For your initial post, reflect back over the past decade and recall a news-breaking infectious outbreak of a disease that made an impact on you. Please include a link to a news article or video related to your outbreak in your initial post. Explain how that story changed the way you interacted with people, family, or friends.
Category: Natural science
In total, the word count should be 1500-2,000 words, either all creatively made on a powerpoint presentation. OR a brief presentation, with a research paper to accompany it and explain in depth.
You may choose to do creative projects (art, music, video, screenplay…) instead of papers, but they should involve a similar amount of work and be accompanied by a shorter paper explaining the research and thinking that went into creating them.
Topic: Science and Religion (with respect to ecology)
Readings to help: Ayala, Science and Religion: Conflict or Concert, Wiley Blackwell Companion to Religion and Ecology (WBCRE), 146-162.
Haught, Science, Ecology, and Christian Theology, WBCRE, 117-129.
Bauman, Bohannon, & OBrien, Chapter 4: Ecology: What is it ? Grounding Religion (GR), 49-63.
Deane-Drummond & Lisa Sideris, “Chapter 5: Ecology: A Dialogue, GR, 64-72.
please answer the following IN YOUR OWN WORDS.. NO CITATION:
What is the main objective of this research?
What 4 factors can lead to different conclusions about the interaction of bark beetle attacks and fire? Hint: see the discussion, page 15.
Please explain Figure 2. and Figure 3.
After accounting for pre-fire biomass and topography, did the authors find that burn severity was higher or lower in forests with more pre-fire insect damage?
Term Paper Assignment – Geography 330 (F19)
Assignment
You are to write a 5-7 page (typed, double-spaced) research-based paper about any topic of relevance to the course. Maps, diagrams, etc. are welcome in addition to the five pages of text.
Approximate point weighting for final draft:
Your final draft grade will be determined by how well you do the following:
a. Present a well-structured argument with an introduction, thesis statement, logically-organized body and conclusion;
b. Write objective prose (avoid speaking as yourself, asserting personal opinions, drawing from your background personal experiences and observations, etc. (Direct observations are only valid if they are made specifically for this assignment.)
c. Submit a paper that is grammatically correct and free of punctuation and spelling errors;
d. Draw meaningfully from scholarly geographic sources as well as other sources. You dont get points for doing this, but you will lose them for not doing so. The bibliography must list the three scholarly sources separately from all other sources.
e. Properly cite all sources. (You must use the Chicago Manual of Style author-date system for the in-text citations and bibliography. Consult the citation style guide on the Oviatt Library web page to learn this system. Or simply copy the style of the Yearbook of the Association of Pacific Coast Geographers. (Sample on Canvas)
Experiment 7: Virtual Copper Carousel Lab
Background (MUST BE ABLE To READ THW WHOLE BACKGROUND)
Starting with elemental copper, this experiment uses a series of chemical reactions to end with the recovery of the elemental copper. Since you start and end with metallic copper and can perform the cycle of reactions again and again, this has been referred to as a copper carousel. Just like going around and around on the amusement park ride, you can run this reaction cycle again and again. You will be asked to observe the changes associated with these reactions, write balanced reaction for each step, identify which reactions are oxidation-reduction reactions, and calculate the percent recovery using hypothetical data.
Early alchemists were intrigued by the nature of matter and how it changed. However, their investigations were hindered by a lack of instrumentation (except for balances to measure mass), and they did not have the benefit of modern atomic theory or the periodic table to help interpret their results. They relied on descriptive chemistry, or simply describing the physical changes that accompany a chemical reaction.
Chemical changes (i.e., reactions) also produce observable changes in the substances involved in the reaction. Some reactions, such as combustion, will generate heat and light. Other reactions, such as the reaction of carbonates with acids, will produce bubbles of gas. Still other reactions will result in a change in the color or appearance of the reacting materials. These changes can be used to determine whether or not a chemical reaction has occurred. Modern chemists describe these chemical changes (i.e., reactions) using chemical formulas to describe the starting materials and products, and using chemical equations to indicate how these substances are changed during the reaction.
There are many common types of chemical reactions. Oxidation-reduction (redox) reactions involve the transfer of electrons. Not all reactions are redox reactions. Simple precipitation reactions most often do not involve the loss or gain of electrons they are not redox reactions. Acid-base neutralization reactions are another example of reactions that are not typically redox reactions. In this experiment, only some of the reactions are redox reactions.
Metals occupy a large portion of the periodic table. Properties and reactivity of metals have been studied throughout human history; indeed, the ability to use metals has had profound effects on civilization. The coinage metals — gold, silver, and copper — have always been valued. Metals can be classified by their location in the periodic table: active metals (Groups 1 and 2 or Groups 1A and 2A), transition metals (Groups 3 to 12 or Groups 1B to 8B), and p-block metals (Groups 13 to 16 or Groups 3A to 8A). Metals in their elemental form share many properties: they are generally shiny, malleable, ductile, and good conductors of heat and electricity. All but three are solids near room temperature.
The chemistry of metals, particularly the transition metals, is quite rich and a wide range of chemical compounds can be prepared from them. An excellent example of this is the element copper. Copper (Cu from the Latin cuprum) is element #29 on the periodic table. It has been known to mankind since antiquity; an entire age of human development is named after bronze, an alloy of this versatile metal. While most people are familiar with copper in its metallic state as wires or sheets, the solution chemistry of the element is equally noteworthy. Copper is found most often in aqueous chemistry as the Cu2+ cation, although compounds of copper(I) are also frequently encountered.
Starting from the elemental metal, you will watch a series of reactions to explore the chemistry of copper by preparing a series of compounds which move around a carousel, ultimately returning to the initial metallic state:
For this experiment, well be using a number of YouTube videos that demonstrate the procedure.
Procedure
This video demonstrates one way to do the copper cycle procedure: https://youtu.be/ylnMuFpDqUA Watch this video and answer the questions that are asked below. Record observations for each step, as requested.
Reaction I:
1. Weigh an empty evaporating dish and record the mass to four places to the right of the decimal point and include the units.
Mass of empty evaporating dish:
2. Obtain a piece of pure copper wire weighing about 0.5 g. Weigh the copper in the evaporating dish and record the mass with the appropriate units and number of significant figures.
Mass of empty evaporating dish:
Appearance of copper wire:
3. Transfer the wire to a 250-mL beaker. Be sure that the copper wire lies flat on the bottom of the beaker. THE NEXT STEP SHOULD BE PERFORMED IN THE HOOD! Add about 4-5 mL of concentrated nitric acid (16 M HNO3) to the beaker. Keep the beaker in the hood until the reaction is complete. Record your observations. The chemical equation for this reaction is complex, and is:
Reaction I: Cu(s) + 4 HNO3(aq) Cu(NO3)2(aq) + 2 H2O(l) + 2 NO2(g)
List at least three observations of reaction of copper with nitric acid (include appearance of copper wire, the liquid, and any gas formation):
4. When the reaction is complete add ~100 mL distilled water to your beaker.
List your observations:
In solution, the copper ion does not exist as a naked cation, but is coordinated by six neutral water molecules in an octahedral arrangement, [Cu(H2O)6]2+. This leads to a slightly different (but no less correct) rendering of the reaction as:
Reaction Ia: Cu(s) + 4 H3O+ (aq) + 2 NO3 (aq) [Cu(H2O)6]2+(aq) + 2 NO2(g)
Reaction II:
5. Add 15 mL of 6 M NaOH slowly while stirring with a glass rod. Be sure to keep the glass rod in the beaker to prevent any loss of your copper compounds during this step.
List at least two observations of this reaction:
Complete and balance the chemical equation that describes what happened.
Reaction II: [Cu(H2O)6](aq) + NaOH(aq)
6. Let the mixture settle for a while.
List at your observations (include the color of the liquid and the solid):
Reaction III:
7. Assemble a ring stand, ring, wire gauze, and Bunsen burner, as illustrated in the video. Heat the solution in the beaker gently using a Bunsen burner. You do not need to heat the solution to boiling; a gently heating will be sufficient. After 5 to 10 minute the reaction should be complete. Complete reaction will be indicated when the solid product is uniform in color and the solution is clear and colorless.
List your observations of this reaction:
Complete and balance the chemical equation that describes what happened.
Reaction III: Cu(OH)2(s) + (heat)
8. Remove the beaker from the wire gauze and replace it with a clean 600-mL beaker with 300 mL of distilled water (no stirring rod). Heat the water until it is close to boiling.
9. Allow the mixture from Reaction III to settle. Decant the supernatant solution (i.e., the liquid above the solid), and discard the supernatant down the drain with plenty of water. Be careful not to lose any of the solid CuO that was formed.
10. When the water in step 8 is hot, turn off the Bunsen burner and pour ~100 mL of the hot water into the beaker with the solid CuO. Stir briskly to wash any unreacted NaOH from the solid. Allow the solid to settle, and decant the supernatant as you did in step 9. Be careful not to lose any of the solid CuO.
11. Repeat step 10 two more times, being careful not to lose any of the solid CuO.
List your observations of this process:
Reaction IV:
12. Slowly add 30 mL of 3 M H2SO4 to the solid CuO while stirring with a glass rod.
List at least two observations of this reaction:
Complete and balance the molecular and net ionic chemical equations that describes what happened.
Reaction IV (molecular eq.): CuO(s) + H2SO4(aq)
net ionic eq.:
Reaction V:
13. RETURN TO THE HOOD TO PERFORM THIS NEXT STEP. Weigh 1.30 g of 30-mesh zinc metal in a weigh boat or small beaker. Add the zinc to the solution all at once. Stir until the solution is colorless and the evolution of gas ceases, and then continue stirring for 2 to 5 more minutes.
List at least four observations of this reaction:
What is the formula of the gas that is evolving in this step?
Complete and balance the molecular and net ionic chemical equations that describes what happened.
Reaction V (molecular eq.): CuSO4(aq) + Zn(s)
net ionic eq.:
This reaction has excess H2SO4(aq). Complete and balance the chemical equation that describes the reaction of the excess zinc.
Reaction Va: Zn(s) + H2SO4(aq)
14. Once the reaction is complete, carefully decant the liquid. Rinse the precipitate two times with ~50 mL distilled water.
15. Transfer the precipitate to the evaporating dish.
16. Dry the precipitate over a steam bath as shown in the video.
17. Carefully remove the evaporating dish from the steam bath using tongs. Dry the bottom of the dish with a paper towel and reweigh the dish with your product. The balance reading in the video is very hard to read. Record this value as 44.7565 g.
18. You can evaluate the experimenters lab technique by how much of the original copper was recovered after all the reactions were complete. Percent recovery is calculated as:
Instructions:
What is the percent recovery for this experiment? (Show all steps of your calculation.):
This video demonstrates another way to do the copper cycle procedure: https://youtu.be/tyrne4AFOvY
Watch the first 4.5 minutes of this video and answer the following questions.
1. What was the purpose of the litmus paper?
2. What were the observations of the litmus paper?
3. What technique was used to recover the products from Reactions III and V?
4. Which acid is used in place of the sulfuric acid in Reaction IV?
This video discusses other reactions of copper: https://youtu.be/1I7lzHy0jKE Watch this video and write 50 150 words describing the most interesting things that you learned.
Additional Questions:
1. Many of the reaction in this experiment are oxidation-reduction (or redox) reactions. Define the following terms:
a) oxidation
b) reduction
Which of the five reactions in the copper cycle are redox reactions?
2. Write a balanced chemical equation for the reaction of iron with oxygen to form iron oxide (Fe2O3).
Then write a description of what you would observe as a piece of iron rusts. What was the sign of the chemical reaction in which iron rusts into iron(III) oxide?
For this reaction, which reactant is oxidized and which is reduced?
3. In the first reaction in this lab you dissolve the copper metal in nitric acid. Why must this reaction be performed in the hood until the reaction is complete?
4. In the first video, the products were recovered using a technique called decanting? Describe what is meant by decanting.
5. The mass of recovered copper may be measured greater or less than the amount at the beginning.
a) Give at least two reasons why the mass of recovered copper might be greater than the initial mass of copper.
b) Give at least two reasons why the mass of recovered copper might be less than the initial mass.
c) What steps could be taken to minimize these sources of error in the experiment?
6. Using your balanced chemical equation for Reaction V, calculate the minimum amount of zinc that is necessary to completely react with 0.4564 g of copper ions. How does this value compare with the amount of zinc added in the first video?
essay describing what you learned from the simulations and describing the lab skills which are better learned in-person as opposed to online (either by watching videos or using lab simulations). I have already done the simulations.
Simulation 1–
At the end of this simulation, you will be able to
Understand how to create biodiesel from algal oil
Identify the hazards posed by chemicals and how to handle them
React quickly and save lives in case of a fire emergency
Use the CAS numbers to plan your experiment
Understand how to dispose of halogenated and non-halogenated waste
Lookup H and P phrases in the safety data sheet
Safely use a chemical fume hood
About this Learning Simulation
Are you ready to work in a chemistry lab? In the Chemistry Safety simulation you will learn how to safely work with organic solvents. Experiment with dangerous chemicals and make mistakes without putting yourself in danger.
Biodiesel for a greener world
We need to find sustainable fuel sources to reduce CO2 emissions and battle climate change. Your mission in the Chemistry Safety lab is therefore to find an effective process for producing biodiesel from algal oils. Can you figure out how to convert oil into diesel?
Fumes in the fume hood
In the Chemistry Safety lab, youll get to work with methanol, a volatile organic solvent. This means you need to work in a chemical fume hood. Learn how to set up your reaction in the fume hood and dispose solvents in the organic waste. Look up the physical properties of your reactants in the safety data sheet, to make sure your reaction will be successful.
Dangers in the lab
In the Chemistry Safety lab, youll learn to identify the hazards posed by the different chemicals that you are using, which is a very important step in the planning of every experiment.
Just like in the real world, things will get nasty if you make mistakes while working with dangerous chemicals.
Are you ready to react quickly in case of an emergency, and will you be able to apply your chemistry safety knowledge correctly?
Simulation 2–
At the end of this simulation, you will be able to
Describe the structure and organization of the periodic table
Classify elements of a family based on their location in the periodic table
Distinguish metals from other element classes based on typical characteristics
Use the flame color test to identify metals based on their position in the periodic table
Relate valence electrons and oxidation state of a main group element to its position in the periodic table
Describe the main trends among groups and periods for atomic properties
Explain the causes on the atomic level for the main trends among groups and periods concerning atomic radii, ionization energy and electronegativity
Techniques:
Flame color test
About this Learning Simulation
Light up the elements! In this simulation, you will learn all the fundamental ins and outs of the periodic table. Find out which elements have metallic characteristics, perform a flame test, and explore trends in atomic properties among the main groups and periods.
A broken table
The periodic table is an amazing tool for getting an overview of all the elements in existence, even the elements that only exist when we create them ourselves. But the table in this virtual lab lab is broken; some of the elements have fallen out, and its your mission to figure out where they belong by investigating their characteristics and properties.
Flame color test and atomic properties
To sort the first few elements in the table you can observe their flame colors. You may need to use your knowledge about element classes as well to get the full overview.
There are surprisingly many atomic properties for which trends can be observed via the periodic table. Moving on to the virtual holo-table, you will investigate these trends and deduct how they behave when you move within and between periods and groups of the table. You will need this knowledge to assign the most tricky fallen-out elements.
Become the teacher
At the end of the simulation, a special visitor will be coming by the lab, and she needs you to help her understand the basics of the periodic table.
Will you be able to grasp the periodic table well enough to explain it to the visitor?
Simulation 3–
At the end of this simulation, you will be able to
Explain the relationship between mass, molecular weight, and numbers of atoms or molecules and perform calculations deriving these quantities from one another
Perform mass-to-mass stoichiometric calculations via conversions to mole
Identify the limiting and excess reagents in a chemical reaction
Calculate the theoretical, actual and percent reaction yield
Define Avogadros number and describe the mole quantification of matter
Techniques:
Gravimetric analysis
About this Learning Simulation
Did you know that there are more water molecules in a glass of water than there are sand grains in the Sahara desert? In this simulation you will learn about the relationship between mass, molecular weight and the number of atoms or molecules and you will understand the magnitude and importance of Avogadros number.
Identify an unknown compound
In order to identify a compound where the label has been partly destroyed, you must apply the technique of gravimetric analysis. To do so, you must first learn to understand the relationship between mass, moles and molecular weights and how to perform stoichiometric calculations from mass to mass via conversions to mole.
Stoichiometric calculations with moles
You will perform a realistic gravimetric analysis with detailed instructions on what to do and why to do it in every step of the experiment. From balancing the equation to recognizing the stoichiometry of the reactants and finding out which equation to employ in the calculations, the theory behind the experiment is explained step-by-step in the order of the experiment.
What compound is it?
At the end of the simulation, you will have finalized all of the stoichiometric calculations and the answer to the question should be clear Can you see what compound it is?
Hide Assignment Information
Instructions
Part 1: In this assignment you will first identify your selection. Give the history of the person, his/her research that won them the Nobel Peace Prize. Also, share the process as to how the winner is chosen. Finally, state why you selected this person in your assignment. You may use the Online Librarian to assist in your research.
This assignment must meet the following criteria:
Minimum word count: 500 words
APA format
Work Cited page
Part 2: Provide Feedback to me if this assisted in giving you a better understanding of the History of Chemistry and what could be done differently (3 paragraph maximum).
Topic Structure:
1. Introduce your topic
Body:
What is the cause
How does it occur
Why is that an issue
What action should be taken to reduce/solve this problem
Conclusion:
What are human doing to reduce/solve this problem
What do you think should be the solution (your input based on your understanding of the topic)
For the Body Part, your response must be in bullet points
I argue that the world needs to switch to an environmentally friendly way of treating municipal solid waste rather than the old ways of treating garbage, which is whether landfill or incinerators.
I argue that Waste-to-Energy technology is a new innovative method to handle waste and generate heat to make electricity with fewer gas emissions and water soil pollution.
Please use all the SCHOLARLY articles I have provided. PLEASE, DO NOT USE any outside sources unless it is scholarly.
I will be uploading all the articles necessary to back up my argument (switching to waste-to-energy is the best solution to save the environment).
INTRODUCTION
The small city of Waynesville, Texas, has been identified as a candidate for hydraulic fracturing (aka “fracking”). Fracking is defined by the United States Geological Survey (USGS) as an “oil and gas well development process that typically involves injecting water, sand, and chemicals under high pressure into a bedrock formation via the well. This process is intended to create new fractures in the rock as well as increase the size, extent, and connectivity of existing fractures.” The result of this process increases gas or oil flow in low-permeability rocks, aiding extraction. Amid worries of disruption to the small town life afforded by the citizens of Waynesville, and concern for environmental impacts, the city council is considering a ban on fracking within city limits. To aid in their decision, they have sought the opinion of members of the community and experts alike.
Your job will be to debate the following motion: The city of Waynesville should impose a ban on fracking .
You have been assigned a side, either Pro-ban or Anti-ban .
Written debate students will choose a specific role related to their Pro-ban or anti-ban assignment (based on the last digit of their student number). Oral debate students have been given specific roles by the T.A. debate moderators.
All students (written debate format and oral debate format) will complete an introductory written assignment worth 5 points. Instructions are given below:
ASSIGNMENT
1. Introductory Statement – To aid in the initial analysis of the spectrum of the communitys various positions, you have been asked to write a short, 100-150 word introductory statement. In that, you need to succinctly address the following:
a. Who are you? (What is your role?)
b. What is your position on the fracking ban? (Pro or Con?)
c. What are the top three reasons for your position on the ban?
d. Include at least 2 peer-reviewed, scientific articles to support the reasons for your position.
e. End this statement with a clear sentence telling the city council how it should vote. (Impose the ban or not.).
***************************************************************************************
a. Role: Local resident
b. In favor of the ban, arguing AGAINST fracking
c. your choice
