned after previous trials) and transfer 4 mL of H2O2 mixed with distilled water from the 10 mL graduated cylinder into the 10 mL test tube.Then seal the 10 mL test tube containing the H2O2 with a solid rubber stopper. With one of the test tube holders, place the test tube into the 1 liter beaker that is currently being heated to a temperature of about 30Â °C. Make sure that the majority of the test tube is submerged in water. 3. Using the other 1 0 mL pipette, transfer 1 mL of 0. 5 M yeast into the other 10 mL graduated cylinder. From this graduated cylinder, transfer the 0. 5 M yeast to a new 10 mL test tube; seal the test tube with a new solid rubber stopper.With the other test tube holder, place this test tube containing 1 mL of 0. 5 M yeast into 1 liter beaker that is currently being heated to a temperature of about 30Â °C. Repeat steps 13-15 from part 1. Part 4 of the experiment: Decomposing 3. 0 % of H2O2 solution with 0. 5 Yeast at about 35Â °C 1. For this part repeat the steps 6-7 and 13-15 from part 1. The only thing that is needed to be changed is that the water needs to be about 35Â °C. Part 5 of the experiment: Decomposing 3. 0 % of H2O2 solution with 0. 5 Yeast at about 40Â °C 1. For part 5 redo the steps 6-7 and 13-15 from part 1.The only thing that is needed to be changed is that the water needs to be about 40Â °C. Steps once all the five parts of the experiment are complete 1. Now look at the data table that has been filled in for each trial from each and calculate the average reaction rate (kPa sec-1) of the decomposition of H2O2 that occurred over 3 minutes for each part and put it into the analysis table 2. Insert the concentration of H2O2 and yeast from each part into the analysis table as well. 3. Make sure to find the average temperature (Â °C) and include it in the analysis table. . Then compare and contrast the different effects the rate o reaction caused by the change in concentration of H2O2 and in the change of temperature. (The data table is an example of the data table that will be printed from the computer after each trial and part is done from LoggerPro Progam. The only thing is that it will record the gas pressure until 3 minutes. Again only an example how it should look like). The Gas Pressure from the Decomposition of H2O2 After Every Second| Time (sec)| Gas Pressure (kPa)| 1| | 2| | 3| | 4| | 5| | 6| | 7| | 8| | | | 10| | Data Analysis Table for the Decompositio n of H2O2| Part #| Average Temperature (Â °C)| Average Rate of Reaction (kPa sec-1)| Concentration of H2O2 in %| Concentration of Yeast (M)| Part 1| | | | | Part 2| | | | | Part 3| | | | | Part 4| | | | | Part 5| | | | | The Temperature (Â °C) of the Water During Each Part of the Lab and Each Trial | Parts of Experiments| Trial 1| Trial 2| Trial 3| Part 1 Temperature (Â °C)| | | | Part 2 Temperature (Â °C)| | | | Part 3 Temperature (Â °C)| | | | Part 4 Temperature(Â °C)| | | | Part 5 Temperature (Â °C)| | | |

Critical thinking paper Essays - Thought, Epistemology, Free Essays

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