Lab report

Repeatability measurements were taken on a bolt to get the total length, and also measuring the low rate of a faucet by measuring the amount of time it took to fill a beaker. To ensure a more accurate sample, twenty measurements of each section were obtained. For the batch measurement portion of this lab, a multi-meter was used to measure the resistance in a pack of ten resistors. Each member measured the resistors twice to allow for more precise statistical analysis.After all measurements were recorded, statistical analysis such as mean, standard deviation, and true mean range with 90%, 95%, and 99% confidence intervals were used to obtain the results. Once calculations were made, it was determined that there was error in this vibratory due to the environment and to human error, however all of the results fell within the ranges of confidence for each given section. Relevance In this experiment length, flow rate, and resistance was measured and the true mean was calculated. It was ob served that the true mean varied depending on the variation of the sample mean and sample standard deviation.It was shown that the population mean, or true mean, could not be found exactly, but could be estimated as a range with a certain level of confidence with the measurement of the sample mean and sample standard deviation. The knowledge practiced in this lab can be lawful in future experiments if say a company needs to estimate the population average with a specified level of confidence of a bolt that they only have a few samples of. Introduction There are multiple ways of measurement, as well as, many different types of ways to analyze raw data.In this lab the objective is to experiment with two different types of measurements, repeatability and batch measurements. Theoretically the bolt length plus the cap thickness (B+C) should be equal to the measured total length of the bolt(A). Taking multiple measurements done by multiple people until twenty samples re obtained measuring all four components of the bolt and obtaining the raw data of bolt measurements. By having multiple people take measurements a small amount of human error is removed in case one person didn't measure as accurate.By having multiple measurements done by each person a bigger sample size is obtained, and bigger sample size typically means more accurate results. After the measurements were made a sample mean was calculated, as well as, a sample standard deviation for all four components of the bolt. The sample mean and sample standard deviation were 2 lactated to estimate the true mean of the population with a level of confidence of 90 and 95 percent. Once the true mean of each component was estimated a comparison was made between the total length(A) and the sum of the cap thickness(S) and bolt length(C).In theory (B+C) should equal the total length of the bolt(A), as they represent the same length. Though they should be the same, they are not. The sum of measurements, (B) and (C) yield a much wider range of true mean than the measurement of (A). This difference is created by multiple types of error such as, human error, maybe reading the caliper wrong. Or error such as mechanical error, maybe the caliper itself was broken or not calibrated. In the second module of this lab the flow rate of the faucet water is measured using a stop watch and a mall beaker.Obtaining the flow rate of the water in 20 different samples, then summarizing the raw data into sample mean and sample standard deviation. With the sample mean and standard deviation, the true mean is to be estimated with a confidence level of 90 percent and then again with 95 percent. In the third module the measurements were made in batches. The measurements of batches of resistors were measured with a Center Multi-meter to make sure they all locked in at the same resistance. The resistors measured in this lab were quite strong, getting up to kick.Each group member measured the batch of resistors twice, then a pooled mean and pooled standard deviation was calculated. Pooling all the members samples together gives us one large sample and a more accurate estimate of the true mean. Using these calculated pooled mean and standard deviation the true mean was found as a range with a 99 percent level of confidence, and then again with a 95 percent level of confidence. The experimental setup and procedures are described in section The results of the experiments can be found n section {V} followed by conclusions in section {VI}.The appendix with the data chart can be found in section{Veil} Testing the repeatability of the measurements and taking the sample average and sample standard deviation to compare with each other, as well as, estimate the population mean and standard deviation. In three different modules linear dimension, flow rate, and resistance were measured. The primary objectives of this lab are to practice using devices that measure length and flow rate, to apply statistical principl es to raw data sets, and to become familiar with use off multi-meter. Formulas Used: Sample MeanStandard Deviation True Mean Range 3 Experiment: Equipment: Pittsburgh 6†³ Caliper Bolt Cent-Tech Digital Multi-meter CTD 10 pack of electrical resistors (gold, yellow, red, yellow) mall Beaker Digital Stopwatch Procedure: This experiment utilizes the billeted above. The experiment is broken down into three sections. First take the caliper and the bolt, calibrate the caliper to make sure that accurate measurements are collected. Measure the complete length of the bolt, thickness of the head, width of the threads and the length of the bolt to the base of the head.Repeat the measurement a total of twenty times split evenly between the roof members and record the results. Second, take a mall beaker and a stopwatch to the sink and turn the water faucet on to attain a constant flow rate of water. Use the stopwatch to measure the time it takes from the first drop of water entering the beak er to the instant the water begins to overflow from the top of the beaker. Empty the beaker of water repeat this measurement a total of twenty times split evenly between the group members and record the results. For the last portion of this lab, take a pack of resistors and the multi-meter.Set the millimeter to the appropriate reference resistance and begin measuring each of the sisters one at a 4 time. Each member will measure the set of resistors twice for a total of twenty resistance measurements per each member of the group. Record the measurements from each member and calculate the true mean resistance. Procedure Changes: The only change/ improvement made to the experiment was during the batch measurement section. It was found that more accurate readings of each resistor could be attained by taping the resistor pack to the table to keep it in place while using the probes to measure the resistance.This change will allow the group to move quicker through the experiment and not to make any mistakes such as possibly measuring the same resistor twice in a row. The experimental procedure is very straight forward and the group should not encounter any difficulties. Results/Discussion This lab required three different modules to be completed with two different types of measurements: batch and repeatability. The bolt measurement along with the volume flow rate were to be completed using repeatability, while the resistance module used batch measurements.The data was to be recorded and put into tables and analyzed using the mean, standard deviation, and true mean to determine whether the measurements were in the desired confidence intervals. 5 Linear Dimension Module: The first set of data was recorded using a manual caliper and a bolt. Four measurements were to be taken from the bolt: length, cap thickness, bolt length, and major diameter. These measurements lead to some error as expected, mostly human error and calibration of the manual calipers. There was also so me error due to the uneven sides of the bolt and the angle at which the calipers were held against the bolt.Table la. Shows the summarized data falls within the 95% Confidence Interval. Measurement Total Length (A) Cap Thickness (B) Bolt Length (C) Major Diameter (D) B+C Sample Mean (in. ) (in. ) 2. 2661 0. 0033 0. 2825 0. 0031 1 . 9791 0. 0262 . 30327 0. 0007 2. 2616 0. 0268 Table la. Statistics of Bolt Measurements (95%) [2. 265, 2. 267] [0. 2810, 0. 2839] [1. 967, 1. 991] [0. 3024, 0. 3030] [2. 249, 2. 274] The second part of the linear module was to compare the difference between the total length (A) and the sum of cap thickness and bolt length (B+C).The results show that there was a lower CLC with the total length measurement than with the addition of two parts. This is most likely because of the accuracy of two measurements has more mom for error from the angle of the calipers and human error. Table b. Shows the comparison of the two measurements. The full experimental data fo r the linear module is listed in Table A in the Appendix. Table b. Comparison of bolt statistics Flow Rate Module: Measurement of the flow rate from a sink using a stopwatch and beaker was the second of the repeatability measurements.This module produced the most error most likely from human error with stopping and starting of the stopwatch. The inconsistent flow from the sink also contributed to some of the error. The standard aviation in this experiment was high, but after 6 calculating the true mean range for a 90% and 95% confidence interval, the sample mean falls within both ranges with a few outliers. Table LLC. Shows the summary of the data. The full experimental data is listed in Table B in the Appendix . (ECMA/min) 5300. 95 CLC (ECMA/metro) 138. 835 [5247. 27, 5354. 3] Table LLC. Flow Rate Module Statistics 95% CLC (ECMA/metro) [5235. 97, 5365. 93] Resistance Module: In the final part of this lab, resistors were to be measured in batches from each of the group members. This section of the lab showed the most precision with the least error. From the color coded bands on the ten resistors, it was concluded that the value of the resistors was 470 sq. All of the results in table old. Show that the resistors were only reading 400 sq. All 60 recorded measurements were close to 400 ink which could be from mislabel resistors.The pooled mean of the three samples does fall within the 90% and 95% confidence intervals even with including some outliers in the data. The full experimental data can be found in Table C in the Appendix. Sample Mean (Q) 400. 033 99% (Q) 1. 588 [399. 02, 401. 05] Table old. Resistance Module Statistics 95% CLC (sq) [399. 29, 400. 78] Conclusion: This laboratory focused on repeatability measurements, batch measurements, and statistical concepts/ principles to analyze the collected data. This was achieved through the use of a caliper, stopwatch, and a digital multi-meter for measurement purposes.Using these tools, the group is able to meas ure length, flow rate, and resistance. The statistical concepts used in this lab were sample mean, standard deviation, true mean, and the range and level of confidence. The results of the linear dimension module prove that there is always going to be a small amount of human error when using devices such as a manual caliper. That error is relatively larger when trying to sum two measurements as compared to measuring a total length . The measurement of the bolt as a whole has a narrower CIA and true mean range of [2. 265, 2. 267].The 7 standard deviation for total length (A) [0. 0033 in. ] supports the theory that measuring the entire length at once is more accurate than summing the cap thickness (B) and bolt length (C) together, which is evident by analyzing the standard deviation of (B+C) [0. 0268 in. ]. The results of the flow rate module show that there is significantly far more human error when trying to measure the time it takes for water o fill a beaker. This can be attributed to response time of starting/stopping the stopwatch. The standard deviation [138. 835 /min] seems high, but calculations show that the sample mean [5300. 5 /min] falls within the true mean range for CLC [5247. 27, 5354. 63 /metro] and also for 95% CLC [5235. 97, 5365. 93 /min]. The results of the resistance module indicated a difference between the sample mean [400. 033 sq] of the batch measurements and the supposed value of the resistors [470 sq] according to the color coded bands. This was the most precise module with a standard deviation of [1. 588 sq] and all the pooled means fall within he 95% CLC with a true mean range of [399. 29, 400. 78 sq], and the 99% CLC with a range of [399. 02, 401. 05 sq].This laboratory experiment allowed the group to differentiate between repeatability measurements and batch measurements and apply the statistical theories learned in lecture to analyze the collected data. To minimize error percentage, calibrating the caliper before each measurement m ight be advantageous. Another advantage might be making markings on the bolt where each member of the group takes measurements instead of at random/different spots each time. Lab Report Lab Report 3 In this lab, we will take a trip to the planetarium lab and will learn about Right ascension and declination, and altitude and zenith. After looking at the different points shown, we will log the altitude and zenith in the chart in our lab manual. Now we will look at the same points and label the right ascension and declination. Then we will learn about the easiest way to locate the star Polaris. As we started the first program, we answered a few questions to make sure we knew the general idea of stars.Then we labeled the altitude and azimuth of five objects. Aldebran had a altitude of 54o and an azimuth of 203o. Betelgeuse had an altitude of 47o and an azimuth of 203o. Castor had an altitude of 62o and an azimuth 118o. Deneb had an altitude of 13o and an azimuth of 328o. Elnath had an altitude of 68o and an azimuth of 184o. After that, we looked at the right ascension and declination (RA and DEC). Aldebran had a RA of 4. 6 hours and a DEC of 16o. Elnath had an RA of 5. 3 hours and a DEC of 28o. Betelgeuse had an RA of 5. hours and a DEC of 8o. Castor had an RA of 7. 6 hours and a DEC of 32o. Deneb had an RA of 20. 7 hours and a DEC of 46o. Finally we looked at the Big Dipper and the Cassopia to find the star Polaris. This lab was super cool, I loved it. The planetarium was great way to learn more about the different constellations and stars in the sky. I never knew that Polaris was so close to the Big Dipper. Finding the all the right ascensions and declinations of the objects were fairly easy and felt like I learned to do it pretty easily now. Lab Report Example lab report of Synthesis of potassium tris (oxalato) ferrate (III) trihydrate Posted by  Nurul Yunaliyana Experiment 5: Synthesis of potassium tris (oxalato) ferrate (III) trihydrate Purpose: to synthesis potassium tris (oxalato) ferrate (III) trihydrate ,K3 [Fe (C2O4)3]. 3H2O. Introduction: Ferrous ammonium sulfate, Fe(NH4)2(SO4)2. 6H2O is dissolved in a slightly acid solution, excess oxalic acid, H2C2O4, is added and the following reaction takes place: Fe(NH4)2(SO4)2. 6H2O + H2C3O4 FeC2O4(s) + H2SO4 + (NH4)2SO4 + 6H2O FeC2O4 is finely divided precipitate and tends to be colloidal.However, heating the solution causes it to coagulate and facilitates separating the precipitate from the solution. Potassium oxalate is added to the FeC2O4 precipitate, which produces a slightly basic solution for the oxidation of the ferrous ion to the ferric ion, by hydroxide, H2O2. The following reaction takes place: H2O + HO2- +2Fe2+ 2Fe3+ + 3OH- The OH- ion concentration of the solution is hi gh enough so that some of the Fe3+ reacts with OH- to form ferric hydroxide(brown precipitate) as follows: Fe3+ + 3OH- Fe(OH)3 With the addition of more H2C2O4, the Fe(OH)3 dissolves and the soluble complex K3[fe(c2o4)3]. h20 is formed according to : 3k2C2O4 + 2Fe(OH)3 + 3H2C2O4 2K3[Fe(c2o4)3]. 3H20 + 3h2o Ethanol is added to the solution to cause the complex iron salt to precipitate. Data analysis and Discussion: In this experiment, I have studied how to synthesis coordination compound. Coordination compounds are formed when a neutral metal atom: Fe acting as a Lewis acid, reacts with some neutral molecules, acting as Lewis bases; or when a metallic cation, acting as a Lewis acid, reacts with any of a variety of organic or inorganic molecules, cations, or anions, acting as Lewis bases.These Lewis bases: C2O4 and H2O are called ligands. (Lewis acids are electron pair acceptors and Lewis bases are electron pair donors. Ferrous ammonium solution is added with oxalic acid dihydrate sol ution will form yellow solution with yellow precipitate. Fe(NH4)2(SO4)2. 6H2O + H2C3O4 FeC2O4(s) + H2SO4 + (NH4)2SO4 + 6H2O Then it is heated to boiling and the supernatant is decanted. As it is added with solid potassium oxalate, it is allowed to heat at 40 0 C and drop wise added with H2O2 and the solution turns to brown with precipitate for the oxidation of the ferrous ion to the ferric ion.H2O + HO2- +2Fe2+ 2Fe3+ + 3OH- Fe3+ + 3OH- Fe (OH) 3 Next, more oxalic acid dihydrate is added until the solution turns to colourless. 3k2C2O4 + 2Fe (OH) 3 + 3H2C2O4 2K3 [Fe (c2o4)3]. 3H20 + 3h2O The colourless solution is boiled then it turns to pale green solution. The solution is filtered then leaves for crystallization. After that, the green crystal is filtered and washed with 1:1 ethanol/ water and cooled acetone. The mass of bright (luminescent) green crystals is obtained which is 3. 2822 g. So, the percent yield of K3[Fe(C2O4)3]. H2O that I have obtained is 47. 72 %. The precautions tha t we must take are while heat the solution of ferrous ammonium sulfate and solution of oxalic acid dihydrate as it will bump. Next, beware of temperature (at least 40 0 C) of solution when add H2O2 into the solution. The next experiment is determination of the percentage of ligands in coordination compounds. Conclusion : I have studied how to synthesis coordination compound which is potassium tris (oxalato) ferrate (III) trihydrate ,K3 [Fe (C2O4)3]. H2O. The mass of bright (luminescent) green crystals is obtained which is 3. 2822 g. So, the percent yield of K3[Fe(C2O4)3]. 3H2O that I have obtained is 47. 72 %. Reference: 1. Hadariah Bahron, Kamariah Muda, S. Rohaiza S. Omar, Karimah Kassim (2011). Inorganic Chemistry. Experiments for Undergraduates, UPENA UiTM 2008. http://chem. science. oregonstate. edu/courses/ch221-3s/ch223s/2010_U_session_1/Report_Guideline_Green_Crystal_Sp_2010. pdf Lab Report Lab #7 Purpose: The purpose of this experiment is to analyze known solutions of Ba(NO3)2, Ca(NO3)2, Mg(NO3)2 and Sr(NO3)2 (alkaline earths) and known solutions of NaBr, NaCl and NaI (halogens). Then we are given an unknown solution to determine what ions are present. Materials: 1. Test tubes 2. Test tube holder 3. Pipet 4. 1 M H2SO4 5. 0. 1 M Na(NO3)2 6. 0. 1 M Ca(NO3)2 7. 1 M Na2CO3 8. 0. 25 M (NH4)2C2O4 9. 0. 1 M KIO3 10. Bromine water 11. Chlorine water 12. Iodine water 13. 0. 1 M NaCl 14. 0. 1 M NaBr 15. 0. 1 M NaI 16. Unknown (E) Methods:Alkaline Earths 1. Wash the test tubes of any residue 2. Add 12 drops of 1m H2SO4 to four test 3. Then add 12 drops of 0. 1m Ba(NO3)2 to one test tube containing 1M H2SO2 4. Add 12 drops of 0. 1m Ca(NO3)2 to another test tube containing 1M H2SO2 5. Add 12 drops of 0. 1m Mg(NO3)2 to another test tube containing 1M H2SO2 6. Add 12 drops of 0. 1m Sr(NO3)2 to the final test tube containing 1M H2SO2 7. Observe and take notes on the precipitate or the lack of precipitate in each reaction 8. Clean the test tubes after taking notes . Repeat the procedure, but now with 12 drops of 1m Na2CO3 in each test tube 10. Add 12 drops of 0. 1M Ca(NO3)2 to another test tube containing 1M Na2CO3 11. Add 12 drops of 0. 1M Mg(NO3)2 to another test tube containing 1M Na2CO3 12. Add 12 drops of 0. 1M Sr(NO3)2 to the final test tube containing 1M Na2CO3 13. Observe and take notes on the precipitate or the lack of precipitate in each reaction 14. Clean the test tubes after taking the notes 15. Repeat the process with 12 drops of 0. 25M (NH4)2C2O4 16.Observe and take notes on the precipitate or the lack of precipitate in each reaction 17. Clean the test tubes after taking the notes 18. Repeat the process with 12 drops of 0. 1M KIO3 19. Observe and take notes on the precipitate or the lack of precipitate in each reaction 20. Clean the test tubes after taking the notes 21. Repeat the process with 12 drops of unknown (E) 22. Observe and take notes on th e precipitate or the lack of precipitate in each reaction and deduct if it’s Ba(NO3)2, Ca(NO3)2, Mg(NO3)2 or Sr(NO3)2. 23. Clean the test tubes after taking the notesHalogens 1. Place a few drops of bromine water into the test tube and add 12 drops of heptane and shake 2. Repeat the process with chlorine water and iodine water and note any color changes in each 3. Clean the test tubes after taking the notes 4. Get three test tubes and add 12 drops of bromine water to each test tube with 12 drops of HEP 5. Add 12 drops of 0. 1M NaCl to the first test tube, 12 drops of 0. 1M NaBr to the second test tube and 12 drops of 0. 1M NaI to the third test tube 6. Note the color of each reaction 7. Clean the test tubes after taking the notes . Repeat the steps but with 12 drops of chlorine water in each test tube with 12 drops of HEP 9. Observe the color of each reaction 10. Clean the test tubes after taking the notes 11. Repeat the steps but with 12 drops of iodine water in each test tu be with 12 drops of HEP 12. Observe the color of each reaction 13. Clean the test tubes after taking the notes 14. Repeat the steps but with 12 drops of unknown (E) in each test tube with 12 drops of HEP 15. Observe the color of each reaction and deduct if the unknown is either NaBr, NaCl or NaI Results:Alkaline | H2SO4| Na2CO3| (NH4)2C2O4| KIO3| Ba(NO3)2| Cloudy white| Very cloudy white| White precipitate sits on bottom| Tiny amounts of white precipitate| Ca(NO3)2| No reaction | Cloudy white| Cloudy white precipitate| No reaction| Mg(NO3)2| No reaction| White film on top| No reaction | No reaction| Sr(NO3)2| White precipitate on top| White cloudy solution with some white precipitate| Faint white cloudy foggy precipitate| Little amounts of tiny white precipitate| Unknown (E) | No reaction | White film on top| No reaction| No reaction| .Unknown Alkaline Earth: Mg(NO3)2 Reaction between Halogens and Halides | NaBr| NaCl| NaI| Unknown (E)| Bromine water| Light faint yellow| Golden yell ow| Faint yellow tint| Light faint yellow| Chlorine water| Dark yellow amber | Colorless| Light yellow| Dark yellow amber| Iodine water| Light yellow tint| Dark red color| Light yellow| Light yellow tint| Unknown Halogen: NaBr Color of Halogens in solution | Br2| Cl2| I2| Water| Orangey-Brown| Colorless| Brown| HEP| Orange| Colorless| Purple | Conclusion: Lab Report In order to determine the relationship between coffee consumption and two types of vital signs, respiration rate and blood pressure, my group (Group 4) designed a lab that measured the respiration rate and blood pressure of two participants, once after consuming water and then again after consuming coffee. After testing two participants blood pressure and respiration rate, it was found that the vital signs of the participants remained the same after consuming water but decreased slightly after consuming coffee.This lab is significant because it demonstrates that the consumption of coffee, on the contrary to Group 4’s hypothesis, caused a decrease in the vital sign measurements of the two participants rather than increasing as we initially hypothesized. This lab was done to determine and compare the effects that coffee drinking has on blood pressure and the respiration rate in two participants.The hypothesis configured by our group was that after drinking 1 cup of water the par ticipant’s blood pressure and respiration rate would remain constant, but after the drinking 1cup of coffee the participants blood pressure and respiration rate would increase as a result of the common compounds found in coffee. The control in this experiment is 1 cup of water, because the participant’s blood pressure and respiration rate are being measured, but they have not been exposed to the common compounds found in coffee.The dependent variable in the study is the participant’s blood pressure and respiration rate because the vital signs are the component in the experiment that are being measured. The independent variable is what is changed in the experiment and in this experiment that would be the amount of the common compounds the participants consume in 1 cup of coffee. The results of our lab disproved our hypothesis, that consuming coffee would increase the participant’s blood pressure and respiration rate, as seen in Table 1, Graph 1, and Graph 2.Although our expectations of the measurement of vital signs after consuming 1 cup of water were correct, we had expected the results from the measurement of both the respiration rate and the blood pressure to noticeably increase after consuming coffee due to the common compounds found in coffee. The lab, actually, resulted in the decrease of respiration rate and blood pressure after the consumption of coffee.The study preformed by the National Cancer Institute measured the association between coffee and its affects on health, as a result of reading this article I conducted a study that worked off the same principle. However, in the lab I attempted to narrow the causal relationship between the two by measuring the participant’s vital signs, respiration rate and blood pressure, in relationship to consuming coffee versus water and any potential periods or repeated periods of evaluated or descended vital signs has to the longevity of one’s life.The results of the lab sup port the findings of the National Cancer Institute because the article states that consuming coffee has positive affects on health and our lab concluded that coffee consumption lowers blood pressure, which is necessary for a person that may struggle with high blood pressure to become healthy. During the lab, the participants physiology, blood pressure and respiration rate, was lowered after consuming coffee, this served to calm the participant’s vital signs. To improve the validity of the study a few changes could be made to improve the results.For example, I believe that the vital signs were not effected greatly because of the time span used to complete the study, after drinking the coffee we immediately took the vital signs instead of waiting for the full effect to take place. An additional reason for the higher levels of the vital signs before the consumption of coffee could have been due to activities done prior to the lab thus increasing the vital sings measured after dr inking water. To improve upon these imperfections, the study could be done earlier in the day and with more resting periods before vital signs are taken.This lab was designed to determine the relationship between coffee consumption and two types of vital signs, respiration and blood pressure. The lab measured the respiration rate and blood pressure of two participants, once after consuming water and then again after consuming coffee. I hypothesized that the consumption of coffee would dramatically increase the participant’s respiration rate and blood pressure due to the consumption of the common compounds found in coffee that typically raise energy levels and alertness.However, the lab resulted in slightly lower respiration rates and blood pressure after the consumption of coffee than water as seen in Table 1, Graph 1, and Graph 2. The lab is significant because it demonstrates that the consumption of coffee, in contrast to our hypothesis, caused a decrease in the vital sign measurements of the two participants rather than increasing as we originally hypothesized. Works Cited National Institues of Health. â€Å"Coffee drinkers have lower risk of death, study suggests. † ScienceDaily, 19 May 2012. Web. 9 Oct. 2012 Lab report Repeatability measurements were taken on a bolt to get the total length, and also measuring the low rate of a faucet by measuring the amount of time it took to fill a beaker. To ensure a more accurate sample, twenty measurements of each section were obtained. For the batch measurement portion of this lab, a multi-meter was used to measure the resistance in a pack of ten resistors. Each member measured the resistors twice to allow for more precise statistical analysis.After all measurements were recorded, statistical analysis such as mean, standard deviation, and true mean range with 90%, 95%, and 99% confidence intervals were used to obtain the results. Once calculations were made, it was determined that there was error in this vibratory due to the environment and to human error, however all of the results fell within the ranges of confidence for each given section. Relevance In this experiment length, flow rate, and resistance was measured and the true mean was calculated. It was ob served that the true mean varied depending on the variation of the sample mean and sample standard deviation.It was shown that the population mean, or true mean, could not be found exactly, but could be estimated as a range with a certain level of confidence with the measurement of the sample mean and sample standard deviation. The knowledge practiced in this lab can be lawful in future experiments if say a company needs to estimate the population average with a specified level of confidence of a bolt that they only have a few samples of. Introduction There are multiple ways of measurement, as well as, many different types of ways to analyze raw data.In this lab the objective is to experiment with two different types of measurements, repeatability and batch measurements. Theoretically the bolt length plus the cap thickness (B+C) should be equal to the measured total length of the bolt(A). Taking multiple measurements done by multiple people until twenty samples re obtained measuring all four components of the bolt and obtaining the raw data of bolt measurements. By having multiple people take measurements a small amount of human error is removed in case one person didn't measure as accurate.By having multiple measurements done by each person a bigger sample size is obtained, and bigger sample size typically means more accurate results. After the measurements were made a sample mean was calculated, as well as, a sample standard deviation for all four components of the bolt. The sample mean and sample standard deviation were 2 lactated to estimate the true mean of the population with a level of confidence of 90 and 95 percent. Once the true mean of each component was estimated a comparison was made between the total length(A) and the sum of the cap thickness(S) and bolt length(C).In theory (B+C) should equal the total length of the bolt(A), as they represent the same length. Though they should be the same, they are not. The sum of measurements, (B) and (C) yield a much wider range of true mean than the measurement of (A). This difference is created by multiple types of error such as, human error, maybe reading the caliper wrong. Or error such as mechanical error, maybe the caliper itself was broken or not calibrated. In the second module of this lab the flow rate of the faucet water is measured using a stop watch and a mall beaker.Obtaining the flow rate of the water in 20 different samples, then summarizing the raw data into sample mean and sample standard deviation. With the sample mean and standard deviation, the true mean is to be estimated with a confidence level of 90 percent and then again with 95 percent. In the third module the measurements were made in batches. The measurements of batches of resistors were measured with a Center Multi-meter to make sure they all locked in at the same resistance. The resistors measured in this lab were quite strong, getting up to kick.Each group member measured the batch of resistors twice, then a pooled mean and pooled standard deviation was calculated. Pooling all the members samples together gives us one large sample and a more accurate estimate of the true mean. Using these calculated pooled mean and standard deviation the true mean was found as a range with a 99 percent level of confidence, and then again with a 95 percent level of confidence. The experimental setup and procedures are described in section The results of the experiments can be found n section {V} followed by conclusions in section {VI}.The appendix with the data chart can be found in section{Veil} Testing the repeatability of the measurements and taking the sample average and sample standard deviation to compare with each other, as well as, estimate the population mean and standard deviation. In three different modules linear dimension, flow rate, and resistance were measured. The primary objectives of this lab are to practice using devices that measure length and flow rate, to apply statistical principl es to raw data sets, and to become familiar with use off multi-meter. Formulas Used: Sample MeanStandard Deviation True Mean Range 3 Experiment: Equipment: Pittsburgh 6†³ Caliper Bolt Cent-Tech Digital Multi-meter CTD 10 pack of electrical resistors (gold, yellow, red, yellow) mall Beaker Digital Stopwatch Procedure: This experiment utilizes the billeted above. The experiment is broken down into three sections. First take the caliper and the bolt, calibrate the caliper to make sure that accurate measurements are collected. Measure the complete length of the bolt, thickness of the head, width of the threads and the length of the bolt to the base of the head.Repeat the measurement a total of twenty times split evenly between the roof members and record the results. Second, take a mall beaker and a stopwatch to the sink and turn the water faucet on to attain a constant flow rate of water. Use the stopwatch to measure the time it takes from the first drop of water entering the beak er to the instant the water begins to overflow from the top of the beaker. Empty the beaker of water repeat this measurement a total of twenty times split evenly between the group members and record the results. For the last portion of this lab, take a pack of resistors and the multi-meter.Set the millimeter to the appropriate reference resistance and begin measuring each of the sisters one at a 4 time. Each member will measure the set of resistors twice for a total of twenty resistance measurements per each member of the group. Record the measurements from each member and calculate the true mean resistance. Procedure Changes: The only change/ improvement made to the experiment was during the batch measurement section. It was found that more accurate readings of each resistor could be attained by taping the resistor pack to the table to keep it in place while using the probes to measure the resistance.This change will allow the group to move quicker through the experiment and not to make any mistakes such as possibly measuring the same resistor twice in a row. The experimental procedure is very straight forward and the group should not encounter any difficulties. Results/Discussion This lab required three different modules to be completed with two different types of measurements: batch and repeatability. The bolt measurement along with the volume flow rate were to be completed using repeatability, while the resistance module used batch measurements.The data was to be recorded and put into tables and analyzed using the mean, standard deviation, and true mean to determine whether the measurements were in the desired confidence intervals. 5 Linear Dimension Module: The first set of data was recorded using a manual caliper and a bolt. Four measurements were to be taken from the bolt: length, cap thickness, bolt length, and major diameter. These measurements lead to some error as expected, mostly human error and calibration of the manual calipers. There was also so me error due to the uneven sides of the bolt and the angle at which the calipers were held against the bolt.Table la. Shows the summarized data falls within the 95% Confidence Interval. Measurement Total Length (A) Cap Thickness (B) Bolt Length (C) Major Diameter (D) B+C Sample Mean (in. ) (in. ) 2. 2661 0. 0033 0. 2825 0. 0031 1 . 9791 0. 0262 . 30327 0. 0007 2. 2616 0. 0268 Table la. Statistics of Bolt Measurements (95%) [2. 265, 2. 267] [0. 2810, 0. 2839] [1. 967, 1. 991] [0. 3024, 0. 3030] [2. 249, 2. 274] The second part of the linear module was to compare the difference between the total length (A) and the sum of cap thickness and bolt length (B+C).The results show that there was a lower CLC with the total length measurement than with the addition of two parts. This is most likely because of the accuracy of two measurements has more mom for error from the angle of the calipers and human error. Table b. Shows the comparison of the two measurements. The full experimental data fo r the linear module is listed in Table A in the Appendix. Table b. Comparison of bolt statistics Flow Rate Module: Measurement of the flow rate from a sink using a stopwatch and beaker was the second of the repeatability measurements.This module produced the most error most likely from human error with stopping and starting of the stopwatch. The inconsistent flow from the sink also contributed to some of the error. The standard aviation in this experiment was high, but after 6 calculating the true mean range for a 90% and 95% confidence interval, the sample mean falls within both ranges with a few outliers. Table LLC. Shows the summary of the data. The full experimental data is listed in Table B in the Appendix . (ECMA/min) 5300. 95 CLC (ECMA/metro) 138. 835 [5247. 27, 5354. 3] Table LLC. Flow Rate Module Statistics 95% CLC (ECMA/metro) [5235. 97, 5365. 93] Resistance Module: In the final part of this lab, resistors were to be measured in batches from each of the group members. This section of the lab showed the most precision with the least error. From the color coded bands on the ten resistors, it was concluded that the value of the resistors was 470 sq. All of the results in table old. Show that the resistors were only reading 400 sq. All 60 recorded measurements were close to 400 ink which could be from mislabel resistors.The pooled mean of the three samples does fall within the 90% and 95% confidence intervals even with including some outliers in the data. The full experimental data can be found in Table C in the Appendix. Sample Mean (Q) 400. 033 99% (Q) 1. 588 [399. 02, 401. 05] Table old. Resistance Module Statistics 95% CLC (sq) [399. 29, 400. 78] Conclusion: This laboratory focused on repeatability measurements, batch measurements, and statistical concepts/ principles to analyze the collected data. This was achieved through the use of a caliper, stopwatch, and a digital multi-meter for measurement purposes.Using these tools, the group is able to meas ure length, flow rate, and resistance. The statistical concepts used in this lab were sample mean, standard deviation, true mean, and the range and level of confidence. The results of the linear dimension module prove that there is always going to be a small amount of human error when using devices such as a manual caliper. That error is relatively larger when trying to sum two measurements as compared to measuring a total length . The measurement of the bolt as a whole has a narrower CIA and true mean range of [2. 265, 2. 267].The 7 standard deviation for total length (A) [0. 0033 in. ] supports the theory that measuring the entire length at once is more accurate than summing the cap thickness (B) and bolt length (C) together, which is evident by analyzing the standard deviation of (B+C) [0. 0268 in. ]. The results of the flow rate module show that there is significantly far more human error when trying to measure the time it takes for water o fill a beaker. This can be attributed to response time of starting/stopping the stopwatch. The standard deviation [138. 835 /min] seems high, but calculations show that the sample mean [5300. 5 /min] falls within the true mean range for CLC [5247. 27, 5354. 63 /metro] and also for 95% CLC [5235. 97, 5365. 93 /min]. The results of the resistance module indicated a difference between the sample mean [400. 033 sq] of the batch measurements and the supposed value of the resistors [470 sq] according to the color coded bands. This was the most precise module with a standard deviation of [1. 588 sq] and all the pooled means fall within he 95% CLC with a true mean range of [399. 29, 400. 78 sq], and the 99% CLC with a range of [399. 02, 401. 05 sq].This laboratory experiment allowed the group to differentiate between repeatability measurements and batch measurements and apply the statistical theories learned in lecture to analyze the collected data. To minimize error percentage, calibrating the caliper before each measurement m ight be advantageous. Another advantage might be making markings on the bolt where each member of the group takes measurements instead of at random/different spots each time. Lab Report Lab Report 3 In this lab, we will take a trip to the planetarium lab and will learn about Right ascension and declination, and altitude and zenith. After looking at the different points shown, we will log the altitude and zenith in the chart in our lab manual. Now we will look at the same points and label the right ascension and declination. Then we will learn about the easiest way to locate the star Polaris. As we started the first program, we answered a few questions to make sure we knew the general idea of stars.Then we labeled the altitude and azimuth of five objects. Aldebran had a altitude of 54o and an azimuth of 203o. Betelgeuse had an altitude of 47o and an azimuth of 203o. Castor had an altitude of 62o and an azimuth 118o. Deneb had an altitude of 13o and an azimuth of 328o. Elnath had an altitude of 68o and an azimuth of 184o. After that, we looked at the right ascension and declination (RA and DEC). Aldebran had a RA of 4. 6 hours and a DEC of 16o. Elnath had an RA of 5. 3 hours and a DEC of 28o. Betelgeuse had an RA of 5. hours and a DEC of 8o. Castor had an RA of 7. 6 hours and a DEC of 32o. Deneb had an RA of 20. 7 hours and a DEC of 46o. Finally we looked at the Big Dipper and the Cassopia to find the star Polaris. This lab was super cool, I loved it. The planetarium was great way to learn more about the different constellations and stars in the sky. I never knew that Polaris was so close to the Big Dipper. Finding the all the right ascensions and declinations of the objects were fairly easy and felt like I learned to do it pretty easily now. Lab Report Example lab report of Synthesis of potassium tris (oxalato) ferrate (III) trihydrate Posted by  Nurul Yunaliyana Experiment 5: Synthesis of potassium tris (oxalato) ferrate (III) trihydrate Purpose: to synthesis potassium tris (oxalato) ferrate (III) trihydrate ,K3 [Fe (C2O4)3]. 3H2O. Introduction: Ferrous ammonium sulfate, Fe(NH4)2(SO4)2. 6H2O is dissolved in a slightly acid solution, excess oxalic acid, H2C2O4, is added and the following reaction takes place: Fe(NH4)2(SO4)2. 6H2O + H2C3O4 FeC2O4(s) + H2SO4 + (NH4)2SO4 + 6H2O FeC2O4 is finely divided precipitate and tends to be colloidal.However, heating the solution causes it to coagulate and facilitates separating the precipitate from the solution. Potassium oxalate is added to the FeC2O4 precipitate, which produces a slightly basic solution for the oxidation of the ferrous ion to the ferric ion, by hydroxide, H2O2. The following reaction takes place: H2O + HO2- +2Fe2+ 2Fe3+ + 3OH- The OH- ion concentration of the solution is hi gh enough so that some of the Fe3+ reacts with OH- to form ferric hydroxide(brown precipitate) as follows: Fe3+ + 3OH- Fe(OH)3 With the addition of more H2C2O4, the Fe(OH)3 dissolves and the soluble complex K3[fe(c2o4)3]. h20 is formed according to : 3k2C2O4 + 2Fe(OH)3 + 3H2C2O4 2K3[Fe(c2o4)3]. 3H20 + 3h2o Ethanol is added to the solution to cause the complex iron salt to precipitate. Data analysis and Discussion: In this experiment, I have studied how to synthesis coordination compound. Coordination compounds are formed when a neutral metal atom: Fe acting as a Lewis acid, reacts with some neutral molecules, acting as Lewis bases; or when a metallic cation, acting as a Lewis acid, reacts with any of a variety of organic or inorganic molecules, cations, or anions, acting as Lewis bases.These Lewis bases: C2O4 and H2O are called ligands. (Lewis acids are electron pair acceptors and Lewis bases are electron pair donors. Ferrous ammonium solution is added with oxalic acid dihydrate sol ution will form yellow solution with yellow precipitate. Fe(NH4)2(SO4)2. 6H2O + H2C3O4 FeC2O4(s) + H2SO4 + (NH4)2SO4 + 6H2O Then it is heated to boiling and the supernatant is decanted. As it is added with solid potassium oxalate, it is allowed to heat at 40 0 C and drop wise added with H2O2 and the solution turns to brown with precipitate for the oxidation of the ferrous ion to the ferric ion.H2O + HO2- +2Fe2+ 2Fe3+ + 3OH- Fe3+ + 3OH- Fe (OH) 3 Next, more oxalic acid dihydrate is added until the solution turns to colourless. 3k2C2O4 + 2Fe (OH) 3 + 3H2C2O4 2K3 [Fe (c2o4)3]. 3H20 + 3h2O The colourless solution is boiled then it turns to pale green solution. The solution is filtered then leaves for crystallization. After that, the green crystal is filtered and washed with 1:1 ethanol/ water and cooled acetone. The mass of bright (luminescent) green crystals is obtained which is 3. 2822 g. So, the percent yield of K3[Fe(C2O4)3]. H2O that I have obtained is 47. 72 %. The precautions tha t we must take are while heat the solution of ferrous ammonium sulfate and solution of oxalic acid dihydrate as it will bump. Next, beware of temperature (at least 40 0 C) of solution when add H2O2 into the solution. The next experiment is determination of the percentage of ligands in coordination compounds. Conclusion : I have studied how to synthesis coordination compound which is potassium tris (oxalato) ferrate (III) trihydrate ,K3 [Fe (C2O4)3]. H2O. The mass of bright (luminescent) green crystals is obtained which is 3. 2822 g. So, the percent yield of K3[Fe(C2O4)3]. 3H2O that I have obtained is 47. 72 %. Reference: 1. Hadariah Bahron, Kamariah Muda, S. Rohaiza S. Omar, Karimah Kassim (2011). Inorganic Chemistry. Experiments for Undergraduates, UPENA UiTM 2008. http://chem. science. oregonstate. edu/courses/ch221-3s/ch223s/2010_U_session_1/Report_Guideline_Green_Crystal_Sp_2010. pdf Lab Report Lab #7 Purpose: The purpose of this experiment is to analyze known solutions of Ba(NO3)2, Ca(NO3)2, Mg(NO3)2 and Sr(NO3)2 (alkaline earths) and known solutions of NaBr, NaCl and NaI (halogens). Then we are given an unknown solution to determine what ions are present. Materials: 1. Test tubes 2. Test tube holder 3. Pipet 4. 1 M H2SO4 5. 0. 1 M Na(NO3)2 6. 0. 1 M Ca(NO3)2 7. 1 M Na2CO3 8. 0. 25 M (NH4)2C2O4 9. 0. 1 M KIO3 10. Bromine water 11. Chlorine water 12. Iodine water 13. 0. 1 M NaCl 14. 0. 1 M NaBr 15. 0. 1 M NaI 16. Unknown (E) Methods:Alkaline Earths 1. Wash the test tubes of any residue 2. Add 12 drops of 1m H2SO4 to four test 3. Then add 12 drops of 0. 1m Ba(NO3)2 to one test tube containing 1M H2SO2 4. Add 12 drops of 0. 1m Ca(NO3)2 to another test tube containing 1M H2SO2 5. Add 12 drops of 0. 1m Mg(NO3)2 to another test tube containing 1M H2SO2 6. Add 12 drops of 0. 1m Sr(NO3)2 to the final test tube containing 1M H2SO2 7. Observe and take notes on the precipitate or the lack of precipitate in each reaction 8. Clean the test tubes after taking notes . Repeat the procedure, but now with 12 drops of 1m Na2CO3 in each test tube 10. Add 12 drops of 0. 1M Ca(NO3)2 to another test tube containing 1M Na2CO3 11. Add 12 drops of 0. 1M Mg(NO3)2 to another test tube containing 1M Na2CO3 12. Add 12 drops of 0. 1M Sr(NO3)2 to the final test tube containing 1M Na2CO3 13. Observe and take notes on the precipitate or the lack of precipitate in each reaction 14. Clean the test tubes after taking the notes 15. Repeat the process with 12 drops of 0. 25M (NH4)2C2O4 16.Observe and take notes on the precipitate or the lack of precipitate in each reaction 17. Clean the test tubes after taking the notes 18. Repeat the process with 12 drops of 0. 1M KIO3 19. Observe and take notes on the precipitate or the lack of precipitate in each reaction 20. Clean the test tubes after taking the notes 21. Repeat the process with 12 drops of unknown (E) 22. Observe and take notes on th e precipitate or the lack of precipitate in each reaction and deduct if it’s Ba(NO3)2, Ca(NO3)2, Mg(NO3)2 or Sr(NO3)2. 23. Clean the test tubes after taking the notesHalogens 1. Place a few drops of bromine water into the test tube and add 12 drops of heptane and shake 2. Repeat the process with chlorine water and iodine water and note any color changes in each 3. Clean the test tubes after taking the notes 4. Get three test tubes and add 12 drops of bromine water to each test tube with 12 drops of HEP 5. Add 12 drops of 0. 1M NaCl to the first test tube, 12 drops of 0. 1M NaBr to the second test tube and 12 drops of 0. 1M NaI to the third test tube 6. Note the color of each reaction 7. Clean the test tubes after taking the notes . Repeat the steps but with 12 drops of chlorine water in each test tube with 12 drops of HEP 9. Observe the color of each reaction 10. Clean the test tubes after taking the notes 11. Repeat the steps but with 12 drops of iodine water in each test tu be with 12 drops of HEP 12. Observe the color of each reaction 13. Clean the test tubes after taking the notes 14. Repeat the steps but with 12 drops of unknown (E) in each test tube with 12 drops of HEP 15. Observe the color of each reaction and deduct if the unknown is either NaBr, NaCl or NaI Results:Alkaline | H2SO4| Na2CO3| (NH4)2C2O4| KIO3| Ba(NO3)2| Cloudy white| Very cloudy white| White precipitate sits on bottom| Tiny amounts of white precipitate| Ca(NO3)2| No reaction | Cloudy white| Cloudy white precipitate| No reaction| Mg(NO3)2| No reaction| White film on top| No reaction | No reaction| Sr(NO3)2| White precipitate on top| White cloudy solution with some white precipitate| Faint white cloudy foggy precipitate| Little amounts of tiny white precipitate| Unknown (E) | No reaction | White film on top| No reaction| No reaction| .Unknown Alkaline Earth: Mg(NO3)2 Reaction between Halogens and Halides | NaBr| NaCl| NaI| Unknown (E)| Bromine water| Light faint yellow| Golden yell ow| Faint yellow tint| Light faint yellow| Chlorine water| Dark yellow amber | Colorless| Light yellow| Dark yellow amber| Iodine water| Light yellow tint| Dark red color| Light yellow| Light yellow tint| Unknown Halogen: NaBr Color of Halogens in solution | Br2| Cl2| I2| Water| Orangey-Brown| Colorless| Brown| HEP| Orange| Colorless| Purple | Conclusion:

John Locke and Land Ownership

John Locke and Land Ownership John Locke in The Second Treatise of Civil Government makes several key arguments about what makes land ownable, these ideologies differ from how land ownership works in America but it is easy to see how America’s early days could have aligned with this ideology. In this paper I will focus on two key principles that Locke believed in that are basic requirements for land ownership.The first of these is that land ownership is obtained through labor and that items on the land have no value until labor is applied and the second describes government’s role in land ownership as simply being that the labor applied to land precedes government and government cannot dispose of the estates of the subjects arbitrarily and instead should be limited to securing the life and property of its citizens, and is only necessary because in an ideal, anarchic state of nature, various problems arise that would make life more insecure than under the protection of a minimal state.These two principles allow for the easy identification of claimed lands. While at the same time provide the motivation and encouragement to individuals so that they will want to find land that they can then harness through labor and thus make their own land. It is because of these reasons and more that land ownership through labor is a must for a successful society and a functioning government. In order to ensure that these principles are being viewed and judge from the same sense of meaning a few key words need to be defined as used in this paper.The term land ownership is vital to this paper and its meaning will be defined as, â€Å"the owner of contiguous property that has been improved upon from nature to provide for one’s living†. The term labor will only be used in reference to labor upon an individual’s land and will reference, â€Å"human time and effort put in to a particular task†. The term government will reference only the actua l ruling body that â€Å"influences daily life based on policies and procedures they enact†. At the last term reward will refer to, â€Å"an item or exchange of labor promised or normally expected given in exchange for labor or with no expectation of any kind of return.The principle that labor is a prerequisite to land ownership fits in perfectly with the needs and situation of the early American nation. Outside of key city areas a majority of this nation’s land was unclaimed and unused bearing none of the fruits of labor and essentially leaving all of its value unclaimed and untouched. With a bounty of land larger than anyone person could actually work and apply labor to, it made sense to encourage land expansion. With land expansion individuals could claim land through labor and the value and goods on that land would no longer go to waste as unused items that could have benefitted society as a whole.The second principle helps to place limits on what the government c an do once a parcel of land is owned by an individual. It is safe to say that any reasonable person would not like to see their possessions and livelihood wiped away with one fell swoop, but if governments have no restrictions in the use of their power it would be all too easy to force someone from their land, effectively robbing them of all their possessions and the livelihood that past labor has brought them.This is why Locke insisted that the government role in land owner ship remain limited in scope only to the extent that is needed to ensure this doesn’t happen. Without this assurance from governmental takeover acts similar to his could become standard practice. An unjust government might routinely perform these actions, unjustly claiming the land. This would result in a diminishment of the value of labor and would remove the incentives to work land and would result in a decrease in goods.Because of this looming threat it is clear that government must have some restricti ons on acquiring land to avoid unjust actions and encourage a general sense of trust and security in the government. A government that is without citizens that have some sort of trust and security provided by having a reliable, continual and trustworthy shelter is bound to fail since this is a basic need of humans in general. Modern science can help prove the stress and additional energy expenditure humans endure if they can’t find a sense of comfort, safety and belonging a study performed by Dr.Gilman while at Princeton University showed, â€Å"humans that are in constant fear of loss of shelter expend an average of 2900 calories daily† (Gilman 03/01/2012), along with this extra energy expenditure a lack of shelter creates stress that in turn creates a reduction in productivity. This stress can actually change the human brain reaction method resulting in it , â€Å"going from more sophisticated but slower modes to the faster behaviors of the older brains when we are under stress† (Gilman 03/01/2012).This change in brain behavior limits creative thinking and essentially devolves human thought to a lower state this combined with the increased calories expenditure creates a vast pool of diminished talent that when viewed in a large scale population level, results in a huge waste of resources that could be easily reduced by the assurance of land ownership and security. The easiest way for a government to meet this need is to let individuals provide additional goods to society by applying labor to their land thereby reducing their energy requirements and providing goods for the benefit of all.With all the complications that are possible when it comes to providing for the needs of the many, it only makes to allow individuals the freedom of land ownership that will help reduce their needs while simultaneously benefitting others. This notion of having some sort of fruit from your labor is fundamental to increasing one’s value and having a desire to perform work that can be beneficial to all. A study from Yale University performed by Dr.Greene helps to illustrate just how deeply rooted this concept is into human psychology, an individual will work perform work equivalent to their valuation of a reward. The study was meant to determine the amount of work an individual would perform without a reward versus the amount of work performed for a reward. The study concluded that, â€Å"any individual who was assigned a tasked performed that task to completion with more detail and more efficiently when rewarded as compared to no reward† (Mark et al. 1978).This study helps to demonstrate that human psychology insists that any individual will perform more work and therefore be a more productive member of society if only that individual receives something for the labor they put in. As mentioned earlier if an individual lives under constant threat of having everything taken from them it is essentially making them perform la bor on their land without a reward resulting in less work being performed and less goods for all of mankind, the only solution that removes this fear is placing limits on when and if a government can take someone’s land from them.With removal of this fear an individual can and likely will utilize labor to its fullest extend thereby adding value to the land. It is clear that the benefits of land ownership as defined through the use of labor allows for the creation of the best society possible, one that can help to provide for mankind as a whole, increase the value and abilities of its citizens that actively partake and utilizes the resources at hand to the best of its abilities without waste and undue stress. A society that is free of these constraints and provided with the best ossible reward for work and sense of security can only flourish and enjoy the fruits of their labor helping to create the best future possible.Works Cited: Gilman, Robert. Context Institute, â€Å"The Inside Story Understanding the structure of the brain. † Last modified 03/01/2012. Accessed September 22, 2012. Mark, Lepper, and Greene David. Lawrence Erlbaum, â€Å"The Hidden costs of reward : new perspectives of the psychology of human motivation. † Last modified 1978. Accessed September 22, 2012.

Workplace Learning Essay Example | Topics and Well Written Essays - 3000 words

Workplace Learning - Essay Example The conscious development of the formal and informal learning fronts in work place sites has culminated from the management decisiveness on the aspects of competitiveness and as well product and market strategies. "The development has come from the frameworks within which decisions are taken regarding the factors of how work is organized within an organisational and also how people are managed." (Coombs, P.H. 1985) Various scholars as well as other researchers have concurred that the integration of various economic and commercial factors has had a significant bearing on the establishment of the broad parameters in which opportunities and obstacles to the effectual existence of work place learning obtain. Research outcomes have led to positions that expansive rather that restrictive environment are perceived to be pro-learning at work as well as the convergence of personal and organisational development. Researches into various workplace domain dynamics have culminated in the establishment of a theoretical framework that seeks to explain and contextualise the dynamics around which the manner in which new entrants into a career acquire knowledge and skills that empower them tackle the challenges posed by their career compositions. The dimension of workplace newcomers has been relished with valuable contributions from Lave and Wenger who developed the interlinked tenets of legitimate peripheral participation as well as communities of practice to explain how workplace newcomers (the valid peripheral partakers) develop to full participant status in a defined community of practice. Watkins, K. E. (2001) concur that the newcomers are perceived to embrace learning as a collective relational process which entails the cooperation of the novices with the more experienced personnel. "In our perspective , the acquisition of knowledge is not merely situated in practice like it were some independently definable prices that just occurred to be situated somewhere; the acquisition of knowledge in an integral part of generative social practice in the lived-in world". (Lave and Wenger 1991) Lave and Wenger view the situated learning theory as an essential thrust for those areas tied to social practice as well as that in has contributions to attempts at surmounting what has been called by theorists (Engerstrom 1991) as "The encapsulation of school of learning". Much interest that has been culminated from the forerunning frameworks and ideas on apprenticeship and education has been directed to the non-formal or structured environs. The interest has lead many scholars to invest into researches of workplace learning. Expansive Learning has is enunciated in Engestrom's model of expansive learning. The thrust of the theoretical framework is aimed at fostering significant changes at organisational levels of entities." the object of expansive learning is knowledge impartation process in which the learners are involved." According to the scholars, expansive learning activities generate culturally new trends of activity. Further, expansive learning at work particularly generates new forms of work activity" (Fuller and Unwin 2008, p 129) Basing on the frame work of the expansive learning

Is citizen journalism the saviour of a free press Discuss the Essay

Is citizen journalism the saviour of a free press Discuss the opportunities and challenges raised by this new form of media, production with reference to specific examples - Essay Example This is what is commonly known as citizen journalism and has taken toll in social media platforms like Twitter and Facebook. The world by being connected by the internet has made news transmission faster and easier to obtain from all corners of the world. In the event of major news events, some influential people in the social media platform tend to have large crowds of people that follow them and believe in everything that they say (Wall 2012, p.42). Nowadays, majority of people receive breaking news via this platform from the so called citizen journalists rather than the official news media. Citizen journalism has provided the chance for the mass to receive firsthand information from those at the scene of events rather than getting them from the news anchors who are secondary respondents to the event scenes. Take for instance a case of a fire in a major building in your town, if a neighbor is on twitter or Facebook, he or she can take pictures of the burning building and warn friends living in the area. Such news will spread like wildfire as a response team swing action (Allan 2009, p.34). All in all, when compared to a news anchor who will arrive hours later at the crime scene, indicates that the citizen journalist was the first respondent and the most useful in this case. The disadvantage of citizen journalist is that they may sometimes spread lies that can lead to defamation of others. Take for instance a citizen journalist spreading news that Jay Z is dead through the social media (Croft 2014). Such information would cause a lot of stir and even make major news companies to look up for the truth behind the news. Therefore, people have to be careful on the kind of news which they can believe and those which they believe. It is estimated that 50% of the news produced by citizen journalist are false; therefore care has to be taken before trusting the news source (William 2008, p.67). Citizen journalists are

Compare and contrast the key features of public and private sector Essay

Compare and contrast the key features of public and private sector organisations and explain how these might impact on the role - Essay Example Public sector involve organisations owned and operated by government or their agents and are mostly set up not for profit, but to offer essential services to the public, though profit still reminds one of the objectives of such organisations. Public sectors will major in owning, producing, providing, allocating and delivering goods and services for the government or the public, on either local or international levels, with service provision being more important than making profits. The managers are government appointees, making public companies political institutions. Private organisations. These ere organisations set up, owned, financed, and operated by business people with the single aims of harnessing opportunities to make a profit. The government in private companies only plays a regulatory role through its legal framework, but does not involve in any decision making in such organisations. Their main aim is to invest and harness resources as much as possible to make the maximum p rofit possible from the community. Similarities between private and public companies Service to the public. Both the public and private companies are set up to serve a particular public need, though a private company is responsible to its shareholders and investors to offer such services at a profit. Competition. There are many private companies providing services similar to the public sector services; they all compete for customers and resources, as well as market for their products and services. Examples are schools or healthcare faculties. Organisational hierarchy. Both public and private organisations have different staff occupying differently levels of decision making process, though in the private sector such hierarchies may have different tag names. In the two sectors, hierarchy structure is set to delegate work to the appropriate sections or levels (Kearney, Hisrich, & Roche 2009, 28). Differences between Private and Public Companies Organisation level One factor that charac terizes the public sector is the many formal processes that must be in place to make such an organisation function appropriately (ESADE, 2011). Decision process in public companies involves more degrees of consultations to formalize, leading to increased bureaucracy. Bureaucracy is defined and the regulations, procedures, and rules that have to be adhered to, but have little or no efficacy to the functional object of the rules themselves (ESADE, 2011). Bureaucracy in public sector is mostly due to the divisions of authority between the executive, legislature, and judiciary arms of the government, which have to be involved in the decision making process. On the other hand, private firms are more efficient and have no elaborate formalisation to put in place. Once they have complied with the legal procedures, they can be as small as the owners prefer and as large as possible, with decision making being retained at the senior management level. This makes private sector more efficient in decision making. Market Economy Another difference between private and public sectors is the market economy and economic systems. The public sector has to provide

The challenge of managing diverse teams Coursework - 5

The challenge of managing diverse teams - Coursework Example of cultural diversity, culture differences and its associated conflicts have become the main challenges and drawbacks in such teams (Jager & Raich 2011) One advantage of this is that diverse teams have become an important factor in promoting organizational effectiveness Joplin & Daus (2010) and good leadership. Leaders learn to recognize and accommodate the views and opinions of the diverse team members; this can help in the generation of good organizational results in relation to productivity from a more concrete and diverse decision making process that gives them an advantage over their competitors. Another advantage of diverse teams is that it could not only help in achieve maximum performance of an organization,but can also help the company to acquire great opportunities and strengths and at the same time minimizing environmental threats and weaknesses. Diverse teams enhance organizational performance, the diverse skills and talents among team members can help in the promotion of invention and creativity within an institution. When diverse members work together, the output could be of more quality than a uniform team (Johnson & Suriya2002). Managing diverse teams also comes with it limitations and challenges.According to Jager & Raich(2011),one of the key challenges of management of diverse teams is the lack of appropriate leadership that can effectively manage cultural diversity in the employees of an organization. They state that global leaders need to acquire enough competence in order to properly manage cross-cultural teams. There is need for them to obtain skills in cross-cultural awareness to counter the challenges and demands that are associated with team diversity. Another limitation of diversity is the difficulty in making cohesion among members. Naturally, an individual will tend to feel comfortable to work with people of similar characteristics and opinions. This renders teamwork and unity among members to be more difficult. Leaders have a

Rethinking Performance Management Essay Example | Topics and Well Written Essays - 3000 words

Rethinking Performance Management - Essay Example Behavioral pattern of the suppliers and the clients and concentration in the supply makes entrepreneurs more competitive in the global market. In the market where the customers are diverse, a different approach to the market may be of great benefit to entrepreneur in a new market (Keillor 2011). The trends of innovating products and services in a particular environment have been used by multinational companies in their new products. Taking for instance the travel business in the United States, the business involves serving both the natives and the international visitors. Globalization and liberalization of economies have allowed companies to invent new ideas suitable for the developing markets. Globalization has pressurized companies to continue innovating new ideas of conducting businesses. Though much innovation has been witnessed in the global market, entrepreneurs have found it harder to penetrate the market to ever changing business environment and competition (Griffin 2005). There is more opportunity for growth due to innovation and completion in the global market. Entrepreneurs in the global markets seem to prefer working centrally and doing business from a central position. However Companies benefit international market therefore centralization of business no longer applies in the global markets (Keillor 2011). ... This continuous process entails measurement, appraisal, monitoring, controlling, rewarding and feedback processes (Gary, 2011). Organisational goals are achieved through strategic plans, which are further executed and controlled through effective performance management systems that are applicable for managing performance of the employees, organisational systems and processes. in an ideal state, performance management system is highly beneficial for the company in terms of improving employee motivation and self-esteem; in gaining better understanding of the employees’ abilities and attitudes; achieving better job role and goal clarity; creating appropriate administrative actions; improving employees’ competencies on a continuous basis; better adherence to regulations; introducing better timely interventions to performance improvement; better execution of organisational changes; and in achieving better and predictable growth for the company (Aguinis, 2009). However, Crawf ord’s (2006) article critiques performance management system as a whole by highlighting that performance management related studies indicate otherwise and regard it as a flawed system because the findings from these studies show that despite managing performance, 96% organisations still experience poor performance; very few performance management systems have been proved to be effective; organisations continue to experience huge losses due to poor performance. Crawford (2006) highlighted three main reasons for the failure of performance management: firstly, the notion that performance can be managed is a myth; secondly, performance management has become more of a mechanically driven process without accounting for human factor involvement; thirdly, managers

MULTINATIONAL CORP-EVOL & CUR ISSUE Essay Example | Topics and Well Written Essays - 750 words - 2

MULTINATIONAL CORP-EVOL & CUR ISSUE - Essay Example (GOOG), Amazon (AMZN) and PowerShares QQQ Trust Series 1 (QQQ). This report entails a transaction involving 500 quantities of Google shares, 10000 quantity of Amazon and 1,000 quantity of PowerShares Trust Series 1. Google Inc. is a global technology company that mainly focuses on areas such as advertising, operating systems and platforms, enterprise and hardware products. Its main source of revenue is online advertisement. By the close of business on April 06, 2014 @ 3:59:59 PM, 500 shares of Google Inc. were selling at $545.25. This resulted to an amount of 573,000. The buying price of Google Inc. equity was $545 at a currency/exchange of USD/1.00. It is worth noting that price paid is quoted in the currency of the security’ exchange while the buying powers change and transaction amount are quoted in the currency of the portfolio. As per the start of the business day 7th April 2014, the share price for Google Inc. stood at $539.31 representing a price change of $-5.94 (-1.09%). At the current market price, buying 500 shares of Google Inc. will cost me 272,500. Selling the same quantity will get me a reward of 273,135 hence making a profit equivalent to $635. The profitability nature of the Google’s shares make motivated me to buy the portfolio. Amazon.com serves consumers through its retail websites and focus on selection, price, and convenience. It offers programs that enable sellers to sell their products through the company’s websites. Amazon offers its customers the lowest prices daily product pricing and shipping offers. The last buying price for Amazon.com is $320.22 as opposed to the current price of $320.52. The 52-week high is $408.06 while the 52-week low is $245.75. Going by the previous price, the estimated cost for 10,000 shares will be $ 3,203,310.00. The last selling of Amazon stock is $320.68 representing 187,268 volumes. Considering this selling price, the estimated cost stands at 3,197,090.00. This represents an income gain

The Tax Reform Act of 1986 Term Paper Example | Topics and Well Written Essays - 1250 words - 1

The Tax Reform Act of 1986 - Term Paper Example The tax reform act brought out two key ideas, which seemed as the motivation for the tax reform. The major idea in the tax reform act was fairness in the level of distribution of the tax burden or the overall level. The congress had considered pubic concerns of the high-income individuals who evaded tax payment and the large corporation that combine high book profits with little or no tax liability (Graetz 622). The act lowered income tax rates for both corporations and individuals. The changes in the tax reform act include changes in the time of settling of tax payments. The tax reform does not monitor some of the behavioural responses that change the tax system. This does question the tax reform of its revenue-neutral theme. The tax reform act did upset many established interests and practices, many lobbyists and constituents seeking to block the amending of the act gathered and organized grassroots’ campaigns to lobby against the tax reform act. The opposition of the act was also seen from the divided party control of the executive and the legislative branches. The tax reform act of the 1986 receives the praises of being the best example of a bipartisan tax reform in the American history. The act broadened the bases of both corporate and individual income taxes by getting rid of the various means of tax preferences. The top individual rate was reduced from 50 percent to 28 percent, and the top corporate tax rate decline was reduced from 48 percent to 34 percent. Prior to the passing of the tax reform act there existed a widespread disgust in the income tax system: there existed a prevalence of tax shelters this enabled the wealthy tax payers to escape much of their tax liability. The high tax rates also hampered the economic growth because it discouraged labour supply saving and investment. The tax code was complex this resulted in high compliance,

History of Life Through Time Essay Example for Free

History of Life Through Time Essay 1. The website http://tolweb. org/Life_on_Earth/1 shows the basic phylogeny of the three main lineages of life forms. They are â€Å"Archaea,† â€Å"Eubacteria,† and â€Å"Eukaryotes. † It also shows â€Å"Viruses† outside of the tree, with a question mark indicating that its place in the tree is undetermined, if it belongs in the tree at all. 2. This site attempts to show the two alternative phylogenies of the major lineages of life forms. The â€Å"archaea tree† distinguishes two variations of archaea, and shows that archaea are more closely related to eukaryotes than to eubacteria. In the â€Å"eocyte tree,† archaea are not specified at all, but eukaryotes are shown as most closely related to crenarchaeota-eocytes, which was a derivation of archaea in the previous tree. 3. Viruses are not listed in these two phylogenies because they are not proven to be actual life forms. Where archaea, eubacteria and eukaryotes are classified as â€Å"life forms† due to their ability to transfer genes, viruses have not been determined to be living. They are therefore not included on these two phylogenetic trees. At the other website, http://www. ucmp. berkeley. edu/alllife/eukaryotasy. html, a detailed phylogeny of the Eukaryotes is provided. From this it is evident that Fungi are more closely related to Animalia than to Plantae. 5. Both sites show that the major life classifications are â€Å"Bacteria,† â€Å"Eukaryotes,† and â€Å"Archaea. † The â€Å"Tree of Life† site shows the alternatives to how closely the lineages are related, giving two examples of how the three domains may be nested within each other instead of being derived equally. The University of California site breaks down the systematics of each domain separately and more specifically, leaving the three domains as separate entities entirely. Works Cited History of Life Through Time. 2009. University of California Museum of Paleontology. 3 June 2009 http://www. ucmp. berkeley. edu/exhibits/historyoflife. php. Tree of Life Web Project. 1997. Life on Earth. Version 01 January 1997 (temporary). 3 June 2009 http://tolweb. org/Life_on_Earth/1/1997. 01. 01 in The Tree of Life Web Project, http://tolweb. org/.

What Is It To Be A Reflective Teacher Education Essay

What Is It To Be A Reflective Teacher Education Essay Student teachers should not be trained simply to perform skills in certain prescribed ways but, must have the mental tools to work on professional tasks to be adaptable and critical to know, resourceful, and creative (Howey Strom, 1987). Student teachers should be coached in reflective practice and given greater independence in decision making, as they can learn to practice these critical skills and take responsibility for their decisions, successes, and failures in order to develop into a professional teacher (Becker 1962; Schà ¶n, 1984). Therefore, it is important to be recognised as a professional because: it recognizes the reality of everyday life in the classroom as a teacher (See Appendix 1, 2 and 7) Teacher as a professional: It is important to consider the scale of which teachers are considered professionals. The standard approach of Hoyle and John (1995) leads to a number of features that the forms the measure of an occupation to be regarded as a professional, such as the definition of a profession in relation to its social function center, high skill set and independent decision-making and adaptability, etc. In accordance with Hoyle and John (1995), these measures are consistently demonstrated in teaching practices and are embedded as part of the teaching standards, (See Appendix 1, 2 and 4). It is important to recognize that our knowledge and understanding of the areas can change dramatically over time. This determines its professional credibility. This explains why some occupations now recognized as a professional, were not granted this recognition in the past. For example, the complexity of the human body was not known or understood until recently. Simple solutions such as bleeding patients for fever, were used, and the limited knowledge at the time, appeared to work. Similarly, the simple view of teaching and learning, and the simple techniques, such as punishment, are applied and perceived as working. Just over a century doctors were not so different from members of other industries, and only a little better than the healer (Berliner, 1987). Medical education in Harvard, Massachusetts, consisting of two semesters. The art of medicine is taught largely on the job. Currently, this is the case with teaching being taught on the job. Teachers are unsure to which category they belong to semi-professional, tradespersons or professional (Burke, 1996). As a result, they are often unsure of what they can rightfully ask others such as, management and ministerial bodies or what demands other, such as parents, can make on them. Above all, they do not know what demands they should be making of them. Expectations that a professional person is considered appropriate for themselves are obviously different and more difficult than a tradespersons (Schà ¶n, 1984). In addition, when teachers are seen as professionals, they are aware that the quality of service that is expected of them, as they expect it to be from professionals for their needs, such as medical, lawyers (Burke, 1996). Etzioni (1969) preferred some professions to be classified as semi-professionals. According to him, the work day of a teacher is well regulated and subject to controls in areas, such as the need for teachers to inform the parents about their childs progress, school inspections and the publication of results of pupils in the rankings, to inform the independence of teachers. Therefore teacher can be seen as prime examples of semi-professionals. The Vision of Teacher as a professional allows broader parameters for the total development of teachers and teaching. This should be an effective way to improve self-image and encouraging teachers to master the basic skills of teaching and provide a better service to pupils and parents. Teachers are, after all, make and implement decisions every day and every hour that traces the life and the future of their pupils and the welfare of their country, (See Appendix 1 and 2; Downie, 1990). The more you are aware of this fact and others, including the Department for Education, recognize and accept its implications, the better the education will prosper (See Appendix 5). What is it to be a reflective teacher? In education, reflective practice refers to the development of teachers to examine their own teaching methods and determine what works best for students. It implies teachers consider the ethical implications of classroom procedures on the pupils (Barbara, 2000). The idea of reflection in action is the search for experiences that connect with our feelings, and attending our theories in use. The teacher experiences surprise, perplexity, and confusion in a situation that is uncertain or unique. They reflect the situation before them, and use previous understandings that are already implicit in their behaviour. The result is the construction of new knowledge to inform our actions in the situation that unfolds before us (Schà ¶n, 1984). Reflection on action is subsequently carried out after the situation. This may mean writing notes, things to talk to a head teacher, etc. The act of reflection on action allows us to spend time exploring why we acted as we did, and so on. Therefore, we developed a new series of questions and ideas about our practice (See Appendix 3 and 7; Myers, 2011; Schà ¶n, 1984). In this way we can get involved with a situation that we do not have a complete understanding but, hopefully, we can avoid big problems, while testing the waters. When considering a situation in which we are predisposed by and use our repertoire and our frame of reference. As we work, we can bring fragments of memories and start the construction of building on our existing theories and appropriate responses to the new situation (See appendix 7; Myers, 2011). Teachers in general, but perhaps science teachers in particular, have to face new challenges all the time in both what they teach (because that is constantly developing and changing) and how they teach it. This idea of reflection-in-action that was mentioned before where Schà ¶n (1984) identifies as being a more appropriate characteristic model for professionalism in times of change, requires teachers to take control of their professional learning and particularly to value the tacit knowledge that they hold and which guides their classroom practice. Becoming a professional science teacher is not a case of learning a predefined set of procedures and a static body of knowledge; it is about engaging with a dynamic and exciting subject and facing the challenges of presenting to pupils in an accessible way. One of the positive aspects of a science teachers daily life comes from working with others. Science teachers tend to work in departments. Indeed, there may be more contact and interaction between science teachers than other subject specialisms, such as the need to communicate with technicians on daily basis to fully prepare a lesson, (See Appendix 6). Conclusion The art of reflective teaching must be personally satisfying for teachers, but also lead to a steady increase in the quality of education for children. In fact, because it is evidence-based, reflective practice in student teachers, newly qualified teachers, staff and professionals with experience in meeting performance standards and skills. In the note, the concept of reflective teaching focuses on goals, values, and social consequences of education (See appendix 7; Myers, 2011).