The Effects of Domestic Violence on Children Essay

The Effects of Domestic Violence on Children - Essay Example Violence creeps quietly and firmly into living rooms via television and its contents. This source misguides its viewers in adopting unrealistic and cinematic use of violence in real life situations in homesteads and outside. Viewers invariably have the entire family and perhaps none of the family members escape this all pervasive and negative influence. Children, with impressionable and tender psyches, are increasingly witnessing real-life violence, either in their homes, streets, schools, work places and almost everywhere. This violence has not only assumed epidemic proportions but is a sad and painful reflection on our society when recipients of violence are children, particularly in domestic environment. An environment which is otherwise supposed to protect and nurture young ones instead works to leave deep scars of hostile violence. To top it all provocations may be extremely trivial. This state of affair constitutes both a public health and moral/philosophical crises. The United States (US) has the highest homicide rate in the world. The US homicide rate for young men is 73 times greater than that observed in comparable industrialized nations. Largely uncontrolled proliferation of guns and other lethal weapons is linked directly, for one, to the increased homicide rates among children and for two, to the numbers of violent incidents that children may witness. On an average each day in the US, 9 children are murdered, guns wound 30 children, and 307 children are arrested for violent crimes.

1)What is food insecurity What are the main reasons for food Essay - 1

1)What is food insecurity What are the main reasons for food insecurity in the developing world - Essay Example llennium, one of the goals set by policy makers throughout the world was to reduce 50% of hunger throughout the word by the period of 2015 (Scanes, 2011, p.8). During 2006, over 820 million were expected to be among those who are suffering from hunger throughout developing nations and the rate of hunger is increasing instead of decreasing at a constant rate, especially in African and Southern Asian regions (Hampton, 2007). This paper will focus on what food insecurity is and what is causing food insecurity in the regions of developing nations, as well as how it can be countered. During 2000, all the leaders throughout the world decided to comply with the aims and objectives of MDGs (Millennium Development Goals) (Sachs, 2005). On top of the aims and objectives list was the reduction of poverty and hunger. During 2003, the numbers showed positive signs as hunger decreased from 823 million to 820 million which accounts for a change from 20% to 17% of hunger (Skoet, 2006, p.4). Food insecurity is a term used to define conditions when individuals do not have access to food both physically and economically throughout their life and can not stay well nutritious and healthy. The components that add up to form the definition and application of food security include: existence of abundant amount of food in reality, accessibility of food to individuals and stable accessibility over prolonged period of time, availability of high quality food, and ability of human beings to control their food and what they eat. Hunger is a term mostly used to denote to food insecurity but it is not actually food insecurity because hunger can even arise on temporary basis for people who have abundant amount of food. Hunger does not last for a prolonged period of time and it takes place when agricultural production declines due to changes in weather and seasons or during war sessions. Hunger can even be categorized as chronic in nature when restricted amount of access to food quality and

Is Realism More Persuasive Than Liberalism Politics Essay

Is Realism More Persuasive Than Liberalism Politics Essay The two key concepts of international relations are realism with share a pessimistic view of human nature and liberalism that has an optimistic view to the rise of modern states. Realism has more persuasive account in international relations because of his pessimistic critic of human nature. As to realism definition the belief that within human morality there will always be conflict among people. In international relations realist believe that war is the only ultimate resolution of avoiding conflict. Liberalism is the international theory that holds takes positive view of human nature because human beings have ability to reason. liberalism believe that human being are self interested but also recognize that people share common interests therefore they co-operate with one another. Liberalism has a core belief in progress assumptions, for example Robert Keohane argued that liberals believes on the possibility of increasing progress. The key argument of liberalism is the aspiration to create people society where the potential can be achieved. They believe that citizens have to be brought up to do hard job. Even it the different liberals opinions in what the government role should have or be included. Classical liberal suggest that the government should not have a large functions, only three important functions are related to them such as, to guarantee order and law, to maintain protection against internal and external enemies, lastly to increase support to the two preceding functions. However modern liberals suggest that the states exist to help citizens and also themselves. The state plays important function, Liberals and conservatives strongly argued that the government is very important and play an important role in the assistances of citizens but realist dont accept the same idea. One of the most important idea of liberalism is related with freedom, that meant that all people in the world have the right to be free (natural freedom) but liberals dont trust in full freedom because they believe that people do not do what they want to do, if everyone should do what they want it would give the rely right. That should bring people in pluralism idea where is seeing as the diversity of opinion. Even if realists would see pluralism idea as strong because of the variety of opinions and is causing change in social aspect. About freedom conservatives differ with classical liberal because they suggest that freedom lead to negative freedom where everyone do what they like on every occasion they want, conservatives do not argue with that idea because they believe that individual freedom do not have the same power as the law. The conservative idea is that the law is a strong instrument to sustain peace and promote freedom from citizens that want to take the freedom and rights from the others people. Freedom is closely connected with the doctrine of laissez-fare which advocated minimum regulation and maximum freedom of action for the entrepreneur according to Goodwin. (Barbara Goodwin, 2007, pg 36, 41) Liberal belief in reason human rationality because they argued that human are completely able of achieve their own personal interests. Liberal sees reason as scientific knowledge and as a form of progress but conservative dont belief in that. Liberalism can suggest that belief in progress but conservative belief that the knowledge came from the earlier period. Reasons have never supported the idea of paternalism because paternalism is compare as authority and also helps direct that inferior level and the conservatism argued that the government is important for control of citizens. Liberalism has always repudiated the idea of real interests, arguing that that way lie paternalism and even totalitarianism, this means that only subjectively felt or expressed interests can count. Liberals also reject the Marxism contention that people en masse can be deluded about their interests and suffer widespread false consciousness, since this erodes the concept of rationality. According to Goodwin logically, argued that, Liberalism is a flexible and adjustable ideas; it has presided over what were arguably three of the most progressive and liberating centuries of human history. It should therefore be credited with many of the advances of this era even if it is also rightly blamed for many of our endemic social problems. (Barbara Goodwin, 2007, pg, 63) Realist view of human is based on the focus of individual and their own well-being. Realist believes that human have an aggressive relation with each others. Realists focus on domestic political life because they believe that the political world is consisted of international anarchy of sovereign states. Realism strongly focuses on state values, it national security and ensure state survival. Power allows states to act freely on strength resistance of each state due to their belief of anarchy government and non-existence authority in international relation. State can use their power only if they can justify their action base on evidence of their state security. According to realism states are allowed to act while using their power as long as they can evidently justify their action. Realists believe that international relations ken only improve unless an effective global democracy is put in please to prevent anarchy. Hans Morgenthau is a classic realist thinker of international relations of the twenty century; he argued that women and men have will to power. That is in particular clear in government and also specifically in global politics. Morgenthau view suggested that whatever states objectives are the will always use power to maintain t he values. According to him political activities are focus on use of power. The main concept of foreign policy is to ensure protection and defence of state interests in the political world. The great power has demonstrated effectively in modern world because of the claim of perceptive human nature to authority of the state, and they understand state behaviour as being a conflict. In the realist concept or ideas actors of the world politics are perceived as being less helpful or not important. For example International organizations, NGOs (Non- governmental organisations) and people. The main concern of realism is the state survival and protection of nation from danger. Realist argued that is the reasons to make foreign policy, and according to the realist all government in the world defend their own national interest because of self interests. Realists consider that the life of human would be terrible with no protections of state, and they also believe that there would be dreadful conditions in the peoples life and the value of state would not be certain. All the country states are seen as the defender of its land or region, and the value of life, according to Hobbes. All the foreign policies decisions should be done, on bases of the national interest. Ethics and human society cannot be extensive into the relationships of international relations. Realism is best compared with egoism or the absence of any formal system of government in a society. For example structural realists believe that international politics is important to try to overcome problem relating with power, but classical realist contrast this idea seeing that is a product of human nature, post -war realist, Hans and Morgenthau argued that the nature of man is the necessary description of international politics such fear, competition and war can be explained and also argued that, the most important aspect to consider is that festive people have to recognize that laws exist and think the most right polices that are regular with the basic fact that human beings are flawed creatures . The structural realists are more focus to the international anarchy. According to John Herz discussed that international anarchy guarantees the centrality of power; structural realism can be called also neo-realists. The biological realist focus more in human nature, in this theory is more evident that people are product of nature in action. Realist are considered more aggressive in foreign policy, they have always missing credibility for example Morgenthau went against the US war in the Vietnam to the point of rational understanding of national interest. Another good example is the US invasion war in Iraq; I would illustrate this as realisms council against the use of force. Realists in 1990 said, that Saddam Hussein in Iraq war proves that war and use of force represent dangers to the population and country. The liberal came with a different definition against the realists views of the Iraq situation or problems. They have seen the Middle East politics as exception. The liberal also argued that the world is moving towards the anarchy of sovereign state system. These contradictory ideas on the nature of global politics and how it is change will not rapidly be accepted. The realists stress permanence; the liberals stress change. Both claim the high ground of realism with a small. Liberals have a tendency to see realists as cynics whose interest with the past blinds them to change. Realists, in turn, call the liberals utopian dreamers. Liberals also argue that economic power has replaced military power as the central medium of international politics, this is greatly overstated. Security is like oxygen. It is often taken for granted when it is present, but you will think about nothing else once you begin to miss it. Realists rightly argue that economic instrument still cannot compete with military forces in their coercive and deterrent effects. Economic sanctions by the United Nations compelled neither Iraq to withdraw from Kuwait in 1990 according to Nye and Joseph. (Nye, Joseph S.1997, pg 55, 20 190) Hoffman argued that the core of liberalism continues is self-discipline, moderation, cooperation and peace where the real meaning of international politics is exactly the opposite troubled peace, at best or the state war. For example there was a brief resurgence of liberal sentiment at the end of the Second World War with the birth of the United Nations, although this beacon of hope was soon extinguished by the return of cold war. After 9/11, the US government has gain more power over the people, and they have consolidated their power to act against terror, and the states that help and give support to terrorist activities. Realism is more persuasive than liberalism because it as a realistic explanation of dynamics of the political world in the realist live and the name represents almost an unfair advantage in terms of student initial reaction to it. However, realism should be regarded just as name for an exacting way of opinion about the world; a label which is understood to imply certain basic assumptions. According to Steans and Pittsford argued also that, realists are malicious to the people, realists are necessarily heartless people who do not worry about malnourishment, authoritarianism and rainforests as long as the global system persists and conflict are unspoken and perhaps limited or controlled as much as possible.( Steans and Patti ford, 2001, pg 42). Rationality provides the final strategy to save realism as a general theory of international relation. For example, Kydd claims that the fundamental assumption behind realism is that states can be helpfully idea of as unitary rational actors substitute strategically under anarchy (1997: 120). Numerous others realists also appeal to what Robert Keohane calls the reason assumption: world politics can be seen as if states were unitary rational actors. Morgenthau argued that state act, as they must, in view of their interests as they see them (1962a:278). The issue is how they see them. Interests become interesting only when they acquire substance which is provided not by calculating, instrumental reason but by the passions (interests, desires). Realism is distinguished from other theories not by the rationality assumption, but by its substantive specifications of the interests of states leaders, and citizens. (Donnelly Jack, 2000, pg 64, 65).

Computer Professionals :: Essays Papers

Computer Professionals Computer consulting is one of the important if not the most important job of our time. Computers are the future whether we like it or not. Some people dislike computers, because of the complications it takes to understand the basics. Computers are not exactly the easiest tools to work with, but they are the most rewarding, and they are the future. Future cars will all be run by computer. You will be able to talk to a car and it will take you to your destination. Telephones are technically computerized. You will soon be able to talk to a person on the telephone as well as look at the person you are talking to on a television set. Also television is computerized. Soon we will have true three dimensional television. We will be able to watch television like we never have watched it before. We will be able to touch the characters, and feel the characters like they were in the room with you. For people who don't know much about computers, you will be lost in the future. You should learn what you can while you still have the chance, because things will develop to quickly for you and you will not be able to cope with new technological events. Computer consulting is a job, I have chosen long before the advances of technology. And now it has paid off. I now have a business of my own, working as a computer consultant. I assist others in learning about computers to be able to operate more efficently in their everyday jobs. Computers will fall into careers and our everyday life more rapidly then you think. Perhaps you would like to be a teacher. You will store all class data, students work, names, grades, records all accessible by computer. Or, how about a doctor. You will use computers to examine and evaluate a patients problem quicker and more efficiently. These are only a few examples. The bottom line is, computers provide worthwhile careers. Having a job that involves computers, in terms of the conditions, is very much similar to any office job. In most of the common jobs, the worker will get to an office in the morning, sit at a desk, in front of a computer, and will do very little manual labor except a lot of typing. For example, the computer consultant we have already mentioned, might

Copper Cycle

The Copper Cycle Most of the background material for this laboratory will be covered in greater detail in the lecture course later in the semester. Here is some background information so you will understand the chemistry behind the reactions you will perform. Many aspects of our lives involve chemical reactions-?from the batteries that power our cars and cell phones to the thousands of processes occurring within our bodies. Most of these reactions can be classified into one of three main types of chemical reactions: precipitation reactions, acid-base naturalization reactions, and oxidation- deduction (also called â€Å"redo†) reactions.Aqueous Solutions(as) Many reactions occur in an aqueous environment (I. E. , in a solution where ions and compounds are dissolved in water). When we indicate that a reactant or product has the physical state (as), we mean the substance is dissolved in water. When an ionic compound is in aqueous solution, the individual ions are present in solut ion; for example, NCAA(as) exists as An+ and CLC- ions moving around in water. Solubility Rules Many ionic compounds are soluble-?I. E. , they dissolve in water.Others generally do not dissolve in water and are considered insoluble. To determine if an ionic compound is soluble-?I. E. , will dissolve-?in water, we use the Solubility Rules: Solubility Rules for Ionic Compounds in Water The compound is SOLUBLE if it has: An+, NH 4+ ton (ALWAYS! ) 2. CHICHI-, NON-, CHIC- 3. CLC-, BRB-, or 1-, except compounds with Gag+, BP+2, and Hag+2 are insoluble 4. SASS- except compounds with Saga's, cases, scars, Bases, PBS, and Haggis are insoluble The compound is INSOLUBLE if it has: 5.CHIC-, crack-, IPPP-, except compounds with Lie+, An+, K+, NH+ are soluble 6. SO-, except compounds with Lie+, An+, K+, NH+, ca+2, sir+2, AAA+2 are soluble . Hydroxide ion, OH-, except compounds The Solubility Rules indicate which compounds are soluble, and thus are represented as aqueous: e. G. , Kill(as), Abaca(a s), Noah(as), etc. The Solubility Rules also indicate which compounds are insoluble-?I. E. , do not dissolve in water and remain as solids: e. G. Basso+), Call(s), cacao(s), etc.Double Replacement/Precipitation Reaction For example, consider the reaction between aqueous lead(al) nitrate with aqueous potassium bromide, as shown below: KGB(as) Puff KNEE Note that the chemical formulas for the products formed are based on their charges, to how they appear on the reactant side of the chemical equation. ICC CHEM. 151 AL: The copper cycle O ICC, 2013 page 1 of 12 Based on Solubility Rules #4 and #1, we find that BRB is insoluble and KNEE is soluble.Thus, the complete, balanced equation is: + 2 KGB(as) Pacific) + 2 KNEE(as) We can cancel the spectator ions from the ionic equation and write the net ionic equation: Pub+(as) + 2 BRB -(as) 0 BRB(s) This reaction produces a cloudy mixture with small particles of the solid suspended in the solution. When enough solid has formed, it will begin to settle at the bottom of the beaker. Thus, a clear solution becoming cloudy when another solution is added is often taken as experimental evidence of a solid or precipitate forming.Acids and Bases Acids can be defined as substances that produce hydroxide ions (HUH+) when they are dissolved in water. A hydroxide ion is the product of a hydrogen ion that reacts with a water molecule: H+(as) + H2O(l) 0 HUH+(as). A hydrated hydrogen ion (H+(as)) is equivalent to an aqueous hydroxide ion. The two equations below both represent the unionization of hydrochloric acid, HCI(as), but the second one shows a particular water molecule explicitly. HCI(as) O H+(as) + CLC-(as)HCI(as) + H2O(l) O HUH+(as) + CLC-(as) Acids are usually easy to recognize since their formulas start with H and contains nonmetal elements other than H-?e. G. HCI(as), HON.(as), and HASPS(as) are all acids. Note that the physical state aqueous, (as), must be included to distinguish a compound that is acting like an acid from o ther forms of a substance. For example, the formula â€Å"HCI† can also be used for hydrogen chloride gas, HCI(g), so to indicate aqueous hydrochloric acid, one must specify HCI(as). One useful definition of bases is that bases are compounds that produce hydroxide ions (OH-) when dissolved in water.The dissociation of sodium hydroxide, Noah, is shown below. : Noah(s) Noah(as) which is equivalent to An+(as) + OH-(as) Acid-Base Naturalization Reactions In an acid-base naturalization reaction, a hydrogen ion-containing acid reacts with a hydromechanics's base to produce water and a salt (an ionic compound): HCI(as) + Noah(as) O acid base H2O(l) + Niacin(as) water salt Acids can react with bases, regardless of whether the salt is soluble or insoluble. There are other types of acids and bases that can react without forming water.If the reactants and products of an acid/base reaction are colorless and soluble, it is impossible to monitor the progress of an acid-base reaction based solely on the appearance of the solutions. To help us monitor acid-base reactions, we use litmus paper to determine if a solution is acidic or basic. Litmus paper changes color depending on the presence of H+ or OH- ions in the substance being tested. Blue litmus paper turns red in acidic solutions containing H+ ions, and red litmus paper turns blue in basic solutions containing OH- ions. Age 2 of 12 Oxidation/Reduction Reactions In an oxidation/reduction reaction, electrons are transferred from one reactant to the other. In the simplest form of these reactions, single-displacement reactions (also called single-replacement reactions), metal ions react with pure metals. If the reaction proceeds, the pure metal gives electrons to the metal action. This causes the pure metal to become a action and the action to become a pure metal. The action must always have an anion partner which is present either in an ionic solid or in a solution.For example: MGM(s) + 2 Gag+(as) 0 2 Gag(s) + MGM+(a s) metal action If the charge of an element is changing, that is a good indication that an oxidation/ reduction reaction is taking place. Later in the semester you will learn about oxidation numbers which are used to keep track of more complicated oxidation/ reduction reactions. Step l: Chemistry The different copper species obtained in each part is shown in Equation 1 below: cue(S) Part I cue+(as) Part II part Ill cue(S) part Part V blue l.Oxidation Copper Metal with Concentrated Nitric Acid, HON.(as) The first step involves transforming Cue metal to copper(al) ions, Cue+, using concentrated nitric acid, HON.(as). At the same time, the nitrate ions (NON-) undergo a series of reactions to form nitrogen monoxide, NO. This product rapidly reacts with oxygen in the air to form NON, a brown gas. The presence of Cue+(as) makes the solution blue. When the reaction mixture is diluted with water, the Cue+ ions are hydrated (surrounded by water) to form the octahedral complex ion, [Cue(H2O)6 ]2+, as shown below.Six water molecules (shown as red O and white H atoms) are bonded to a Cue+ ion (shown in gray as the central atom). Cue+(as) + 6 H2O(l) 0 [Cue(H2O)6]2+(as) Figure 1 page 3 of 12 Step II: Chemistry II. Precipitating Cue(OH)2(s) with Noah(as) In Part II, two reactions are carried out by adding Noah(as). In the first reaction, the hydroxide ions (OH-) from the Noah(as) neutralize the excess hydroxide ions (HUH+) feet over from the previous part: HUH+(as) + OH-(as) 2 H2O(l) Once all the HUH+ ions are neutralized, additional OH- ions react with the Cue+ ion to form Cue(OH)2 precipitate. Once all the Cue+ ions have reacted, no more precipitate forms.Adding more OH- ions makes the solution basic, so it can turn red litmus paper blue. Figure 2 on the next page shows the step-wise reaction of Cue+ with Noah. Figure 2: Step-wise Illustration of the Precipitation of Cue(OH)2 in Part II – Remember: [Cue(H2O)]2+ indicates the same substance as Cue+. 1st Beaker: At the end of Part I, hydrated copper complex, Cue+ are present, making he solution blue, and excess hydroxide ions (HUH+) remain from the nitric acid used. 2nd Beaker: Adding Noah(as) to the blue solution results in the OH- ions neutralizing the HUH+ ions to form water: HUH+(as) + OH-(as) 0 2 H2O(l).The An+ ions and resulting water molecules are not shown. 3rd and 4th Beakers: Once all the HUH+ are neutralized, adding more Noah(as) results in the OH- ions reacting with the Cue+ to form the blue Cue(OH)2(s) precipitate shown at the bottom of the beaker. Water molecules released from the complex ion are not shown. 5th Beaker: When all of the Cue+ ions have been converted to Cue(OH)2(s) precipitate, adding more Noah(as) results in unrelated OH- ions in solution, which makes the solution basic. Red litmus paper can be used to confirm the solution is basic.Note that the solution is no longer blue since no Cue+ ions are present in the solution. Step Ill: Chemistry Ill. Converting solid Cue(OH) 2 to solid Cue In Part Ill of the sequence, the reaction mixture is heated. This transforms the Cue(OH)2 precipitate to Cue precipitate. Page 4 of 12 The Cue precipitate is separated from the solution, called the supernatant liquid, using a method called gravity filtration. The mixture is filtered using a filter funnel, ND the solid is collected on filter paper. The supernatant liquid runs through the filter paper and collects in a beaker.This resulting filtered solution is called the filtrate. Step IV: Chemistry ‘V. Dissolving Cue(s) with sulfuric acid, HASPS(as) In Part ‘V, the Cue precipitate is dissolved using sulfuric acid, HASPS(as). This redo reaction returns copper to its aqueous phase. Step V: Chemistry V. Reducing Cue+ ions with Zinc Metal In Part V, zinc metal (Zen) is added to the copper solution to convert the copper ions back to copper metal, Cue(s). The resulting solution will contain colorless zinc ions, Zen+(as) and copper solid. Visible evidence of this reaction is observed as bubbles of gas being released from the solution. Since the HUH+ ions do not dissolve the Cue metal, the amount of copper yielded is not affected by excess acid. ) Identify the gas displaced from the acid in this reaction. When the solution becomes colorless, all of the Cue+ ions have been converted to Cue metal. All of the excess Zen metal is also converted to Zen+ ion by the excess HUH+ ions from the sulfuric acid, HASPS(subdued to dissolve the Cue precipitate in Part IV. Once all the Zen metal is dissolved, the Cue metal can be isolated by decanting, or pouring off, the supernatant liquid. The Cue will then be rinsed, dried, and weighed as described in the procedure. Age 5 of 12 In this experiment, you will carry out a series of reactions starting with copper metal. This will give you practice handling chemical reagents and making observations. It is typical for scientists to observe materials before they react, what happens during a reaction and how it lo oks when the reaction has come to completion. The product of the final reaction will be copper metal and the percent copper that is recovered will be calculated. **Lab Notebook** You should include one table that contains the mass of copper at the beginning and ND of the experiment along with % of copper recovered.This table should include: Mass of copper at the start of experiment (in Part l) Mass of copper + evaporating dish (from Part V) Mass of empty evaporating dish (from Part V) Mass of copper recovered (from Part V) Percent of copper recovered Record observations for each of the steps (I-V) of the copper cycle in your lab book. Be sure to label each step (I-V). The observations for each step should include: the appearance of the reactants before the reaction the appearance of the reactants during the reaction (for example, bubbles, flames, etc. The appearance of the products after the reaction.Your observations should include state(s) of matter, color, texture, smell, etc. Wh ere applicable. If your observations are not detailed, you may not receive full credit. One step also requires a specific chemical test using litmus paper to check for acidity. Be sure to also record the results of these tests in your lab notebook. **You will turn in worksheet pages 11-12 along with the duplicate pages from your lab notebook. Step l: Procedure – Oxidation Cue with concentrated nitric acid, HON.(as) 1 . Place a sample of weighing paper in the balance. Tare the balance, so it reads 0. 0000 g. Use forceps to transfer about 0. 5-0. 40 g of Cue strips onto the weighing paper. Record the mass of the Cue strips. Transfer the Cue strips into a clean 250-ml beaker labeled with one of your group member's initials. Record the appearance of the copper metal in your lab report. CAUTION: Concentrated nitric acid is highly corrosive, so it can cause severe chemical burns and damage clothing. Handle with care and avoid breathing the fumes. Any nitric acid spilled on skin mus t be rinsed immediately with water for 15 minutes. Any acid spilled on your work area must be neutralized then the entire rear should be washed and dried.CAUTION: Concentrated nitric acid reacts with copper metal to form brown toxic NON gas. Leave the reaction beaker in the fume hood until all of the brown gas is vented in the hood. ICC CHEM. 151 AL: The Copper Cycle page 6 of 12 2. In a fume hood, use a 10-ml graduated cylinder to carefully measure about 3 ml of concentrated nitric acid, HON.(as). Slowly pour the nitric acid onto the Cue strips in the beaker, swirling the beaker to maximize contact between the Cue and nitric acid until all of the solid Cue has dissolved and the NON gas has escaped.Keep the action beaker in the hood until all the toxic brown NON gas is gone, and keep your face away from the hood to avoid inhaling nitric acid fumes and NON gas. Describe the reaction between HON. and the Cue metal in your lab report. 3. Dilute the resulting solution with about 10 ml o f denizen water. Describe the appearance of the resulting solution containing Cue+ in your data table. Step II: Chemistry – Precipitating Cue(OH)2(s) with Noah(as) left over from the previous part. Once all the HUH+ ions are neutralized, additional OH- ions react with the Cue+ complex ion to form a gelatinous blue Cue(OH)2 precipitate.Once all the Cue+ ions have reacted, no more precipitate forms. Adding more OH- ions makes the solution basic, so it can turn red litmus paper blue. The picture sequence on the next page outlines the step-by-step process that occurs during this step. Step II: Procedure – Precipitating Cue(OH)2 with Noah solution CAUTION: Sodium hydroxide (Noah) can easily damage eyes. It is corrosive and can cause chemical burns and damage clothing. Any Noah splashed into eyes or spilled on skin must be rinsed immediately with water for 15 minutes. Any base spilled on your work area must be neutralized then the entire area should be washed and dried. Whil e constantly stirring the Cue solution, slowly add MM Noah(as) from the dropper bottles. First, the OH- from the Noah added will neutralize the excess acid left over from Part l. 2. Once all the acid is neutralized, additional OH- ions react with the Cue+ to form Cue(OH)2(s), a blue precipitate. Record what you observe in your lab report. When adding more Noah does not produce more precipitate, the solution can be tested to determine if all the Cue+ has been precipitated and additional OH- has made the solution basic. Use red litmus paper to test if the solution is basic as follows.Without stubbing any precipitate, use a glass stir rod to place a drop of solution (NOT the precipitate) on a piece of red litmus paper. If it turns blue, the solution is basic. Stop adding Noah when the solution turns red litmus paper blue. Describe your litmus test in your lab report. Page 7 of 12 Step-wise Illustration of the Precipitation of part II 1st Beaker: Check solution using red litmus paper (r efer to background handout). Continue adding base until solution is basic. At the end of Part I Cue+ ions are present, making the solution blue, and excess hydroxide ions (HUH+) remain from the nitric acid used. D Beaker: Adding Noah(as) to the blue solution results in the OH- ions ions are not shown. 3rd and 4th Beakers: 5th Beaker: Once all the HUH+ are neutralized, adding more Noah(as) results in the OH- ions reacting with the Cue+ to form the blue Cue(OH)2(s) precipitate shown at the bottom of the beaker. When all of the Cue+ ions have been converted to Cue(OH)2(s) precipitate, adding more Noah(as) results in unrelated OH- ions in solution, which makes the solution basic. Red litmus paper can be used to confirm the solution is basic. Note that the solution is no longer blue since no Cue+ ions are present in the solution.In reality, your solution may still appear blue because of the dispersion of the Cue(OH)2 in the solution by mixing. Step Ill: Procedure – Converting Cue( OH)2(s) to Cue(s) 1. Set up a ring stand as shown in the figure at the right. Set up a ring clamp, and put a wire gauze on top of it. Above it, attach another ring clamp with a diameter large enough to go around a 250-ml beaker. You are going to set your 250 ml beaker on the lower ring and gauze. The upper clamp will hold the beaker in place so it does not fall. 2. Add about 30-40 ml of denizen water to your reaction beaker from Part II.Carefully place the beaker on the ring stand inside the upper ring. CAUTION: Gently heat the beaker over a medium flame. (Set the inner cone of the Bunsen burner flame to a height of about 1. 5 inch and the lower ring stand about 4 inches above the top of the Bunsen burner). Constantly stir the solution with the glass end of the stirring rod until all the blue precipitate turns black, and the solution is clear. If the solution starts to bump or boil, immediately remove the beaker from the heat and let the solution cool slightly. Describe what happens to the Cue(OH)2 precipitate upon heating in your lab port. Age 8 of 12 3. Allow the beaker and contents to cool. While they are cooling, set up the gravity filtration apparatus. Obtain a second ring stand, and attach a ring clamp that is small enough to hold the plastic funnel. Prepare the filter paper as shown below: Finally, place the plastic funnel in the small ring clamp, and place a 400-ml beaker beneath it to collect the filtrate (the liquid that goes through the filter paper). The funnel's stem should be Just inside the beaker to prevent splashing. 4. Use the markings on a clean 150-ml beaker to measure out about 25 ml of denizen water.Boil the water on a hotplate to wash the precipitate in step 6. 5. When the 250-ml reaction beaker has cooled to room temperature, pour the Cue precipitate into the funnel to filter the contents. Transfer the last traces of the solid from the reaction beaker into the funnel, using a stream of denizen water. 6. Use a disposable pipette to wash the precipitate on the filter paper using the hot denizen water heated in the 150-ml beaker. Allow each portion of hot water to drain through the filter paper into the beaker below before adding the next portion. Use 15 ml of the hot denizen water to thoroughly wash the Cue precipitate. Copper Cycle CH 130 B: General Chemistry I The Lab Report As a scientist you are responsible for conveying the results of an experiment to a supervisor, a colleague, or the public. Often, you will convey this information in the form of a scientific paper describing your work. This paper needs to clearly describe why and how an experiment was done, and it must include an interpretation of results, including a discussion of their importance and any significant sources of error. You lab report will be a brief version of a publication.It should contain the following sections: Introduction This part of the paper should be an explanation of the purpose of the experiments and a review of relevant principles related to the work. This is NOT a procedure. Data and Calculations Attach your graded summary sheet from the experiment. If you did any calculations incorrectly, attach a sheet with correct calculations. In addition to the summary sheet include a table which details observations and known informatio n. What did the solutions look like, what were their concentrations, etc.?Results and Discussion This part of the report should include an in-depth discussion of your data and observations, in essay form. Again, do not rewrite a detailed procedure here, but summarize what you did in the experiment. Describe what you observed. What do your results tell you? Explain whether your results matched your expected results. If they didn’t (and they surely didn’t match exactly) discuss the reasons why this might be the case. What are the possible sources of error?How would each of these sources of error affect the result? Convince yourself and your reader that you are correct in your conclusions. Reiterate your data in relation to your conclusions. You should be able to explain the chemistry that is occurring in the experiment. Please remember the basic principles of writing. Your lab report must be mechanically correct (grammar and punctuation). It is your responsibility to che ck your grammar and spelling. You will be graded on this. How is a lab report different than an English paper? Lab reports are written in third person, passive, past tense. †¢ The rough draft and final draft can be double-sided, but they must be double-spaced. †¢ Lab reports use simple, declarative sentences that connect observations to conclusions. †¢ The simplest way to say something is often the best. There is no page or word requirement. Say what you have to say so that your reader understands. Common mistakes to avoid: †¢ Try not to start your introduction with â€Å"the purpose of this experiment† or a similar phrase. Compounds/elements are not proper nouns. Do not capitalize them. †¢ Use superscripts and subscripts. †¢ Proofread!! This lab report should be approximately 2 pages long. You will all write the lab report for the same experiment. The experiment is labeled on your schedule as â€Å"Cu Cycle. † A completed rough draft of y our lab report is due on (or before) October 22. The rough draft will be counted as half of the total grade for the paper. The final draft of your report will be due on November 26 in class. Copper Cycle The Copper Cycle Most of the background material for this laboratory will be covered in greater detail in the lecture course later in the semester. Here is some background information so you will understand the chemistry behind the reactions you will perform. Many aspects of our lives involve chemical reactions-?from the batteries that power our cars and cell phones to the thousands of processes occurring within our bodies. Most of these reactions can be classified into one of three main types of chemical reactions: precipitation reactions, acid-base naturalization reactions, and oxidation- deduction (also called â€Å"redo†) reactions.Aqueous Solutions(as) Many reactions occur in an aqueous environment (I. E. , in a solution where ions and compounds are dissolved in water). When we indicate that a reactant or product has the physical state (as), we mean the substance is dissolved in water. When an ionic compound is in aqueous solution, the individual ions are present in solut ion; for example, NCAA(as) exists as An+ and CLC- ions moving around in water. Solubility Rules Many ionic compounds are soluble-?I. E. , they dissolve in water.Others generally do not dissolve in water and are considered insoluble. To determine if an ionic compound is soluble-?I. E. , will dissolve-?in water, we use the Solubility Rules: Solubility Rules for Ionic Compounds in Water The compound is SOLUBLE if it has: An+, NH 4+ ton (ALWAYS! ) 2. CHICHI-, NON-, CHIC- 3. CLC-, BRB-, or 1-, except compounds with Gag+, BP+2, and Hag+2 are insoluble 4. SASS- except compounds with Saga's, cases, scars, Bases, PBS, and Haggis are insoluble The compound is INSOLUBLE if it has: 5.CHIC-, crack-, IPPP-, except compounds with Lie+, An+, K+, NH+ are soluble 6. SO-, except compounds with Lie+, An+, K+, NH+, ca+2, sir+2, AAA+2 are soluble . Hydroxide ion, OH-, except compounds The Solubility Rules indicate which compounds are soluble, and thus are represented as aqueous: e. G. , Kill(as), Abaca(a s), Noah(as), etc. The Solubility Rules also indicate which compounds are insoluble-?I. E. , do not dissolve in water and remain as solids: e. G. Basso+), Call(s), cacao(s), etc.Double Replacement/Precipitation Reaction For example, consider the reaction between aqueous lead(al) nitrate with aqueous potassium bromide, as shown below: KGB(as) Puff KNEE Note that the chemical formulas for the products formed are based on their charges, to how they appear on the reactant side of the chemical equation. ICC CHEM. 151 AL: The copper cycle O ICC, 2013 page 1 of 12 Based on Solubility Rules #4 and #1, we find that BRB is insoluble and KNEE is soluble.Thus, the complete, balanced equation is: + 2 KGB(as) Pacific) + 2 KNEE(as) We can cancel the spectator ions from the ionic equation and write the net ionic equation: Pub+(as) + 2 BRB -(as) 0 BRB(s) This reaction produces a cloudy mixture with small particles of the solid suspended in the solution. When enough solid has formed, it will begin to settle at the bottom of the beaker. Thus, a clear solution becoming cloudy when another solution is added is often taken as experimental evidence of a solid or precipitate forming.Acids and Bases Acids can be defined as substances that produce hydroxide ions (HUH+) when they are dissolved in water. A hydroxide ion is the product of a hydrogen ion that reacts with a water molecule: H+(as) + H2O(l) 0 HUH+(as). A hydrated hydrogen ion (H+(as)) is equivalent to an aqueous hydroxide ion. The two equations below both represent the unionization of hydrochloric acid, HCI(as), but the second one shows a particular water molecule explicitly. HCI(as) O H+(as) + CLC-(as)HCI(as) + H2O(l) O HUH+(as) + CLC-(as) Acids are usually easy to recognize since their formulas start with H and contains nonmetal elements other than H-?e. G. HCI(as), HON.(as), and HASPS(as) are all acids. Note that the physical state aqueous, (as), must be included to distinguish a compound that is acting like an acid from o ther forms of a substance. For example, the formula â€Å"HCI† can also be used for hydrogen chloride gas, HCI(g), so to indicate aqueous hydrochloric acid, one must specify HCI(as). One useful definition of bases is that bases are compounds that produce hydroxide ions (OH-) when dissolved in water.The dissociation of sodium hydroxide, Noah, is shown below. : Noah(s) Noah(as) which is equivalent to An+(as) + OH-(as) Acid-Base Naturalization Reactions In an acid-base naturalization reaction, a hydrogen ion-containing acid reacts with a hydromechanics's base to produce water and a salt (an ionic compound): HCI(as) + Noah(as) O acid base H2O(l) + Niacin(as) water salt Acids can react with bases, regardless of whether the salt is soluble or insoluble. There are other types of acids and bases that can react without forming water.If the reactants and products of an acid/base reaction are colorless and soluble, it is impossible to monitor the progress of an acid-base reaction based solely on the appearance of the solutions. To help us monitor acid-base reactions, we use litmus paper to determine if a solution is acidic or basic. Litmus paper changes color depending on the presence of H+ or OH- ions in the substance being tested. Blue litmus paper turns red in acidic solutions containing H+ ions, and red litmus paper turns blue in basic solutions containing OH- ions. Age 2 of 12 Oxidation/Reduction Reactions In an oxidation/reduction reaction, electrons are transferred from one reactant to the other. In the simplest form of these reactions, single-displacement reactions (also called single-replacement reactions), metal ions react with pure metals. If the reaction proceeds, the pure metal gives electrons to the metal action. This causes the pure metal to become a action and the action to become a pure metal. The action must always have an anion partner which is present either in an ionic solid or in a solution.For example: MGM(s) + 2 Gag+(as) 0 2 Gag(s) + MGM+(a s) metal action If the charge of an element is changing, that is a good indication that an oxidation/ reduction reaction is taking place. Later in the semester you will learn about oxidation numbers which are used to keep track of more complicated oxidation/ reduction reactions. Step l: Chemistry The different copper species obtained in each part is shown in Equation 1 below: cue(S) Part I cue+(as) Part II part Ill cue(S) part Part V blue l.Oxidation Copper Metal with Concentrated Nitric Acid, HON.(as) The first step involves transforming Cue metal to copper(al) ions, Cue+, using concentrated nitric acid, HON.(as). At the same time, the nitrate ions (NON-) undergo a series of reactions to form nitrogen monoxide, NO. This product rapidly reacts with oxygen in the air to form NON, a brown gas. The presence of Cue+(as) makes the solution blue. When the reaction mixture is diluted with water, the Cue+ ions are hydrated (surrounded by water) to form the octahedral complex ion, [Cue(H2O)6 ]2+, as shown below.Six water molecules (shown as red O and white H atoms) are bonded to a Cue+ ion (shown in gray as the central atom). Cue+(as) + 6 H2O(l) 0 [Cue(H2O)6]2+(as) Figure 1 page 3 of 12 Step II: Chemistry II. Precipitating Cue(OH)2(s) with Noah(as) In Part II, two reactions are carried out by adding Noah(as). In the first reaction, the hydroxide ions (OH-) from the Noah(as) neutralize the excess hydroxide ions (HUH+) feet over from the previous part: HUH+(as) + OH-(as) 2 H2O(l) Once all the HUH+ ions are neutralized, additional OH- ions react with the Cue+ ion to form Cue(OH)2 precipitate. Once all the Cue+ ions have reacted, no more precipitate forms.Adding more OH- ions makes the solution basic, so it can turn red litmus paper blue. Figure 2 on the next page shows the step-wise reaction of Cue+ with Noah. Figure 2: Step-wise Illustration of the Precipitation of Cue(OH)2 in Part II – Remember: [Cue(H2O)]2+ indicates the same substance as Cue+. 1st Beaker: At the end of Part I, hydrated copper complex, Cue+ are present, making he solution blue, and excess hydroxide ions (HUH+) remain from the nitric acid used. 2nd Beaker: Adding Noah(as) to the blue solution results in the OH- ions neutralizing the HUH+ ions to form water: HUH+(as) + OH-(as) 0 2 H2O(l).The An+ ions and resulting water molecules are not shown. 3rd and 4th Beakers: Once all the HUH+ are neutralized, adding more Noah(as) results in the OH- ions reacting with the Cue+ to form the blue Cue(OH)2(s) precipitate shown at the bottom of the beaker. Water molecules released from the complex ion are not shown. 5th Beaker: When all of the Cue+ ions have been converted to Cue(OH)2(s) precipitate, adding more Noah(as) results in unrelated OH- ions in solution, which makes the solution basic. Red litmus paper can be used to confirm the solution is basic.Note that the solution is no longer blue since no Cue+ ions are present in the solution. Step Ill: Chemistry Ill. Converting solid Cue(OH) 2 to solid Cue In Part Ill of the sequence, the reaction mixture is heated. This transforms the Cue(OH)2 precipitate to Cue precipitate. Page 4 of 12 The Cue precipitate is separated from the solution, called the supernatant liquid, using a method called gravity filtration. The mixture is filtered using a filter funnel, ND the solid is collected on filter paper. The supernatant liquid runs through the filter paper and collects in a beaker.This resulting filtered solution is called the filtrate. Step IV: Chemistry ‘V. Dissolving Cue(s) with sulfuric acid, HASPS(as) In Part ‘V, the Cue precipitate is dissolved using sulfuric acid, HASPS(as). This redo reaction returns copper to its aqueous phase. Step V: Chemistry V. Reducing Cue+ ions with Zinc Metal In Part V, zinc metal (Zen) is added to the copper solution to convert the copper ions back to copper metal, Cue(s). The resulting solution will contain colorless zinc ions, Zen+(as) and copper solid. Visible evidence of this reaction is observed as bubbles of gas being released from the solution. Since the HUH+ ions do not dissolve the Cue metal, the amount of copper yielded is not affected by excess acid. ) Identify the gas displaced from the acid in this reaction. When the solution becomes colorless, all of the Cue+ ions have been converted to Cue metal. All of the excess Zen metal is also converted to Zen+ ion by the excess HUH+ ions from the sulfuric acid, HASPS(subdued to dissolve the Cue precipitate in Part IV. Once all the Zen metal is dissolved, the Cue metal can be isolated by decanting, or pouring off, the supernatant liquid. The Cue will then be rinsed, dried, and weighed as described in the procedure. Age 5 of 12 In this experiment, you will carry out a series of reactions starting with copper metal. This will give you practice handling chemical reagents and making observations. It is typical for scientists to observe materials before they react, what happens during a reaction and how it lo oks when the reaction has come to completion. The product of the final reaction will be copper metal and the percent copper that is recovered will be calculated. **Lab Notebook** You should include one table that contains the mass of copper at the beginning and ND of the experiment along with % of copper recovered.This table should include: Mass of copper at the start of experiment (in Part l) Mass of copper + evaporating dish (from Part V) Mass of empty evaporating dish (from Part V) Mass of copper recovered (from Part V) Percent of copper recovered Record observations for each of the steps (I-V) of the copper cycle in your lab book. Be sure to label each step (I-V). The observations for each step should include: the appearance of the reactants before the reaction the appearance of the reactants during the reaction (for example, bubbles, flames, etc. The appearance of the products after the reaction.Your observations should include state(s) of matter, color, texture, smell, etc. Wh ere applicable. If your observations are not detailed, you may not receive full credit. One step also requires a specific chemical test using litmus paper to check for acidity. Be sure to also record the results of these tests in your lab notebook. **You will turn in worksheet pages 11-12 along with the duplicate pages from your lab notebook. Step l: Procedure – Oxidation Cue with concentrated nitric acid, HON.(as) 1 . Place a sample of weighing paper in the balance. Tare the balance, so it reads 0. 0000 g. Use forceps to transfer about 0. 5-0. 40 g of Cue strips onto the weighing paper. Record the mass of the Cue strips. Transfer the Cue strips into a clean 250-ml beaker labeled with one of your group member's initials. Record the appearance of the copper metal in your lab report. CAUTION: Concentrated nitric acid is highly corrosive, so it can cause severe chemical burns and damage clothing. Handle with care and avoid breathing the fumes. Any nitric acid spilled on skin mus t be rinsed immediately with water for 15 minutes. Any acid spilled on your work area must be neutralized then the entire rear should be washed and dried.CAUTION: Concentrated nitric acid reacts with copper metal to form brown toxic NON gas. Leave the reaction beaker in the fume hood until all of the brown gas is vented in the hood. ICC CHEM. 151 AL: The Copper Cycle page 6 of 12 2. In a fume hood, use a 10-ml graduated cylinder to carefully measure about 3 ml of concentrated nitric acid, HON.(as). Slowly pour the nitric acid onto the Cue strips in the beaker, swirling the beaker to maximize contact between the Cue and nitric acid until all of the solid Cue has dissolved and the NON gas has escaped.Keep the action beaker in the hood until all the toxic brown NON gas is gone, and keep your face away from the hood to avoid inhaling nitric acid fumes and NON gas. Describe the reaction between HON. and the Cue metal in your lab report. 3. Dilute the resulting solution with about 10 ml o f denizen water. Describe the appearance of the resulting solution containing Cue+ in your data table. Step II: Chemistry – Precipitating Cue(OH)2(s) with Noah(as) left over from the previous part. Once all the HUH+ ions are neutralized, additional OH- ions react with the Cue+ complex ion to form a gelatinous blue Cue(OH)2 precipitate.Once all the Cue+ ions have reacted, no more precipitate forms. Adding more OH- ions makes the solution basic, so it can turn red litmus paper blue. The picture sequence on the next page outlines the step-by-step process that occurs during this step. Step II: Procedure – Precipitating Cue(OH)2 with Noah solution CAUTION: Sodium hydroxide (Noah) can easily damage eyes. It is corrosive and can cause chemical burns and damage clothing. Any Noah splashed into eyes or spilled on skin must be rinsed immediately with water for 15 minutes. Any base spilled on your work area must be neutralized then the entire area should be washed and dried. Whil e constantly stirring the Cue solution, slowly add MM Noah(as) from the dropper bottles. First, the OH- from the Noah added will neutralize the excess acid left over from Part l. 2. Once all the acid is neutralized, additional OH- ions react with the Cue+ to form Cue(OH)2(s), a blue precipitate. Record what you observe in your lab report. When adding more Noah does not produce more precipitate, the solution can be tested to determine if all the Cue+ has been precipitated and additional OH- has made the solution basic. Use red litmus paper to test if the solution is basic as follows.Without stubbing any precipitate, use a glass stir rod to place a drop of solution (NOT the precipitate) on a piece of red litmus paper. If it turns blue, the solution is basic. Stop adding Noah when the solution turns red litmus paper blue. Describe your litmus test in your lab report. Page 7 of 12 Step-wise Illustration of the Precipitation of part II 1st Beaker: Check solution using red litmus paper (r efer to background handout). Continue adding base until solution is basic. At the end of Part I Cue+ ions are present, making the solution blue, and excess hydroxide ions (HUH+) remain from the nitric acid used. D Beaker: Adding Noah(as) to the blue solution results in the OH- ions ions are not shown. 3rd and 4th Beakers: 5th Beaker: Once all the HUH+ are neutralized, adding more Noah(as) results in the OH- ions reacting with the Cue+ to form the blue Cue(OH)2(s) precipitate shown at the bottom of the beaker. When all of the Cue+ ions have been converted to Cue(OH)2(s) precipitate, adding more Noah(as) results in unrelated OH- ions in solution, which makes the solution basic. Red litmus paper can be used to confirm the solution is basic. Note that the solution is no longer blue since no Cue+ ions are present in the solution.In reality, your solution may still appear blue because of the dispersion of the Cue(OH)2 in the solution by mixing. Step Ill: Procedure – Converting Cue( OH)2(s) to Cue(s) 1. Set up a ring stand as shown in the figure at the right. Set up a ring clamp, and put a wire gauze on top of it. Above it, attach another ring clamp with a diameter large enough to go around a 250-ml beaker. You are going to set your 250 ml beaker on the lower ring and gauze. The upper clamp will hold the beaker in place so it does not fall. 2. Add about 30-40 ml of denizen water to your reaction beaker from Part II.Carefully place the beaker on the ring stand inside the upper ring. CAUTION: Gently heat the beaker over a medium flame. (Set the inner cone of the Bunsen burner flame to a height of about 1. 5 inch and the lower ring stand about 4 inches above the top of the Bunsen burner). Constantly stir the solution with the glass end of the stirring rod until all the blue precipitate turns black, and the solution is clear. If the solution starts to bump or boil, immediately remove the beaker from the heat and let the solution cool slightly. Describe what happens to the Cue(OH)2 precipitate upon heating in your lab port. Age 8 of 12 3. Allow the beaker and contents to cool. While they are cooling, set up the gravity filtration apparatus. Obtain a second ring stand, and attach a ring clamp that is small enough to hold the plastic funnel. Prepare the filter paper as shown below: Finally, place the plastic funnel in the small ring clamp, and place a 400-ml beaker beneath it to collect the filtrate (the liquid that goes through the filter paper). The funnel's stem should be Just inside the beaker to prevent splashing. 4. Use the markings on a clean 150-ml beaker to measure out about 25 ml of denizen water.Boil the water on a hotplate to wash the precipitate in step 6. 5. When the 250-ml reaction beaker has cooled to room temperature, pour the Cue precipitate into the funnel to filter the contents. Transfer the last traces of the solid from the reaction beaker into the funnel, using a stream of denizen water. 6. Use a disposable pipette to wash the precipitate on the filter paper using the hot denizen water heated in the 150-ml beaker. Allow each portion of hot water to drain through the filter paper into the beaker below before adding the next portion. Use 15 ml of the hot denizen water to thoroughly wash the Cue precipitate.

Is technology a blessing or a curse in australia Essay

Good Evening fellow speakers, judges and audience. Tonight I will be speaking about the topic is Technology a blessing or a curse? What is technology, the definition of technology in the Macquarie budget dictionary is the branch knowledge that deals with science and engineering. To me it means anything that helps us to live our lives easier. Over the past decade, Australia has been advancing with all of its technology. It is said that this decade had the most technological advancements ever. Some examples are phones, television, and computers. Most of the things we have now like tablets and touch phones were a dream for people in the last century. If any of you have watched star trek enterprise, you would see that they used items that seemed like a tablet but wasn’t one. Also technology is a blessing in the educational area. It is because we now have the smart board, which helps the teachers with showing different resources, and it also helps the students because they can learn more about the subject. Technology is a blessing. The reason I choose this topic to relate to Australia is because Australia is rapidly developing in all areas. But the most is in the technological area. This century is said to be the technological era. Technology is a blessing because without it we would not be able to many things like contacting loved ones who are overseas, watching TV, calling people instantly with telephones and driving to different places in a car etc. Everything we do everyday involves using technology. Imagine the world without technology, no phones, no electricity, no sewage, no clean water and no cars. All these things have or use or need technology. Another reason it is a blessing is because in schools and workplaces, it is easier for the people to access the information needed for that time. For example for most of the students here would have used technology for there speech. If it were not for technology, we would have to do simple things to us now and have it harder to do. For example sending an email to a relative overseas who would receive it within 10secends would become writing a letter and sending through a postal office, which takes a long period of time. Technology is also a curse. The new advancements of technology have caused major side affects on us humans and the environment. The first floor is that there is an increase of teenagers needed glasses to read and see. Another reason is that in our environment it is impacted a lot by the extra greenhouse gases, which are killing animals, destroying habitats and warming our world causing the polar ice caps to melt which increases the sea level. To use technology, now you need electricity and power. To make these things you need to burn coal, which releases carbon emissions. Another reason it is a curse is because us humans are becoming very reliant on Technology. Teenagers always want the new iPhone or parents asking their kids how different items work. We are becoming dependent on technology too much that if we were to just remove technology, we could not live a good life and we have to start learning different things like sending a letter. In conclusion I believe that technology is a blessing rather than a curse because it has helped us have an easier life to live. Without technology we would have to walk to school, which might be over 15km away but now we just have to go by public transport or drive by car to different places.