Hydrochloric acid Essay Example for Free

Hydrochloric acid Essay Prediction I predict that the more marble chips there are, the faster the rate of reaction, because there is more marble for the hydrochloric acid to react with, I predict this because in previous experiments when working with the same equipment I found that if you put a lot of marble in the acid, the levels of water in the burette go down very quickly, compared to when you only put a little bit of marble in the acid and the levels of water go down much slower. I also predict that the hotter the temperature of acid, the faster the rate of reaction, because heat often works as a catalyst in experiments with acid. Increasing the temperature of the acid will increase the rate of reaction because particles move faster and collide more vigourously at higher temperatures. Plan I will fill a burette with water, and then turn it upside down in a beaker full of water. I will then put a tube into the bottom of the burette and attach it to another beaker using a bung to stop any air from leaking. I will then calculate the rate of reaction between the marble chips and hydrochloric acid by measuring how much the levels of water in cmi drops every 10seconds. So that it is a fair investigation I will make sure that I always start with 50cmi of water in the burette, and 1000cmi of acid in the beaker. I will also make sure that I take readings every 10 seconds, because otherwise my results would be invalid, or have results missing. The factors that I will investigate to see if they cause change are temperature of the acid, and amount in weight of marble chips. I will test 0. 5g and 1g of marble chips at every temperature, and will try and repeat every experiment twice so that I will be able to see whether any results seem totally inaccurate. I will test the rate of reaction at three temperatures, firstly I will cool the acid to 6i C. I will do this by putting the beaker of acid in a larger beaker of water and ice. This will ensure that no ice comes into contact with the acid so the water wont dilute it. I will then add the marble chips. I will then test the rate of reaction at room temperature, and after that I will test the rate of reaction at 55i C by heating the acid with a Bunsen burner and then adding the marble. I will set up the apparatus as below: Results: The rate of reaction for 0. 5g marble chips at 6 degrees C. Time (seconds) Level of water in burette (cmi ) 0 50 10 49. 4 20 49. 4 30 49. 4 40 48. 5 50 47. 6 60 46. 3 70 44. 1 80 43. 4 90 42 100 41 110 39. 9 120 38. 8 130 37. 6 140 36. 5 150 35. 8 160 34. 9 170 33. The rate of reaction for 0. 5g marble chips at room temperature. Time (seconds) Level of water in burette (cmi ) The rate of reaction for 1g marble chips at room temperature. Time (seconds) Level of water in burette (cmi ) The rate of reaction for 0. 5g marble chips at 55 degrees C. Time (seconds) Level of water in burette (cmi ) The rate of reaction for 1g of marble chips at 55 degrees C. Time (seconds) Level of water in burette (cmi ) 0Conclusion I conclude that my predictions that the hotter the acid, the faster the rate of reaction, because the particles move faster and collide more at higher temperatures, and the more marble chips there are, the faster the rate of reaction, because there is more marble for the acid to react with to be true. I can prove this because using my line of best fit on the averages graphs, I calculated the rate (by using the formula: Level of water/ Time (seconds)), at about 60 seconds in all but the hot acid experiments, where I worked out the rate at 40 seconds. I chose these times because at about these times the experiment was well underway, so the rate would be accurate, and it wouldnt be too late that the reaction was slowing down. I worked out that the rates were: Evaluation I think that the experiment went quite well overall, and we got some quite good results. I think if I did it again I would work with a weight of crushed marble chips instead of just a set weight of random sized marble chips, because the larger the surface area of something, the shorter length of time it takes to dissolve, and this could have effected the results of these experiments because the reactions that took longer may have taken longer because the marble was smaller in surface area than in other experiments. This is because the larger the surface area, the more particles that are in contact with the acid at any one time, so it will be able to react faster. I might also use different strengths of acid to see whether the stronger the acid is, the faster the rate of reaction. A stronger concentration of acid will increase the rate of reaction, because more collisions of molecules are possible in the same amount of time, because there are more particles available in the same volume of acid.

Behavior Disorders in Children: A Look at ADD & ADHD Essay -- Disease

In today’s society children can be super ramped up especially with all the sugar and junk food lying around. Most parents may start to wonder if sugar or a short temper is all that is affecting their child. A child can exhibit multiple signs of anything when observed closely enough. Many parents do not want to acknowledge that their child may have an issue far beyond their control. According to the article, "Children Who Have Attentional Disorders: Diagnosis and Evaluation.† which can be found in Pediatrics in Review, children who have Attention Deficit demonstrate basic signs of inattention, impulsivity, and over activity. The majorities of these behaviors are not appropriate for the child’s age and does not let them reach their full potential. Some diagnosis that a child can receive may require medication, therapy, or both to get a child on track depending on severity of the disorder. Children suffering from concentration issues embody a very assorted population that may display a very large range of symptom severity and a wide scale of diagnoses that can go along with each symptom. Attention disorders are around six times more likely to affect males versus females. Around half of the children that have symptoms of hyperactivity and attention issues carry those symptoms into adulthood. Approximately 3-5 % of children that are of school age and are affected and these disorders are some of the least understood. â€Å"Labels for these problems have included minimal brain dysfunction (MBD), hyperkinesis, hyperactivity, attention deficit disorder (ADD), attention deficit disorder with hyperactivity (ADDH), and presently, attention deficit hyperactivity disorder (ADHD). In this review, AD often will be used as a generic t... ...out on their own. As the child matures these symptoms may disappear completely but if not the symptoms can be manageable and the child can lead a relatively normal life. Paying attention to your child is the best way to catch and help maintain these disorders. Works Cited Reiff, Micheal I., Gerard A. Banez, and Timothy P. Culbert. "Children Who Have Attention Disorders: Diagnosis and Evaluation.† Pediatrics in Review 14.121 Dec. (1993): 455- 464.Web. 18 Mar. 2012. Katz, Marina. "Attention deficit hyperactivity disorder: symptoms of adhd.† Webmd. Com. 21 Feb. 2012. , Web. 16 Mar. 2012. http://www.webmd.com/add-adhd/guide/adhd symptoms. Lindsey, Jimmy D., and Greg A. Frith. "Hyperkinesis, Nutrition, and the Feingold Diet: Implications for Rehabilitation Specialists.† Journal of Rehabilitation 48.3 July (1982). EBSCOhost. Web. 16 Mar. 2012.

Changing Behaviors by Changing the Classroom Environment Essay

Many teachers face disruptive behavior in their classrooms. They are left with the question; how can they identify and change the problem areas in the classroom environment in order to change the behavior? By collecting data on students’ engagement during instruction, disruptive behavior, and teacher observations, teachers can identify which physical aspects of their classrooms need to be improved. One of the challenges teachers face is disruptive behavior in their classrooms. A survey conducted in 2004 showed that 75% of the teachers noted that they would spend more time teaching effectively if they had less disruptive behavior in their classrooms (public agenda, 2004). Examples of these disruptive behaviors include, speaking without permission and getting out of the seat. Another challenge for the teachers is to find classroom management strategies that are proactive, preventative and relatively easy to implement and which provide minimal disruption to the classroom. There are different steps to changing the environment of a classroom. The first step is to observe: Finding out things like what types of behaviors occur in your classroom, when are most disruptive behaviors occurring, the time of day and under which type of circumstances? Where is disruptive behavior occurring? Are students able to work at desks without distractions? Are students able to work in group areas without distractions from the surrounding environment? The second step is to modify: This entails providing areas for personal space (Hood-Smith & Leffingwell, 1983, Visser, 2001), changing or decreasing placement of stimulating visuals, making clear pathways between students and high trafficked areas (Visser, 2001; Weinstein, 1979), addressing acoustic quality in the classroom by eliminating objects that produce background noise, modify classroom climate by adjusting lighting, air flow, and temperature. The last step is following up: these include questions like, are you using the modifications correctly? Are the modifications being used consistently? Do any modifications need rearranging, changing, or removal? Do you need to implement additional modifications? Investigations have been done by researchers on the relationship between the classroom environment, student behavior and academic engagement (Hood-Smith & Leffingwell, 1983; Visser, 2001). A well organized classroom permits more positive interactions between teachers and children, reducing the probability that challenging behaviors will occur (Martella, Nelson & Marchand-Martella, 2003). In addition, modifying the classroom environment may serve as a direct intervention for children who demonstrate ongoing disruptive behavior (Conroy, Davis, Fox & Brown, 2002). Although the well designed classroom has proven benefits, there is little research on the impact environmental modifications have on behavior and learning (Guardino,2009; Schilling &Schwartz, 2004). Modifications of the environment are preventatives, whole class approach that may decrease chronic behavior problems, prevent behavior problems for students who are at risk, and allow children with minimal behavior to access learning without interruption. Although environmental modifications are an essential part of classroom management, many teachers are not aware of the process of implementing them. A case study was done on Ms. Thompson a fourth grade teacher and her class. The students exhibited high levels of disruptive behavior. During the baseline phase, data on the overall classroom academic engagement and disruptive behavior was collected. Ms. Thompson helped in defining academic as purposeful attention such as raising a hand or answering a question and disruptive behavior as speaking without permission, getting out of seat or non compliance to the teachers directions. During the two weeks of data collection academic engagement and disruptive behavior was measured. Ms. Thompson directed a mini-reading lesson, after which students worked independently. The observation sessions were 15 minutes long; during this period some instances were noted where one or more students were not academically engaged during any 15 seconds interval. After the observation, discussions on how to improve the environment were done with Ms. Thompson; for example, seating arrangement, creating group space etc. These changes were put in place and beginning the following Monday data was collected for 4 weeks. Ms. Thompson also filled a questionnaire regarding her perception of the effectiveness of changing the classroom environment to improve student behavior. After the classroom was modified academic engagement increased and stayed at or 45% as compared to the previous 3%. Before the intervention disruptive behavior occurred almost 90% of the time but after it reduced but was inconsistent during the final observations. Both the questionnaire and a follow up interview relayed Ms Thompsons’ satisfaction with modifying her classroom environment to improve student behaviors. With the results gotten from the case study, it is with no doubt clear that modifications to the classroom environment increased academic engagement and decreased disruptive behavior. References Martella. R. C. Nelson, J. R. , & Marchand-Martella. N. E. (2003). Managing disruptive Behaviors in the school. Boston, MA: Allyn & Bacon. Schilling. D. L, & Schwartz, I. S. (2004). Alternative seating for young children with autism spectrum disorder: Effects on classroom behavior. Journal of Autism and Developmental Disorders, 34, 423-452. Visser, J. (2001). Aspects of physical provision for pupils with emotional and behavioral difficulties. Support for Learning. I6 (2). 64-66 Weinstein, C. S. (1979). The physical environment of the school: A review of research. Review of Educational Research. 49, 577-610. Conroy, M. A. , Davis, C. A. , Fox, J. J.. & Brown, W. H. [2002). Functional assessment of behavior and effective supports young children with challenging Behaviors. Assessment for Effective intervention, 2 [4j, 35-47. Guardino, C. (2009). Modifying the environment to improve student behaviors: A closer look at classrooms with students who have a hearing bss. Manuscript in preparation. Hood-Smith, N. E. , & Leffingwell, R. J. (1983). The impact of physical space alternation on disruptive classroom behavior: A case study. Education. ?04. 224-231. Public Agenda. (2004). Teaching in Wrnipted: Do discipline policies in today’s public schools foster the common good? New York, NY: Author. Retrieved fromhttp://commongood. org/assets/attachments/ 22. pdf.

Technology And The New Zealand Education System Essay

Information technology was introduced into the New Zealand Education system in the early 2000’s1. However, since 19872 there has been interest from many teachers, especially science teachers, in how to use technology as a way to enhance students learning and form a connection with society. The first educational concepts around the use of technology focused on the following aims; technological knowledge, capability and understanding, as well as general awareness of the relationship between technology and society3. During the next decade the ministry granted funding to schools to help develop their technological resources as well as funding for the teacher’s professional development and implementation in schools. In the early years technology mainly focused around getting computers into schools and giving students access to the internet3. Nowadays, technology is still trying to be implemented in schools, however, now the focus is on having one devise per person, funding f or teacher’s professional development and the introduction of technological resources in the school and in the school community to advance students’ learning and create an online community for the school. This research focused on the introduction of resources for teachers and students in science classrooms to aid and develop student learning and provide a variety of tools for learning. The project firstly focused on observing a decile six school in Dunedin, which has an enormous interest in introducingShow MoreRelatedWhat Does Quality Mean? The Context Of Education?988 Words   |  4 Pagesin the context of education? According to Adam (1993), many definitions of quality in education exist, testifying to the complexity and multifaceted nature of the concept. 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