Water and Air Population Analysis Essay Example for Free

Water and Air Population Analysis Essay Despite the adverse effects associated with pollution of the environment, countries continue to pollute the air and water with chemicals, green gases, oil and other waste from domestic or industrial entities. The problem of pollution is a universal one, although different countries experience it at varying degrees. In my local community, (Kuwait) is an oil rich country, and is a major exporter of crude oil to US and other countries. Most people in Kuwait depend on oil for energy needs. The climatic and geographic conditions tend to be extreme most of the year. Temperatures can sore up to 510 during summer and drop to -20 during winters. The topography in Kuwait is mostly desert, with only one hill that stands at 300 meters tall. Only 9% of land in Kuwait lends to arable farming or forest growth. Given that Kuwait is an oil rich country with numerous oil mine points, its waters are prone to pollution due to the oil spills that occur regularly despite mitigation efforts employed by the country. In addition, oil reserves often catch fires, which emit allot of smoke causing a lot of pollution inn Kuwait. The situation is further compounded by the lack of forests or plants, which purify the air by seeping carbon dioxide from the oil fires. It takes long for the effects of oil smoke to be erased and the environment is often the victim. Beside the oil fires experienced in Kuwait, air pollution also occurs from domestic sector as well as enterprises that depend a lot on oil energy for production. The desert topography in Kuwait offers very little chance of natural cleansing to occur due to the absence of vegetation or rainforests and thus the air pollution directly affects the dessert and water pollution in Kuwait. It is rare to witness rain in Kuwait, but when it rains, the amount is massive. Water in Kuwait is a rare commodity because even the lakes and rainwater have become acidic and contaminated from the frequent oil spills and smoke from oil fires, which is a common problem. Besides, when it rains top soils are heavily eroded rendering water inconsumable. It seems to me that the climatic and topographical factors in Kuwait contribute very little if any, mechanism of reducing air and water pollution. This is because of the lack of fundamental components to reduce these pollutions say vegetation, land cover and so on. The two obvious victims of air and water pollution in Kuwait are the people in Kuwait and the environment. On a macro perspective, the human race is a victim of the pollution in Kuwait as seen in the destruction of the ozone layer and global warming. The economic impact on Kuwait citizens is that food production has become very expensive. Most food is imported from other countries. For the economically burdened, meeting this basic need is an everyday nightmare. Air borne diseases are also common among Kuwait people especially those who reside near oil lakes and wells. The impact of oil fires, particularly the Persian Gulf fire, is still felt in the economic spectrum of Kuwait. Over time, it has been reported that the oil reserves in Kuwait are sinking by the day thereby reducing the countries GDP. The reason behind this is not clear but perhaps pollution has a hand in it. Children, who are the most vulnerable group to air and water pollution in Kuwait, continue to suffer from respiratory disease due to poor quality air. The extreme temperatures experienced in Kuwait have been underpinned to destruction of the ozone layer due to the carbon emission from oils fires in Kuwait. The result has been wilting of crops in the few oases in Kuwait and solidification of lakes in Kuwait. The situation on air and water pollution is terrible in my community (Kuwait) but the government is keen to impose policies that will reduce the extent of air and water References Topography in Kuwait. Available at http://www. arab. net/kuwait/kt_topography. htm accessed on September 18, 2007

Reflection in Sport Coaching

Reflection in Sport Coaching Reflection is defined by Stenhouse 1975 p 144 as a capacity for autonomous professional self-directed through systematic self- study. Discuss how a coach utilises reflective practice to enhance their coaching performance The aim for this essay is to discuss how a coach can use reflective practice to improve his/her coaching. Reflective practice is an idea used in education studies and pedagogy. It was introduced by John Dewey, he defined reflection as active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends (Dewey, 1910). Dewey recommended that before a coach can achieve effective reflection three personal characteristics been to be in attendance. Open-mindedness- this is the yearning to want to learn more than you already know Wholeheartedness this is the enthusiasm to want to learn more about a specific subject Responsibility- this is to take the accountability of your actions, positive or negative. However, it is also important to understand other definitions of reflection as not all research has reached an agreed definition Jarvis (1992 p180) claims that reflective practice is something more then thoughtful practice. It is that form of practice that seeks to problematise many situations of professional performance so that they can become potential learning situations and so the practitioners can continue to learn, grow and develop in and through practice. Dewey (1910 p39) defines reflection as the active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusion to which it tends. Reid (1993) in her definition also noted reflection as an active process rather than passive thinking. She states: Reflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice.(p305) McKernan (1996) refers to reflective teaching as not a knowledge-bounded set of competencies which are learned during student teaching, but on the contrary teaching that reflectively supports growth and professionalism through the questioning of  policies, problems and the consequences of actions. This is true in relation to the coach. Pollard (2002) suggests that Reflective teaching is applied in cyclical or spiralling process, in which teachers monitor, evaluate and revise their own practice continually. According to Reid (1993) cited by Ghaye and Lilleyman (1997) reflective practice is: Potentially both a way of learning and a mode of survival and development once formal education ceases. They believe that reflective practice is more than just skillto be used in one particular context but throughout life as well. Reflective practice requires professionals to step back from themselves and the  situation to examine all aspects of the teaching/learning act, including essential  dispositions. It implies that they use an empirical, analytical review of their teaching and  that they employ a moral and ethical framework to guide their analysis and modification  of teaching behaviour. Boise State University (No Date) In 1987 Schon stated that reflection can happen in two ways: reflecting in action and reflecting on action. Reflecting on action occurs after the coaching has taken place, this can be aided with the use of another coach giving advice, or with the use of video. Fitzgerald (1994) defines reflection on action as The retrospective contemplation of practice undertaken in order to uncover the knowledge used in practical situations, by analysing and interpreting the information recalled. Reflecting in action refers to reflection taking place during the activity. It can be said that reflecting on action is engaging in a constant process of rapid feedback and adjustment by which skilful operators can adjust to circumstances and sustain high levels of effectiveness Jackson et al (2004). When reviewing a coaching session there a number of topics to take into consideration. The first and most important aspect of coaching to take into consideration is if the aims and achievements for not only the coaching session but also for the season as a whole. Reflection to see if goals were achieved for the season can only happen once the season has finished. The goals may vary from winning every game, to trying to win one game, if the goals are not reached e.g. the team lost all games then the coach will know that his method of coaching might not have been the most effective to use for the athletes in his team. After a session there can also be a time for reflection, each session should have a clear aim or goal of a specific skill that needs to be improved, if at the end of the session the athletes have become more efficient in that skill then they session can be see as a success. On the other hand however, if the athletes have not improved during the session then reflection needs to take place to see why this is the case. Another way that a coach can use reflection to enhance their coaching performance is to evaluate if there coaching is time and cost effective. It is not good coaching if for example, it takes a whole session to cover a skill that can be covered in five minutes. To evaluate if the session has been cost effective, there are a number of factors to take into consideration. The first of these is have the athletes improved? If they havent then they have paid to gain nothing. However, if the athlete pays very little for a session, where there is only one coach and a high number of children then the expectations of the athletes and parents will drop. Young children i.e. under 7s may be only attending the session as an alternative to babysitting, especially if the cost of coaching is less than that of employing a baby sitter. A coach must make sure that what he/she is teaching is suited to the age group. For example, under 7s would not be capable of learning leg spin in cricket. Also at the other end of the spectrum you would not have the first team practicing basic drills such has hitting a tennis ball off a cone. Sometimes however, this is not that easy to plan for. For example, a group may have very extensive knowledge of one skill e.g. the front food drive, but have no idea how to play a pull shot. A coach can use reflection after the session to see if the performers have improved at the specific skill. A coach can reflect on the use of coaching points, there is no use in using advanced coaching points for athletes who are not experienced e.g. telling a 7 year old to rotate their shoulders vertically when playing the front food drive. The same can be said for experienced athletes, you would not tell them for example to keep their eyes on the ball when catching it as they will already know this. Coaches have to reflect on demonstrations, for the athlete to learn best the demonstrations need to be accurate and performed from many angles. The coach must also make sure that the athlete can see and is not obstructed by another athlete or the coach himself. The coach can also reflect on the safety, this can be a rather easy subject to reflect upon. If there is an injury then the reason for that injury will need to be looked at and reflected upon. Safety could also be reflected upon when thinking about equipment, the equipment that is used may be faulty or broken. All of the above are times when reflection can occur. Feedback from a number of people is very important when reflecting about a session. The athlete that you are coaching will give the coach a lot of feedback; this can range from the improvement they make to their body language. Some more elite athletes will know what works for them so will inform their coach how they learn best. It can be hard to judge how much an athlete has improved from the beginning of a session to the end of one. It is important to distinguish how much if an the athlete has gained so a test like situation could be helpful to ensure that the coach is coaching in a way that is effective. For example, when coaching throwing in cricket, it can be useful to see how far the athlete can throw before any coaching has taken place, so that after the coaching you can see if the athlete can throw the ball any further. Other coaches can help when reflecting about a session, especially if the coach is more experienced and or more qualified. The employer can also help with reflection, if the employer thinks that the athlete is improving then the coach will know that the way he is coaching is effective. But if the employer is not pleased with the improvement then change will have to be made. Parents can also play a large role in the reflective process, the parents may not be happy with the way that a coach is coaching. This may mean that the coach will have to change his coaching method, but only if the parent is knowledgeable. Reflection can also be aided by the use of a video. A video can record the coaching session, and give the coach an incite to what he/she actually does. This can help as it will show demonstrations, body language and what exactly was said. It will also allow the coach to look back on sessions in the past looking to see how his/her coaching methods have changed. McKernan agreed: might use a video recorder to trap teaching performance as evidence or data  to be analysed. More importantly, such a film becomes a critical documentary for  reflecting on practiceresearch can be undertaken by reactive methods such as  observers, questionnaires, interviews, dialogue journals or through such non-reactive  techniques as case studies, field notes, logs, diaries anecdotal records, document  analysis, shadow studies. McKernan (1996) Hanson believed that asking the students to fill in journals after each session would allow the coach to reflect properly. Ive had students make brief journal entries at the end of each sessionit doesnt take much time but reading and responding to the journal entries is time consuming. An approach taken from the values clarification literature is to ask students for one word that represents their behaviour that day. Hellison (1985) Reflection makes the coach test their own behaviour, reminding them to act sensibly in their actions. Reflective evaluation shows areas where population, for example, children, have a bigger social need in addition to their individual sport. When creating training session it is vital to think of the childhood of that child. Reflective practice demands the coach to examine their own behaviour honestly,  reminding them to act responsibly in their actions. Reflective evaluation highlights areas  where the population, for example, children, have a great social need besides their  particular sport. When designing training sessions it is important to consider the childhood of that child. Extreme training sessions may ruin their childhood. Reflective practice is detailed as being essential in increasing coaching effectiveness (Crisfield, 1998; Clifford and Feezell, 1997). Crisfield (1998) considers coaching efficiency to be determined by factors such as knowledge, skills, experience and philosophy. In conclusion Pollard (2002) states the importance of the reflection within coaching. The  process of reflective teaching supports the development and maintenance of professional  expertise. If a coach feels that they have nothing more to work on then they are not using reflection correctly, every coach no matter what level needs to use reflection to become a more competent coach. The importance of reflective coaching is not just about finding and defining the problem. Organising, planning and acting upon it are essential also. There must also be re-evaluation to see if it has solved the problem and continual evaluation resumed. Reflective practice lets the coach value for different styles or methods of coaching. If a coach did not use reflective practice then he/she could not guarantee continual re-evaluation of their work. McKernan (1996) refers to the coaching process as a ladder. To get any higher  performers must extend their ladder by making it longer through reflection and hopefully  improvement, or they and their will be limited to the same level. Adapted from Department of Education for Northern Ireland (1999) cited by  Pollard (2002) this mission statement sums up the truth of the reflective coach: At the  heart of becoming a good teacher is, above all else, being a learner-a life long learner. To learn one has to ask questions of oneself Bibliography Johns C Freshwater D (1998) Transforming nursing through reflective practice. Blackwell Science, London. Reid B (1993) But Were Doing it Already! Exploring a Response to the Concept of Reflective Practice in Order to Improve its Facilitation, Nurse Education Today, 13: 305- 309. McKernan, J. (1996). Curriculum Action Research: A Handbook of Methods and Resources for the Reflective Practitioner. Kogan Page Pollard, A. (2002). Reflective Teaching: Effective and Evidence-informed Professional Practice. Continuum Hellison, D. (1985). Goals and Strategies for Teaching Physical Education. Champaign, IL: Human Kinetics Schà ¶n, D. (1991). Educating the Reflective Practitioner. Oxford: Jossey-Bass Crisfield, P. (1998). Analysing Your Coaching; The Start of Your Journey Towards Coaching Excellence. Leeds: The National Coaching Foundation Crisfield, P., Houlston, D. Simpkin, A. (1996). Coaching Sessions; A Guide to Planning and Goal-Setting. Leeds: The National Coaching Foundation Coaching knowledges, understanding the dynamics of sport performance, Jim Dickenson, 2007 A + C Black Publishers LTD. Jarvis, P. (1992), Reflective Practice and Nursing, Nurse Education Today, Volume 12, pages 23-30. Reed, J. Proctor, S. (1993) Nurse Education a Reflective Approach, Edward Arnold, London. Understanding sports coaching- the social, cultural and pedagogical foundations of coaching practice Tania Cassidy- routledge 2004 Reflective practice and supervision for coaches- Julie hay, the McGraw hill companies- 2007

Tools of the Astronomer :: essays research papers

The Telescope of the Astronomer   Ã‚  Ã‚  Ã‚  Ã‚  Years and Years ago, astronomers didn't have the advantage of the telescope. They could only use their naked eye. It wasn't until Galileo first made a better telescope that it could be used for looking into space. Most every telescope you buy today is better than the one he used. These telescopes have revolutionized astronomy in general.   Ã‚  Ã‚  Ã‚  Ã‚  When Galileo first took his telescope and looked at the sky he saw amazing things. He saw craters on the Moon, dark spots on the surface of the Sun, tiny moons moving around Jupiter. No one else had ever seen these things. With the modern telescopes we use today, we can see many many more things.   Ã‚  Ã‚  Ã‚  Ã‚  Light from planets, stars and galaxies spreads itself on Earth, and a telescope collects this light and lets us look at the object the light came from. Some telescopes, called refracting telescopes, collect and focus light through a glass lens. Another type, the reflecting telescopes, reflect light on a glass mirror. The bigger the telescope the more light it collects, giving us a better view of what we want to look at. Some don't have just one big mirror, it has many little mirrors that fit together like bathroom tile. With the help of a computer, these little mirrors work together like one big mirror. The Hubble Space Telescope is the largest orbiting optical telescope in history.   Ã‚  Ã‚  Ã‚  Ã‚  The refracting and reflecting telescopes collect and focus visible light, which is light that we can see. There are also other types of light that we cannot see. Nowadays astronomers have telescopes to looks at different types of light. On Earth we can look at visible light and radio waves. A few of the very largest telescopes look for radio light. Other types of light, like X-ray light and ultraviolet light, can only be looked at from space, so astronomers have built telescopes in space that orbit the Earth. The most famous is the Hubbell Space Telescope.

Bilingual Education Essay -- essays research papers

Bilingual education was first initiated in 1968. It was a new means to educate the children who spoke a minority language. thirty-one years later the same problems exist for those children who speak a language other then English. The experiment of Bilingual education has been a failure and now it’s time to move on. The first English only initiatives were brought forth in 1981 by newly elected president Reagan. Since then the conflict over Bilingual education has drove on. Currently twenty-three states have â€Å"English Only† laws with 4 states having laws that are pending. The issue of bilingual education and the conflict that surrounds it is primarily focused between whites and Hispanics, although since the mid 70’s it’s also been involved with the Chinese and Mung cultures. Bilingual education has failed however, currently the movement is towards and English only educational system. The simple fact of the matter is that people who speak a language in th is country will never get ahead. We’ve tested the ignorant notion that you could get by without speaking English; or speaking English very minimally, but that’s promoting and even more ignorant idea which is that you don’t need speak English fluently to succeed in America. In 1968 we didn’t know that Bilingual Education wouldn’t work, however, it’s time to move on and do the right thing and switch to English Only.   Ã‚  Ã‚  Ã‚  Ã‚  Lyndon Johnson was president, we had the futile dream of world peace, at the same time we were â€Å"Bombing the North Vietnamese into the stone-age†. In the final year of LBJ’s presidency sever new education initives were taken as part of the last step in his â€Å"Great Society† programs. One of these new initives was Bilingual education. At the time it was supported by the Liberal whites in this country, for the most part the conservative Hispanic sect was opposed to such measures. The idea at the time was, kids would learn in their native language and simply pick up English gradually. Those ideas were radicalized in the 1970’s however, the premise moved away from gradual learning of English; to English wasn’t really necessary. In 1981 Bilingual education came under assault from newly elected president Reagan proposed moving to the English Only system. The idea wasn’t viewed as Anti-Hispanic at the time, or as some kind of racist proposal. Reagan was adored by a majority of th... ...and since 1908 printed exclusively in English by the United States Government. Teddy Roosevelt said in 1908 that â€Å"To print the American Constitution in any other language but English, would be like spitting in the face of our forefathers†. The Untied States Supreme Court has also ruled numerous times that English only laws do not violate the 1st amendment of our Constitution.   Ã‚  Ã‚  Ã‚  Ã‚  I personally believe that in our nation there needs to be a main language, not 3 or 4 or 1200. George Washington wasn’t giving orders at Valley Forge in Russian he was speaking English. Abe Lincoln didn’t give the Gettysburgh Address in Portuguese. It’s not to much to ask for every American citizen to be able to speak English fluently. No one is forced to live here, and if you refuse to adapt you probably shouldn’t be living here. If you want to speak German by all means go ahead and do so, but do it back in Germany. While you’re in America however, we speak English, and if you don’t know it you’re in trouble. The conflict is over rated. It’s not a matter of racism or of any other kind of hatred. It’s a simple matter of principle. American’s speak English it’s not to much to ask.

American Transformation, 1800-1890 Essays -- collapse of colonialism, n

Overview What major political changes did Western Hemisphere nations face in the nineteenth century? (The Earth and Its Peoples, 633) The collapse of colonialism created various challenges for the newly free nations of the Western Hemisphere, in the 19th century. The rise of Personalist leaders, resurgence of Native American resistance, and immigration all affected the political environments of North and South America during that time. Young nations like The United States, Argentina, and Brazil found it difficult to manage themselves under their new constitutions. Regional separations and movements for women’s and black rights added to this difficulty, creating new political groups and questioning national identity. Perhaps the most significant political change in the 19th century, the regionalization of western states challenged the growth of their respective identities. As Bulliet says, â€Å"after independence, new national governments were generally weaker than the colonial governments they replaced.† In Spanish America, initiatives like Gran Columbia failed because of debate over economic policy, power struggles, and other interprovincial conflict. The lands of New Spain (1521-1821) were wide and varied, and many of the natives never desired to live under such a flag to begin with. This was illustrated with the Caste War, a string of many battles that were waged between the Maya and the Spanish over rights and land in the Yucatà ¡n area of Mexico, starting in 1847. Regionalism also affected the United States. The size and composition of states influenced the drafting of the constitution. The smaller states, along the East Coast, feared that their say would be repressed by lar ger states. The states and western territori... ...ves are as responsible for their oppression as those who oppress them. The third resolution voices, â€Å"the servile submission and quiet indifference of the Women of this country †¦ are the fruit either of ignorance or degradation.† This seems quite logical, although, from what I’ve read, I think it was a combination of the two. Through the words of these resolutions, I can see the precursors to the feminist movement of the 60’s. When learning about the reception of these resolutions by the constitutional convention, part of me isn’t surprised, given the prevailing views at the time; another part of me is shocked that these men can simply ignore the wrongs that have been so clearly laid out in front of them. It reminds me that we have wrongs that are allowed in today’s society, which may be more subtle, but no less important, and are ignored by our representatives.

Web Marketing for CVS Drugstore

The web marketing would be the best option for CVS as it is one of the most effective and cost effective online marketing strategy (Businesswire. com, 2006). The following online marketing strategies can be used in the process to attract volume and quality to the online drug store of CVS. CVS is apt at handling the online drugstore with efficient marketing techniques related to information recognition and spread. Click and Mortar delivery options: The marketing strategy at this point is to introduce several customer support options to address the customers issues related to timely delivery of the drugs.Other marketing strategy like online order tracking and easy payment methods would also serve a great strategy. Online order tracking mechanism would be quite helpful to any customer to know the status of the order and accordingly take action. This would also boost their confidence in handling their order. Flexible payment methods would encourage more customers to engage in the online operations. The marketing strategy at this point would be to incorporate several marketing techniques for widespread use. Online merchandising marketing strategy:The various analysis of the products and their category is essential to CVS as they would track at any point of time the various products that are selling presently and focus on the ones who needs a market yet. The marketing aspects at this stage would be to do some online marketing for the company in regard to various products which needs a push. The performance reasons for doing so would foster better sales of the products. Online banners specifically targeting some of the products would be circulated in the online trade centers, retail chains, other stores and so on.The primary activity in marketing at this point is to understand the customer’s needs and thus the analysis of products sale is essential element to this. Knowing the customer well The knowledge of the customers for the prospective CVS products and ser vices were not analyzed correctly. It did not mature from the customer analysis and all efforts to fetch the right customer for the product were not arrived at. This point needs to be stressed severely for personalization benefits. Lack of technological understanding:The large spending of CVS towards making it a successfully integrated online drugs company by marketing it along ISP, mobile and broadband production business would result into large scale analysis and sale of the various marketing preferences enforced in practice. The media propagation and involvement of mobile technology would result in wide spread of the knowledge of CVS products and services. Evaluation of technology The 21st century marketing techniques would involve fetching the internet users an e-marketing solution which would involve promotion of various initiatives at a place which is largely accessible.Some technological aspects which can be considered are web 2. 0 techniques to penetrate into aspects where p eople meet at an internet social place. Podcasts With the incoming of iPods, this tool can be widely used for allowing product marketing. It originally called audio Blogs. The audio recordings in MP3 format. It can be played on desktop computer or other MP3 devices (most famous is Apple’s iPod MP3 player). CVS can use it to its advantage to announce its products. The podcasting is quite an effective way as this technology is largely spreading all over the globe for widespread communications.RSS feeds Timely delivery of message is very crucial for determining the right use of it. CVS can use it to its advantage in entailing a better perspective towards information use and retrieval. The user subscribes to â€Å"RSS feeds† from CVS website. The user then installs software called an â€Å"aggregator† or â€Å"feed reader† onto their computer. The software periodically checks for updates in RSS feeds from different subscribed to websites and updates user with info from the feed. One issue is that there are different RSS formats, and thus compatibility issues.The marketing techniques which can be used for CVS can be expressed using the following rules of information and technology literacy: 1. The ability to recognize a need for information 2. The ability to distinguish ways in which the information ‘gap’ may be addressed 3. The ability to construct strategies for locating information 4. The ability to locate and access information 5. The ability to compare and evaluate information obtained from different sources 6. The ability to organize, apply and communicate information to others in ways appropriateThe basic use of technology would be to ascertain its effective use in business marketing and sales. The primary idea is to establish the various needs and ensure better framework of the idea. The web 2. 0 technology would ensure numerous impacts towards various business objectives (Berners, 2001). The specific E-marketing asp ects would not only revolutionize the online presence but also ensure greater confidence among the stakeholders. The following can be enforced for the CVS drugstore: †¢ Incorporation of Search Engine Optimization (SEO) strategies – This can be well felt as search engines are optimized for the various tags.The SEO factors ensure better search results for all its services. The distinguishing point is that it is optimized for performance in Europe region more than all over the world due to the performance statistics (Strauss, 2005). †¢ Personalization of content: The extensive use of web 2. 0 strategies needs to be exploited at CVS to a large extent. The users would be able to organize information in accordance to their choices like mobile streaming and alert system The incorporation of online video streaming for various products and purchase over the internet would facilitate better use. References/Bibliography Andrews, Todd (2007).Breakthrough in Home Video: CVS/phar macy Introduces World's First Digital One-Time-Use Video Camcorder. Retrieved 2, April 2009 from http://www. prnewswire. com/cgi-bin/stories. pl? ACCT=109&STORY=/www/story/06-06-2005/0003818095&EDATE. Berners, T. Lee (2001). Weaving the Web. Orion Business Books. HarperCollins, New York. Businesswire. com (2006). CVS/pharmacy and Photo Channel Launch New Online Photo Service. Retrieved 2, April 2009 from http://www. allbusiness. com/retail/retailers-nonstore-retailers-mail-order-internet/5447368-1. html Strauss, Judy and Frost, Raymond (2005). â€Å"E-Marketing†, 4th Ed, Pearson Prentice Hall.

Chem Sba 1

Name: Derell Ruan Form: 4B1 SBA: Chemistry Aim: To determine which gas, Ammonia or hydrogen chloride defuses faster. Hypothesis: Ammonia will defuse faster than hydrogen chloride. Materials Equipment: Chemicals: * 2 retort clamp and stand Ammonia * 1 ? m glass tube * 2 250cm3 beakers * Cotton Wool * Stop clock * Meter rule * Tweezers * 2 Rubber bum Method: The equipment was collected. * The glass tube was placed between the two clamps ensuring that it was leveled. * A small amount of hydrochloric acid was poured into the beaker. * The cotton wool was placed at one end of the glass tube using tweezers. Seal it off with a rubber bum. * Repeating steps 3-5 simultaneously. * The stop clock was started, keeping record of time taken to the white cloud to form. * The meter rule was used to measure the distance of the white cloud from each end of the tube. ResultsChemical| Distance| Time ( in sec)| Rate of Diffusion| Molecular weight | Ammonia| 90| 285| 0. 315| 17. 03| Hydrochloric acid| 60 | 285| 0. 210| 36. 46| Interpretation of results: The purpose of the glass tube is to eliminate air currents and to let the gas molecules will move on their own. The gas molecules follow a path through the tube as they collide with the air molecules in the tube. Ammonia will diffuses faster because it has a faster rate of diffusion and it is almost twice a light as Hydrochloric acid.A cloud like figure should show up when the gases collide. Conclusion: The reaction which is taking place is: ammonia + hydrogen chloride > ammonium chloride NH3Â  (g) + HCl (g) > NH4Cl (s) The exact time taken for the cloud to form depended on the dimensions of the tube, and the amount of the solutions which are put on the cotton wool. The cloud formed nearer to the hydrochloric acid end of the tube because ammonia diffuses faster than hydrochloric acid.This is because hydrogen chloride has almost twice the molecular weight of ammonia, and the rate of diffusion is inversely proportional to the square r oot of the molecular mass of the gas. The hypothesis was correct and is proven by the results of the experiment and what was interpreted was also proven by the results of the experiment. Limitations: The experiment could not have been conducted several times enabling the results to be more accurate, because of the high risk that it could have done to the human body.