Sejanus, His Fall Monologue Essay Example For Students

Sejanus, His Fall Monologue Essay A monologue from the play by Ben Jonson NOTE: This monologue is reprinted from Sejanus, His Fall (1603). SEJANUS: What excellent fools Religion makes of men! Believes Terentius, If these were dangersas I shame to think them The gods could change the certain course of fate? Or, if they could, they would now, in a moment, For a beef\s fat, or less, be bribed t\ invert Those long decrees? Then think the gods, like flies, Are to be taken with the steam of flesh, Or blood, diffused about their altars; think Their power as cheap as I esteem it small. Of all the throng that fill th\ Olympian hall, And, without pity, lade poor Atlas\ back, I know not that one deity, but Fortune, To whom I would throw up, in begging smoke, One grain of incense; or whose ear I\d buy With thus much oil. Her I indeed adore; And keep her grateful image in my house, Sometimes belonging to a Roman king, But now called mine, as by the better style. To her I care not if, for satisfying Your scrupulous fancies, I go offer. Bid Our priest prepare us honey, milk, and poppy, His masculine odours, and night-vestments. Say Our rites are instant, which performed, you\ll see How vain, and worthy laughter, your fears be.

Paulo Freire “The Banking Concept of Education” Essay Sample free essay sample

Introduction â€Å"The Banking Concept of Education† was invented by Paulo Freire in an effort to depict the deductions of the modern-day educational system. Much unfavorable judgment has been addressed towards this work ; much truth the work has besides revealed. It is hard to reason. whether the writer was wholly right or incorrect – his premises have solid practical bases but can besides be debated. However. it is still interesting and utile to reexamine Freire’s statements as for what banking instruction is. The Banking construct of instruction The kernel of the banking construct of instruction created by Freire is in the fact that pupils do non get and utilize cognition to analyse ; the cognition alternatively is merely deposited into them by the instructor. This procedure if viewed by Freire as the agency of impeding creativeness in instruction in general. â€Å"This is the banking construct of instruction. in which the range of action allowed to the pupils extends merely every bit far as having. We will write a custom essay sample on Paulo Freire â€Å"The Banking Concept of Education† Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page filing. and hive awaying the deposits† ( Freire ) . Of class. one may reason that we ourselves are the Godheads of our instruction. and our cognition. However. enterprise in instruction is non ever applicable. particularly when the educational environment does non let any creativeness. as Freire tries to carry us. Therefore. the writer of the banking construct in instruction attempts to turn out that finally. pupils can non transform the deposited cognition. as they are non taught to use their transformational accomplishments. â€Å"In the banking construct of instruction. cognition is a gift bestowed by those who consider themselves knowing upon those whom they consider to cognize nothing† ( Freire ) . As a effect. Freire speaks about â€Å"banking† instructors as oppressors. mentioning to the present educational system as â€Å"oppressing† . The cognition has ever been the procedure of enquiry. but the banking attacks in instruction alteration these thoughts. and do instruction similar to the suppressing political orientations: the instructor represents himself as opposed to his pupils. and they do non hold any pick to alter this or to get away this resistance. In the banking construct of instruction. pupils have to take their instructors for granted. and as people who know everything. while the pupils know nil ( Freire ) . The major contradiction of the banking instruction Freire depicts in the list of 10 attitudes and patterns of conventional instruction. We have already mentioned the two of these attitudes. when the cognition is simply deposited into pupils. and when they are accepted by instructors as cognizing nil. Freire assumes that in his attack towards instruction. â€Å"the teacher thinks and the pupils are thought about† ( Freire ) . However. it is hard to understand here. in what manner the pupils are being thought of and how it relates to the discussed theoretical model. Does this mean that the pupils are thought about every bit simply the depositories of cognition? This premise can be right in the visible radiation of the already discussed issues. â€Å"The teacher negotiations and the pupils listen – meekly ; the instructor subjects and the pupils are disciplined† ( Freire ) . Obviously. the subjugation about which Freire speaks is besides reflected in the fact that pupils are non taken as the sensible objects that are capable of analysing and transforming this cognition. The subjugation is noticed in the state of affairs. when the pupils are non merely invariably disciplined by their instructors. but when they besides have to follow with the picks enforced by the instructor ( Freire ) . Many of us retrieve the state of affairss. when we had to work on the subject chosen by the coach without any possibility to discourse or alter it. Despite the nonsubjective nisus of the present educational system towards flexibleness. the figure of â€Å"oppression† illustrations is excessively big to do this â€Å"flexibility goal† at least closer. â€Å"The oppressors use their â€Å"humanitarianism† to continue a profitable state of affairs. Therefore they react about instinctively against any experiment in instruction which stimulates the critical modules and is non content with a partial reappraisal of reality† ( Freire ) . The kernel of these oppressors should be decently understood. and Freire makes particular accent on this apprehension: the oppressors ( instructors ) tend to alter the consciousness of the oppressed ( the pupils ) and non the state of affairs. which is called as â€Å"oppressive† . The subjugation to creativeness – this is the footing of the banking attack in instruction ; Freire describes a simple illustration in big instruction: â€Å"students will neer be proposed to critically see reality† ( Freire ) . Beyer is really enlightening in how he analyzes Freire’s construct: â€Å"Freire believes this is a signifier of subjugation in that pupils can non see the universe as they wish but alternatively are forced to see the universe in a mode that is approved by those in power† ( 98 ) . Freire creates a distinguishable resistance between the banking instruction and problem-posing instruction. He obviously supports problem-posing construct for its capacity to decide the contradiction between the instructor and the pupils. when the instructor takes the place superior to that of pupils: â€Å"the instructor is no longer simply the-one-who-teaches. but one who is himself taught in duologue with the students† ( Freire ) . Therefore. the problem-posing instruction is the look of Freire’s thoughts as for what instruction should be and what organize it should take. Education should non take the mere signifier of person being taught by person who pretends he knows more ; instruction should be created in the procedure when the teacher’s authorization is no longer valid. As a consequence. the procedures of instruction and development take topographic point in changeless interaction between the pupils and the instructor. It is possible to propose that Freire has gone beyond the traditional bounds of treatment within the subject of instruction. â€Å"He is besides reasoning that the manner of dealingss between instructor and pupil are of import determining relationships for how to be toward each other as humans† ( Beyer 103 ) . We ourselves have become the informants of the state of affairss. when instructors tended to stress their superior place towards us. We besides know how it hurts to understand that the instructor does non take us as equal. This may go a serious obstruction on the manner towards understanding between the instructor and the pupil. and as a consequence. on the manner towards effectual instruction. Permanence and alteration are besides used by Freire as the two determiners of banking and problem-posing instruction: â€Å"The banking method emphasizes permanency and becomes reactionist ; problem-posing instruction – which accepts neither a â€Å"well-behaved† present nor a preset fixture – roots itself in the dynamic present and becomes revolutionary† ( Freire ) . Therefore. permanency and alteration are the two basic determiners. one of which ( permanency ) determines banking instruction as oppressive towards alteration and creativeness. and the other one ( alteration ) is the basic characteristic of good problem-posing instruction. The dramatic difference between the problem-posing and the banking construct of instruction is in the fact that. as Freire puts it. the banking construct does non let the individual thought of his state of affairs critically. It instead imposes fatalistic perceptual experience of any life state of affairs. The problem-posing attack. on the contrary. represents any state of affairs as a job. which needs analysis and solution. It is doubtless. that the banking construct is the look of the educational subjugation against those who seek creativeness and personal development. Decision Freire’s work is interesting in footings of clear designation of the issues. which do be in modern-day instruction. Despite the fact that Freire sometimes uses instead extremist footings. his initial purpose was to stand for the current system of instruction as it was. Furthermore. even understanding that we tend to present flexibleness and problem-posing approached into instruction. there is still much to be done in order to wholly extinguish banking attacks in instruction. Plants cited Beyer. L. E. A ; Apple. M. W.The Curriculum: Problems. Politics. and Possibilities.Capital of new york: State University of New York Press. 1998. Freire. P.Teaching method of the Oppressed.Chapter 2. 1993. Webster Philosophy Department. 17 November 2007. hypertext transfer protocol: //www. Webster. edu/~corbetre/philosophy/education/freire/freire-2. hypertext markup language

Free Essays on A Separate Peace In Achieveing A Separate Peace

There were two major things that led to Gene and Finny finding their â€Å"separate peace.† Obviously, their surroundings played a huge role. They were experiencing new things with the war coming into their lives. They didn’t know how to deal with it. So they created a separate peace. The other thing was the fact that Gene and Finny use the fact of having inner enemies to help find their separate peace. Gene didn’t really find his separate peace until he returned to the Devon School many years later. The first discovery was World War II. It symbolized conflict and enmity, or hatred. Gene felt that hatred was a natural part of adulthood. Most people fight in a private war against a private enemy in the novel. Even throughout peacetime, the boys are defending themselves against their individual enemy. Finny is the only boy that doesn’t have this problem. Finny refused to have hatred, or an enemy. He denied that the war existed because he didn’t have enmity. Finny found his separate peace within his denial. Gene later told him that he could never be a soldier because he didn’t understand what having an enemy was all about. The war didn’t really enter their lives until after Finny’s fall. This means that the war will stay with them until Finny’s death. WWII affected the characters in many ways. Gene saw that football was like the battlefield and he saw tennis balls as bullets. Gene thought of the snow as an army forced upon the Devon School (85). The war caused the boys to feel unsteady. It was disturbing their earlier lives but not letting them move on to the next chapter. In addition, Gene and Finny shared the same dreams of the Olympics still going on as planned, and that there is no war. This is where Gene and Finny find a separate peace. They felt safe and secure when they knew that the Olympics would be in 1944 and that there was no war. They didn’t have to worry about dying. They didn’t have to worry about th... Free Essays on A Separate Peace In Achieveing A Separate Peace Free Essays on A Separate Peace In Achieveing A Separate Peace There were two major things that led to Gene and Finny finding their â€Å"separate peace.† Obviously, their surroundings played a huge role. They were experiencing new things with the war coming into their lives. They didn’t know how to deal with it. So they created a separate peace. The other thing was the fact that Gene and Finny use the fact of having inner enemies to help find their separate peace. Gene didn’t really find his separate peace until he returned to the Devon School many years later. The first discovery was World War II. It symbolized conflict and enmity, or hatred. Gene felt that hatred was a natural part of adulthood. Most people fight in a private war against a private enemy in the novel. Even throughout peacetime, the boys are defending themselves against their individual enemy. Finny is the only boy that doesn’t have this problem. Finny refused to have hatred, or an enemy. He denied that the war existed because he didn’t have enmity. Finny found his separate peace within his denial. Gene later told him that he could never be a soldier because he didn’t understand what having an enemy was all about. The war didn’t really enter their lives until after Finny’s fall. This means that the war will stay with them until Finny’s death. WWII affected the characters in many ways. Gene saw that football was like the battlefield and he saw tennis balls as bullets. Gene thought of the snow as an army forced upon the Devon School (85). The war caused the boys to feel unsteady. It was disturbing their earlier lives but not letting them move on to the next chapter. In addition, Gene and Finny shared the same dreams of the Olympics still going on as planned, and that there is no war. This is where Gene and Finny find a separate peace. They felt safe and secure when they knew that the Olympics would be in 1944 and that there was no war. They didn’t have to worry about dying. They didn’t have to worry about th...

The New PSAT, Redesigned in 2015 Complete Guide

The New PSAT, Redesigned in 2015 Complete Guide SAT / ACT Prep Online Guides and Tips If you're a high school student planning on taking the PSAT, you'll be taking the new and redesigned PSAT. This new version of the test startedin October 2015was administeredto all students across the country. We’ll let you know all about the PSATformat, scoring, and content and what you need to know to be prepared. Not only is the 2015 PSAT an important step in prepping for the SATs, but it also qualifies you for National Merit distinctions and scholarships. Let’s dive into the changes in format, scoring, and content being made to the redesigned PSAT and what these changes mean for your test prep. Changes in Format The new, redesigned PSAT is 35 minutes longer than the old PSAT. It clocks in at 2 hours and 45 minutes, rather than 2 hours and 10 minutes. Instead of five multiple-choice answers, the PSAT now offers only four. This means you have a better chance of getting the answer right if you guess! The following chart breaks down the time and number of questions per section: Section Time Number of Questions Reading 60 minutes 48 questions Writing and Language 35 minutes 44 questions Math 70 minutes 47 questions Total 165 minutes 139 questions What Format Changes in the New PSAT Mean for Your Prep The new test is longer, so train your focus. Since the test is still pretty new, there aren't a lot of official practice tests to take. So far, College Board has come out with two official sample PSATs, which you can download and score. Make sure to take note of the changes between this test and older versions. New PSAT Practice Test 1 - Answer Explanations- Score Your Test New PSAT Practice Test 2 - Answer Explanations - Score Your Test Since having only two practice tests gives you limited options, it's also a good idea to use older practice tests. If you are practicing with full-length old practice tests, give yourself an extra section to practice test-taking for that longer chunk of time. As you practice, take note of your energy and attention. Take short breaks and anything else you need to keep focus for that amount of time. The new PSAT also closely resembles the new SAT, which was firstadministered in Marchof 2016. Except for the fact that the PSAT doesn't have an essay, the two tests have very similar content, format, and even scoring. Because of this, you can also use these eight practice tests for the new SAT to prep, while still keeping an eye out for any differences between the new PSAT and new SAT. New SAT Practice Test 1 - Answer Key New SAT Practice Test 2 - Answer Key New SAT Practice Test 3 - Answer Key New SAT Practice Test 4 - Answer Key New SAT Practice Test 5 - Answer Key New SAT Practice Test 6 - Answer Key New SAT Practice Test 7 - Answer Key New SAT Practice Test 8 - Answer Key New SAT Practice Test 9 - Answer Key New SAT Practice Test 10 - Answer Key The new scoring system on the PSAT is designed to help you predict your SAT score. Below I'll explain thechanges in the scoring systemfor both the new PSAT and new SAT and how you can incorporate this awareness into your studying. Changes in Scoring The redesigned PSATisscored on a scaled between 320 and 1520. You can score on a range from 160 to 760 for Math and 160 to 760 for Evidence-Based Reading and Writing. In addition tothese section scores, your score report will also tell you subscores forMath, Reading, and Writing and Language between 8 and 38. This will give you a sense of which sections you're best at and where you need improvement.Unlike the old PSAT, the redesigned PSAT gives no penalties for wrong answers. The SAT returned to the 1600 scoring system it usedback in the day, before 2005. It now hasa maximum composite score of 800 for Math and 800 for Evidence-Based Reading and Writing combined. As I mentioned above, your PSAT score is meant to predict your SAT score. The PSAT scale doesn't go up to 1600 exactly since the SAT is a more difficult test than the PSAT. While a 1300 on the PSAT suggests you might score around a 1300 on the SAT, a perfect PSAT score doesn't necessarily guarantee perfection on the SAT. The two scoring scales coincide with one another, but the PSAT is shifted down to account for its differences in difficulty level. Keep this discrepancy in mind when interpreting your PSAT scores from your practice tests and the official test itself. Disappointed with your PSAT performance? Want to improve your PSAT score by 150 points? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today: What Scoring Changes in the Redesigned PSAT Mean for Your Prep Because they eliminated the wrong answer penalty, you don’t have to devise a strategy anymore for which questions to guess on and which to leave blank. Give all of them your best guess, even if you are unsure. If you leave any blank, save enough time at the end of each section to bubble in all your answers. When you’re taking a practice test, make sure to mark which ones are random guesses so you can review them when you’re finished. To make the most out of your practice tests, you want to really analyze why you missed a question and what you need to do- review content, work at a faster pace, etc.- to ace that question type the next time. Since the National Merit Scholarship Corporation is considering your composite score, rather than your section scores, all sections are important for qualifying for National Merit Semifinalist, Finalist, and scholarships. Changes in Content The changes that weremade to the content of the PSATmatch the revisions to the SAT. Overall, the content is more evidence- and context-based, featuring real world scenarios and data analysis. Emphasized skills include depth of analysis, interpretation of a word or idea in context, and multi-step problem solving. Check out the "Skills Crosswalk" for all three sections on College Board. Gone are the days of studying long lists of obscure vocabulary- the new PSAT (and SAT) tests that you understand the meaning and connotation of a word within the context of a passage. Similarly, grammar questions ask you to revise sentences within the context of passages, not as stand-alone sentences. All of the sections will include graphs and charts to test your ability to interpret, describe, and represent data visually or in words. The following example is taken from College Board’s New PSAT Sample Questions for the math section. Math questions also include multi-step grid-in word problems. They are going to focus more on algebra and data analysis and less on geometry. The geometry problems that are still there ask you to solve problems involving area, volume, or line, angle, and triangle theorems. What This Means for Your Prep Focus on sharpening your skills of problem-solving, data interpretation, and understanding grammar and vocabulary through context. These skills are more connected to what you learn in class and real life. You can develop them through reading and writing widely and often, as well as by paying attention to data representation and analysis in your math and science classes. When you’re reading, take notes on the work’s structure and organization. Consider the passage’s theme, tone, style, etc. and make sure you can point to specific lines that support your ideas. Get a sense of the various connotations of words in different contexts, rather than memorizing lists of vocabulary. For example, â€Å"brilliant† may mean exceptionally smart when describing a person, but it suggests bright and vivid when describing a color. Many of the skills and knowledge being tested remain the same from the old PSAT- understanding of literary terms and elements, depth of analysis and interpretation, working knowledge of various mathematical concepts. The new PSAT asks you to go one step further: to back up your answer with evidence, whether it is from a passage or chart, and to understand the relationships among words and numbers. Don't stop here: check out our collection of free practice questions and full-length tests for the PSAT, plus learn more about how to use old practice tests and material to prep effectively for the new PSAT. PSAT Comparison Chart Below is a chart comparing key points for the old version of the PSAT and the new version of the exam. You can use this to quickly see some of the most important differences between the two tests. Former PSAT New PSAT Total Scoring Scale 60-240 320-1520 Section Score Scales Critical Reading: 20-80Math: 20-80Writing: 20-80 Evidence-Based Reading and Writing: 160-760Math: 160-760 Testing Time 2 hours and 10 minutes 2 hours and 45 minutes Number of Answer Choices 5 4 Guessing Penalty Lose  ¼ point for every incorrect answer No guessing penalty To Find Out More... To learn more about the changes from the test makers, check out College Board’s site. As this site discusses the PSAT and SAT together, you’ll see the similarities in the two redesigns. The PSAT, unlike the SAT, still does not have an essay. Students who are taking the PSAT this fall don’t have as much practice material as past classes had, but you can still prep very effectively and get a high score if you are aware of the changes. As time goes on, more and more practice material for the new PSAT will become available. What’s Next? What scores do you need to qualify for the National Merit Scholarship? Read about what scores qualify on the new PSAT scoring scale. How can you win a National Merit Scholarship? We describe the different kinds of scholarships and what you need to do to qualify. Curious about the SAT changes that were implemented in2016? Read our detailed guide to the redesigned SAT. Want to get a perfect SAT score? Read about what it takes from an SAT perfect scorer. Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Explain how psychological and sociological insights help nurses to Essay

Explain how psychological and sociological insights help nurses to understand health lifestyles on smoking tobacco - Essay Example Psychology is the study of behaviour through emotions and processes, with strong focus being put on the measurement and observance of behaviour . Psychology focuses on understanding the reasons that people (or other species) behave in particular ways. Some examples of psychological drivers are: personality, conformity to the environment around them, stress and coping mechanisms, values and influence of other members of society such as through peer pressure . In terms of health, psychology can be used in research to provide public health in a beneficial manner . This essay will focus on a few specific psychological drivers: influence of society, the sense of self worth, health locus of control theory and the role of nutrition and health. Sociology in contrast is the study of the social factors that surround individuals and how they affect every aspect of their life, such as decision making, health, illness and health care. Sociologists study how social forces promote some factors in i ndividual’s lives while repressing others, as well as the drivers behind this. Some examples of sociological drivers include: financial status, region that the individual lives in, environmental factors such as pollution and socioeconomic factors such as class . This essay will focus on several sociological drivers and how these affect individual’s decisions to smoke. ... Understanding why people make the decisions they do, and the role that different factors play in their decision making process plays a large part in the ability to understand and empathise with patients . This, in turn, makes the role of nurses in promoting health and in dealing with patients in general easier. Psychological Drivers One key psychological driver of behaviour is the influence of society. Smoking has always been very heavily driven by society, by trends and by advertising, particularly in movies. The prevalence of smoking as a form of recreation, of stress relief and for socialisation has been a large driver for smoking in many individuals, as well as peer pressure towards smoking particularly in adolescents. Throughout much of the early 20th century there was strong social pressure for men to begin smoking, with it considered to be a male orientated activity. In this time period few women smoked, as it was considered to be unseemly, and there was strong social disappro val. Towards the latter half of the 20th century smoking in women became more accepted, and the differences in smoking between genders decreased substantially, at least in developed countries. However, in developed countries there is still a strong difference in gender based mortality as a consequence of smoking, as death from smoking is generally related to many years of accumulated toxins . An important aspect of psychology is the way an individual views themselves. People hold a general representation of themselves mentally, which can encompass appearance, emotions, behaviour, self-worth as well as many more aspects. This representation of self often does not match the

Language and culture Essay Example | Topics and Well Written Essays - 1750 words

Language and culture - Essay Example This perception of low standards on the local education is detrimental based on the fact that globalization has connected the world which requires that every country equips its future work force with the skills and abilities necessary to participate in a global economy. Abroad studies has been shown to present an opportunity for students to produce negative outcomes where students use the opportunity to have fun away from their parents’ supervision and control where habits such as overindulgence in alcohol and drug abuse are taken up to alleviate loneliness and trauma of culture shock. Nonetheless, studying abroad despite the language and cultural challenges it possess, it should be considered based on the opportunities it presents to students which is essential for personal development. Studying abroad has come to be viewed as a necessary investment for parents who would like their children to gain knowledge in a different environment as this allows them to experience other cultures. In addition, studying abroad takes place after high school when the student is 18 years when parents feel is an appropriate age to begin learning how to be independent. At this age, one can be able to get a job and be able to effectively cater for his personal expenses, a process that relieves the parents of the burdens and expenses. This is because one can get a job and fend for themselves. This brings about two important; factors- experiencing other cultures and becoming independent, both of which bring about the element of personal growth. This in my opinion is the single most valuable reason for choosing to study abroad. Personal growth goes beyond these two factors to include shaping of one’s character where one has to adjust their attitudes, develop a new mentality as they challenge their own beliefs and values in the face of a different environment where beliefs and value systems are more likely to be different.

A group II metal hydroxide Essay Example for Free

A group II metal hydroxide Essay To find the identity of X(OH)2 (a group II metal hydroxide) by determining its solubility from a titration with 0.05 mol dm-3 HCL Theory:1. Titrations are the reaction between an acid solution with an alkali. In this reaction (called neutralization), the acid donates a proton (H+) to the alkali (base). When the two solutions are combined, the products made are salt and water. For example: 2HCl(aq) + X(OH)2 (aq) XCl2 (aq) + 2H2O (l) This shows the one of the products i. e. salt being XCl2 and water. So titration therefore helps to find the concentration for a solution of unknown concentration. This involves the controlled addition of a standard solution of known. Indicators are used to determine, at what stage has the solution reached the equivalence point'(inflextion point). This means at which, does the number of moles base added equals the number of moles of acid present. i.e. pH 7 Titration of a strong Acid with a Strong Base: As shown in the graph, the pH goes up slowly from the start of the tiration to near the equivalence point. i.e (the beginning of the graph). At the equivalence point moles of acid equal mole of base, and the solution contains only water and salt from the cation of the base and the anion of the acid. i.e. the vertical part of the curve in the graph. At that point, a tiny amount of alkali casuses a sudden, big change in pH. i.e. neutralised. Also shown in the graph are methyl orange and phenolpthalein. These two are both indicators that are often used for acid-base titrations. They each change colour at different pH ranges. For a strong acid to strong alkali titration, either one of those indicators can be used. However for a strong acid/weak alkali only methyl orange will be used due to pH changing rapidly across the range for methyl orange. That is from low to high pH i.e. red to yellow respectively pH (3.3 to 4.4), but not for phenolpthalein. Weak acid/strong alkali, phenolpthalein is used, the pH changes rapidly in an alkali range. From high to low pH, that is from pink to colourless pH(10-8.3) respectively but not for methyl orange. However for a weak acid/ weak alkali titrations theres no sharp pH change, so neither can work. Therefore in this investigation, the titration will be between a 0.05 mol dm-3 of HCl with X(OH)2, using phenolphthalein. Dependant Variable: Is the volume of HCl to achieve a colour change that is from pink to colourless. The Controlled variables : 1. the same source of HCl 2. same concentration of HCl 3. Same source of X(OH)2 4. Same volume of X(OH)2 5. Same equipment, method, room temperature Controlled Variables How to control How to monitor 1. Same source of HCl Using the same batch of HCl or from the same brand will control this. If the concentration was not to be same throughout, then this will cause different ratios of the components of the solution, that might cause different volume of HCl to be obtained for the neutralization to occur. 2. Same concentration of HCl This will be controlled by using the same batch of HCl and from the same source i.e. the same brand. By using the same batch ensures that the reactant concentration is the same. If another batch were to be used causes the concentration to differ. This causes the HCl obtained to be different. 3.Same source of X(OH)2 Using the same batch of X(OH)2 or from the same brand will control this. If the concentration was not to be same throughout, then this will cause different ratios of the components of the solution that might cause different volume of HCl to be obtained for the neutralization to occur. 4. Same volume of X(OH)2 This will be controlled by using the same batch of X(OH)2 and from the same source i.e. the same brand. By using the same batch ensures that the reactant concentration is the same. If another batch were to be used causes the concentration to differ. This causes the HCl obtained to be different. 5. Same equipment, method, room temperature The method would be kept the same and the same set of equipment and brand will need to be used throughout. The room temperature will be kept throughout at 180C by using a water bath. If different equipment or brands were used then there would be a lot of anomalies in the experiment causing a huge amount of inaccuracy of measurement particularly. Results: Raw data results were collected by using 25.00 cm3 of X(OH)2 with phenolphthalein and the volume of HCl was obtained by the solution going from pink to colourless. The volume of HCl found in 50.0cm3 burette à ¯Ã‚ ¿Ã‚ ½ 0.05 cm3 Trial 1 Trial 2 Trial 3 Trial 4 Average 19.600 19.800 19.600 19.700 19.675 Qualitative results that occurred during the experiment: * Conical flask swirling not even between the trials * Difficult to judge colourless solution change subjective end point * Ability to measure 25cm3 * Filling of burette accurately with HCl 0 point in right spot * Residual distilled water or solutions remain in conical flask i.e. diluted/interfered with subsequent solutions of X(OH)2 Average = trials (1+2+3+4)/4 Therefore: (19.6 + 19.8 + 19.6 + 19.7)/4 = 98.5/4 = 19.675 Due to the equation being 2HCl(aq) + X(OH)2 (aq) XCl2 (aq) + 2H2O (l) Therefore the ratio is 2:1 of 2 HCl : 1 X(OH)2 So using the equations mentioned above: Moles of acid is the number of moles= concentration X volume i.e. the volume will be used from the average Therefore: =0.05mol/dm3 x 19.675 cm3 =19.6 cm3 / 1000 = 0.0196 dm3 =0.05mol/dm3x0.0196 dm3 = 0.00098 moles So Moles of alkali in 25.000 cm3 Moles of HCl / 25.000 cm3 due to the ratio being 2:1, therefore 0.00098/2= 0.00049 moles of HCl So now the ratio is 1:1 so 0.00049 moles of X(OH)2 Moles of alkali in 100 cm3 It is assumed that there are four lots of 25 cm3 = 4 x 0.00049 = 0.00196 moles The next series of results will be used to calculate solubility of each compound by their mass in 100 cm3 The total Mr has been calculated in the table below for each compound. This was done by : Mr of X + ((O + H) X 2). Each element Mr for the following elements (OH)2 Total Mr Be 9.010 (16.00 +1.01) X 2 = 34.020 43.030 Mg 24.310 (16.00 +1.01) X 2 = 34.020 58.330 Ca 40.080 (16.00 +1.01) X 2 = 34.020 74.100 Sr 87.620 (16.00 +1.01) X 2 = 34.020 121.640 Ba 137.340 (16.00 +1.01) X 2 = 34.020 171.360 To obtain the solubilitys of metal II hydroxides is moles X Mr of the compound Therefore this table shows the calculation for the solubilitys for each of the different compounds Each element Total Mr Moles of X(OH)2 Solubiltity given as g/100 cm3 Literature values of the compounds given as g/100 cm3 Be(OH)2 43.03 0.00196 0.0843 0.000 Mg(OH)2 58.33 0.00196 0.114 0.001 Ca(OH)2 74.10 0.00196 0.0145 0.170 Sr(OH)2 121.64 0.00196 0.0238 0.770 Ba(OH)2 171.36 0.00196 0.335 3.700 Uncertainties: The uncertainty in measurement: Uncertainty due to pipette of 25.000 cm3 : Volume of X(OH)2 = à ¯Ã‚ ¿Ã‚ ½ 0.100 cm3 Percentage uncertainty = (0.1/25) X 100 = 0.400% Uncertainty due to Burrette of 50.000 cm3: Assumed due to measured volume of 19.675 cm3 and the uncertainty due to the smallest unit of measurement being 0.1 cm3 Therefore 0.1/2= à ¯Ã‚ ¿Ã‚ ½ 0.050 cm3 Percentage uncertainty = (0.05 /19.675) X 100 = 0.254% Therefore total uncertainty = 0.400% + 0.254% = 0.654% Conclusion and Evaluation: X(OH)2 is most likely to be Ca(OH)2 as the calculated solubility is closest to the literature value given of Ca(OH)2. The solubility for Ca(OH)2 0.145 g/100 cm3 and the literature value is 0.170 g/100 cm3. This shows that the difference is only 0.025 cm3. However the comparison between Be(OH)2 of the calculated solubility is 0.0843 g/100 cm3 and of its literature value 0.000 g/100 cm3 . Shows that there is a greater difference. Showing that it cannot be X(OH)2 solution. This is also shown for Mg(OH)2 as the difference between the calculated solubility and the literature value is 0.113 g/100 cm3, showing that it still has a greater difference than Calcium hydroxide does. The difference between Sr(OH)2 and its literature value is 0.532g/100 cm3. However the difference between the calculated solubility of Barium hydroxide and the literature value is 3.365 g/100 cm3 showing there is a great difference so it cannot be Barium hydroxide. The percentage error of Ca(OH)2 = [(0.170 0.145)/0.170] X 100 = (0.025/0.170) X 100 = 14.705% Throughout the experiment there were systematic errors and random errors that were met. Uncertainties/limitations Error Type of error Quantity of error Explanation for error Improvements Measurement in burette Systematic error +/- 0.05cm3 Equipment limitation, this is because the line where each of the reading might not be precise. Different manufacturer should be used with multiple trials in order to increase the accuracy of the calculated value to the literature value. Measurement in pipette Systematic error +/-0.1cm3 Equipment limitation, this is because due to the pipette only holding 25 cm3 of volume. The line could have been where the actual reading might not be Causing the result to not be precise. Different manufacturer should be used with multiple trials in order to increase the accuracy of the calculated value to the literature value. Point of colour change Random error Not quantifiable Human observation subjective measurement. This is because even though a white tile is used, it is unclear as to what point has the solution gone colourless. Use alternative indicator for several different trials, use pH meter to assess neutralization point. Therefore there will be a more precise point as to when the solution becomes green. Temperature fluctuations Random error Not quantifiable There can be a change of measurements of equipment due to variation in expansion and contraction of materials. Due to the temperatures not being constant from the fan, windows or from the air conditioner. Controlled lab environment of the temperature by using a water bath at 180C with no air conditioner, fans working. To ensure no fluctuations occur. Fluctuations in humidity of room Random error Not quantifiable Change solution concentrations due to differences in evaporation rate in the surrounding air. Controlled lab environment Calibration error in burette Systematic error Not quantifiable 0 line incorrectly marked Divisions on burette inaccurate Use different manufacturers equipment for other trials Calibration error in pipette Systematic error Not quantifiable 25cm3 line incorrectly marked. Because it is unclear as to where the true meniscus lies. Causing the values measured out to be not precise. Also due to there being only one line causes a further decrease in the precision of the results. Use different manufacturers equipment for other trials to ensure that the accuracy increases. Another improvement that will be done, if the experiment were to be repeated is that due to the inaccuracy of the conical flask being swirled. If the conical flask is being swirled unevenly there is a chance of inaccurate results of when the colourless solution occurs. Therefore a stirring rod should be used to increase the accuracy of the swirls of the reaction in the conical flask. Another limitation that arouse in this experiment that would be improved if the experiment were to be done again is that after the neutralization reaction had occurred, there would still be some residue of the distilled water used to rinse out the equipment. This can be improved by increase the number of repeats of rinse. This would ensure that more of the diluted solution would have been removed. Also the trials can also increase, to 10 repeats so that there is more variance so that the accuracy increases. Another improvement might be, to use different indicator, for example methyl orange. Due to the colour change would be from red to yellow would make it easier for the pH 7 to be more easily recognized against a white tile then it was with phenolphthalein. Cited Sources: 1. http://www.vigoschools.org/~mmc3/c1%20lecture/Chemistry%201-2/Lecture%20Notes/Unit%205%20-%20Acids%20and%20Titration/L3%20-%20Acid-Base%20Reactions%20and%20Titration.pdf