Web 2.0 and Beyond Assignment Example | Topics and Well Written Essays - 500 words

Web 2.0 and Beyond - Assignment Example Generally, these technologies were more users friendly and one could learn and at same time make contribution. One thing which I disliked about these technologies was their lack of privacy. Web 2.0 technologies assimilation has led to both positive and negative impacts in life. One of their advantages is the ease of access of information and communication. These technologies have made information easily accessible from variety of sources. They facilitate interaction at advanced levels through chatting in blogs, over social sites and video conferencing all of which have made communication nowadays more effective and efficient. The main disadvantage of web 2.0 technologies is over dependence amongst its users. This means that one is shut down in case of internet slow down or failure. Furthermore, there is lack of privacy and security of data shared due to susceptibility of hacking and plagiarism in case of literal information. Despite these disadvantages these technologies have currently been applied in fields like sales and marketing e.g. in second life and many others which have made life better. On the contrary many users have fallen prey to hackers and grown excessiv ely dependent on the internet. Thus it is inconclusive to state web 2.0 is a breakthrough. Web 3.0Â  refers to a proposed semantic web which will incorporate personalizations like. iGoogle, intelligent search and behavioral advertising with the objective of turning web into a database. Contrary to the past technologies it is infrastructural based. Web 3.0 will add more value to users since the technology will be with human capabilities of accurately and precisely determining information required, translating to more relevant information. In addition, this may lead to massive loss of employment since most activities unlike currently will be automated. This will be caused by the human intelligence to be applied in webs 3.0

Tutankhamun Essay Example for Free

Tutankhamun Essay How useful and reliable are Source A and ONE other source in relation to the information and/ or implications they provide about the role of the New Kingdom Pharaoh and the society at the time, especially in regards to religion and/ or important events or issues at the time? Source A and Source D provide reliable information on the role of the New Kingdom Pharaoh, Tutankhamun and the society at the time in regards to religion and issues of the time. Source A shows the religious aspects such as the use of both Amun and Aten names and Source D shows the issues of the time such as invasion/ warfare. In Source A the image shown is the â€Å"Golden Throne† also known as King Tutankhamun’s coronation throne. The image on the backrest of the chair depicts Tutankhamun being rubbed with ointment by his wife under the â€Å"arms† of Aten. The text on the chair when translated reveals that both Amun and Aten names are used for Tutankhamun and his wife. This represents the transitional period from having one singular god- Aten, back to the old religion- Amun and may be an indication as stated by Howard Carter that both religions lived together in peace- â€Å"It is curious to say the least of it, that an object which has such manifest signs of heresy upon it should be publicly buried in this the stronghold of the Amun faith†¦it would appear that Tut-ankh-amun’s return to the ancient faith was not entirely a matter of conviction-it is possible that the alteration in the Aten names was sufficient to appease the sectarians and that there was no need for secrecy. The designs on the Throne are also a representation of the changing times. The period is referred to the Amarna Age. It is a different style to which traditional art was made and represents the transition from old to new- the sculptures and paintings were done with naturalism and spontaneity. This style of art included more portraits of their natural existence. Source D is an image of Tutankhamun’s Hunting and Warfare Chest. On this chest there are two main images depicted, the first on the lid, front and back of the box which shows Tutankhamun in a chariot with a bow and arrow fighting and crushing black and Asiatic enemies. On the sides of the chest the second image depicted is that of Tutankhamun’s head on a lions body, treading and crushing the bodies of his enemies. These images are portrayals of the issues that the Egyptians may have faced during the time period such as invasion and concurring.

Relationship Between Numeracy and Music Curriculum

Relationship Between Numeracy and Music Curriculum 1.1 Introduction Numeracy and music have been linked together as far back to medieval times. This link goes back as far the Quadrivium possibly even further. The quadrivium were a set of subjects or topics (which were grounded on the trivium of grammar, dialect and rhetoric) that were covered daily. The quadrivium involved four subject areas including Arithmetic, Geometry, Astronomy and Music. Music was studied in connection with arithmetic and in turn became a mathematical discipline (Wang, 2014). The current focus of numeracy can be viewed through the workings of the Organisation for Economic Co-operation and Development (OECD) and their Programme for International student Assessment (PISA) which is carried out every 3 years (OECD, n.d.). Irelands results in 2009 had dropped below the OECD average which led the Irish Government with the task of creating a new strategy to help enhance numeracy skills. The Literacy and numeracy for learning and life (2011) was created to help improve literacy and num eracy standards among children and young people in the education system (Department of Education and Skills, 2011). Currently, Ireland ranks 13th of 35 OECD countries, 9th in the EU and 18th out of all countries that took part in the assessment. This thesis brings forward valuable insights into the area of numeracy with a particular focus on the promotion of numeracy in the music curriculum. The researcher wanted to examine numeracy strategies/ideas that could be promoted and developed in the classroom. The key questions that were considered before this research was undertaken were; 1) What is numeracy and how is it related to Music? 2) Is numeracy important in the music classroom? and 3 how can numeracy strategies be developed in the music classroom? 1.2 Chapter layout The first part has introduced the reader to the research area and why this research topic was undertaken. Chapter 2 will look at the literature used in this research around numeracy and music in Ireland. It will look literature from and Irish context as well as other countries. Chapter 3 will focus on the methodologies employed by the researcher. It will outline the approach the researcher took in order to gather data and what the restrictions were in completing it. Chapter 4 will look at the findings of the research and will evaluate what was made of those findings. It will focus on discussing what happened and if anything changed. Exploring quantitative analysis in calculating results of the research topic. Chapter 5 will be a discussion around what was happened. It will explore research as to what happened and why it happened. It will look at whether or not the test were reliable and have they are valid. Chapter 6 will conclude any arguments that the researcher has brought up. It will conclude the research by highlighting the possibility of any future research around the area. Chapter 2: Literature Review 2.1 Introduction The purpose of this research topic is to explore numeracy in music education and consider the implementation of a numeracy strategy that can improve numeracy abilities in the post-primary curriculum. The goal is to look at whether or not numeracy is being developed through these strategies or naturally in the students learning. The aim of this section is to explore the most current literature around numeracy strategies and the implementation of said strategies into the post-primary curriculum. Looking at research from an Irish context is key but this section will also look at other countries and the numeracy strategies that they have implemented. This section begins by looking at the various definitions of numeracy that are used around in different education systems. It will then focus on the literature around music and numeracy and how the two are linked. 2.2 Numeracy What is numeracy? There are many definitions as to what numeracy is and what it relates to. O Donoghue (2002, p.48) notes aspects of numeracy as Basic computational arithmetic, essential mathematics, social mathematics, survival skills for everyday life, quantitative literacy, mathematical literacy and an aspect of mathematical power. The Programme for International student Assessment (PISA) (2009,p 14) define numeracy as An individuals capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individuals life as a constructive, concerned and reflective citizen. The Department of Education and Skills introduced The Literacy and Numeracy Strategy for Learning and Life (2011) and define numeracy as the ability to use mathematics to solve problems and meet the demands of day-to-day living    These definitions are accurate in nature and for the purpose of this paper, the researcher will focus on the holistic approach of using mathematics to solve problems and meet the demands of day to day living. This is the definition the researcher deems accurate for the aim of this research question. There are key skills that are outlined by the National Council for Curriculum and Assessment (NCCA) (2015) that aim to promote student wellbeing. The approach mentioned previously encompasses all of the key skills associated with the junior cycle. It has a close link with the skills of being numerate, staying well, managing information and thinking and communicating. By stating this, the researcher is not excluding the possibility that numeracy does not cross between all of the key skills. On a deeper level, numeracy incorporates three different types of knowledge. Beginning with Mathematical Knowledge (Foundation of numeracy) leading to Contextual Knowledge (The ability to apply the foundation skills) and finally to Strategic Knowledge (the flexibility to use the previous knowledge to solve strategic problems. 2.3 PISA Assessment PISA or The Programme for International Student Assessment is an assessment conducted every 3 years with students from 65 different countries at the age of 15. The assessments focus on students proficiency in the areas of Reading, Science and Mathematical Literacy. It takes a different focus every year with the process repeating itself every 3 years. In 2003 and 2012, Mathematical literacy was the primary focus of assessment. In the figure below, it is clear to see how well Ireland has done over the years. Cosgrove et al. (2013) however found that although it is positive that Irelands performance has not decreased between 2003 and 2012, it must be noted that there has been a decline by other OECD countries which could have resulted to Irelands placement in 2009. In recent years, the Irish Government has many strategies and frameworks to help deal with the under-performance of students. The National Strategy to improve Literacy and Numeracy among Children and Young People 2011-2020 (2011) emphasises that all students should leave school numerate and focuses on the fact that literacy and numeracy are among the most important life skills that our schools teach. No child should leave school without having mastered these skills to the best of their abilities. The main research areas of this document focus on Enabling parents and communities to support childrens literacy and numeracy development, Improving teachers and ECCE practitioners professional practice, Building the capacity of school leadership, Improving the curriculum and learning experience, Helping students with additional learning needs to achieve their potential and Improving assessment and evaluation to support better learning in literacy and numeracy (Department of Education and Sk ills, 2011, p. 3). The strategy outlines clear objectives regarding what needs to be accomplished and outlines a timeline for plans to be made in order for these objectives to succeed. However the can be some issues with this strategy. It recommends that teachers partake in CPD for 20 hours over a 5 year period and resources have been aimed at DEIS schools which can be seen with the Junior Cert School Programme (JCSP). 2.4 International Advances Looking at this from an international view, the United Nations Educational and Cultural Organisation (UNESCO, 2012) understand that even when a student finishes their education, they still lack the required knowledge and skills that are associated with mathematics. Conway and Sloane (2005, p.15) determine two main concerns in international trends in mathematics education, poor levels of understanding and achievement gaps and the need for 21st century skills. These are respectively called the push and pull factors. Zawojewski and McCarthy (2007) have commented on the ramifications of introducing a strategy that would see students actively engage with rich everyday applications of their mathematics. Other Relevant literature This research paper will aim to focus on the importance of numeracy in the classroom and how a music teacher can improve the numeracy ability of the students in class. As this research focuses on different strategies, the researcher focused on numeracy strategies that have been created and implemented in different countries. This in itself provided the researcher with a broad sense of where they wanted to go and how they were to go about it. One of the first documents that was researched was the Literacy and Numeracy for Learning and Life (2011) which was document that was published by the Department of Education and Skills in direct response to the PISA results. This document highlights a lot of really fair points regarding the development of literacy and numeracy in the education of students, but it is far more biased towards the literacy than the numeracy. Surprisingly enough, every time the word numeracy was searched just before it was the term literacy. Yes they are a combining factor but they represent two very different themes in the world of developing the educational needs and skills of each student. Getting the students to realise the connections between music and numeracy will help them to engage with what they are learning. In conjunction with the literacy and numeracy strategy, this research paper will draw from different methodologies and perspectives of music teachers and education specialists. Diverse Methodologies in the Study of Music Teaching and Learning (2008)covers a broad range of research subjects that researcher drew ideas from. A large number of the chapters present in this book are based on practiced based research in the classroom. As the research is focused on students in first year one article in which the researcher drew valuable insights from was First-Year Teachers and Methods Classes: Is there a connection? By Margaret Schmidt. This study examined the ways that three first year string teachers applied a song-teaching method emphasized in their junior-year. (Schmidt, 2008, p. 67) Schmidt focuses on the students developments but focuses on the teachers and how they need to be continually developing as teachers. Growing from these ideas Brown explored Actualising Potential in the Classroom: Moving from Practicing to be Numerate Towards Engaging in the Literature Practice of Mathematics and stated all students should have access to mathematical knowledge (Brown, 2011). He writes about transforming numeracy into literacy through engaging in mathematical practice. One way that this could be addressed is through practical performance. Students could be introduced to a numerical concept and that a musical performance activity could be introduced to structure the concept and could also help to refocus or clear up any misconceptions that the learners may have. Brown writes about mathematical literacy in a social context and getting the students to associate mathematical language with everyday concepts. This refers back to the literacy and numeracy strategy where the aim is to improve students numeracy abilities through linking it to outside experiences. Mathematics and Music by David Wright explores all the variations of number sequences, logarithms, music intervals, scales, octave identification, timbre and even tuning all of which can be replicated in the classroom. This book will form a basis in this research on how to promote numeracy in the classroom and how numeracy can be developed. According to Wright Mathematics attempts to understand conceptual and logical truthMusic evokes mood and emotion by the audio medium of tones and rhythmsà ¢Ã¢â€š ¬Ã‚ ¦Therefore it is not surprising that the symbiosis of the two disciplines is an age old story. (Wright, 2009, p. v) Numeracy is not mentioned in the curriculum which is a sign that the curriculum itself needs to be updated. David Elliott writes that there are numerous concepts of what curriculum is and what it means and even states that is has monopolized the thinking if scholars and teachers. (Elliott Silverman, 2015, p. 394) He mentions Ralph Tyler who proposes that curriculum makers should follow a four step process. (ANDREW WHAT ARE THE FOUR STEPS) This process could help with the integration of numeracy into the curriculum just like literacy is already included. This is why Re-setting Music Educations Default Settings would come into effect. Written by Thomas Regelski in 2013 explores how it needs to be rethought and complemented and enhanced for the learner in that it does not hinder their learning in any way. 2.4 Overview This literature review has shown that there has been research and documentation around the area of numeracy. Numeracy is an area that has many links to cross-curricular subjects and developing numeracy skills among all young people is fundamental to the life chances of each individual and essential to the quality and equity of Irish society (Department of Education and Skills, 2011). This research paper focuses on clarifying what numeracy is and its importance. It will also aim to promote numeracy in a music class that will develop and promote learning in a positive and constructive way. There are assessments available to test numeracy but none specific to music and numeracy since this research has been conducted. So this research paper will be focusing on looking at how to develop numeracy that is related to music and that it is linked to both the curriculum and the learning of each student. It can also be used as an aid for teachers to see how they themselves can incorporate numera cy into their classroom and tailor it for each students ability. One aspect that will have to be looked into in further detail is that of questioning and how are the students numeracy skills being tested. Chapter 3: Methodology 3.1 Introduction In the previous chapter, the researcher focused on literature and research addressing the areas of numeracy and music. The aim of this chapter is to explain how this study was designed and the specific reasons towards choosing the quantitative method. This thesis is based on action research. This chapter will highlight the ethical considerations of the research and. This chapter will firstly begin by outlining the research paradigm explain how data was collected. 3.2 Research aims and objectives The aim of this strategy is to see if numeracy can be developed in a music classroom with the aid of a guide. This strategy is a development from the results that Ireland has received in the PISA scores over the previous years. As mentioned in the introduction, there were three questions that helped to create this research and from those questions the research was looking at gathering quantitative data, using a pre and post-test with two different classes. This will allow the researcher to appraise the increase, if any, in the students numerical abilities. 3.3 Action Research Action research cited in Hine (2013) is a process of systematic inquiry that seeks to improve social issues affecting the lives of everyday people however on a more direct note to where it is situated in the classroom, Stringer (2014) describes it as a distinctive approach to inquiry that is directly relevant to classroom instruction and learning and provides the means for teachers to enhance their teaching and improve students learning Both of these representations of action research have helped to prove the researcher with enough information to understand the concept. When following an action research plan there are a few ways that it could be undertaken. For the focus of this research the researcher will outline the method of Kurt Lewin and its importance. Cohen et al. (2011) name Lewin as the originator of the action research process in breaking it down into four different sections; Planning, Acting, Observing and Reflecting. (INSERT DIAGRAM) From this model there have been numerous changes made. Kemmis and McTaggart (2005) action research cycle is similar in that it has a plan, act, observe and reflect, but this reflection is allowing the researcher to change the plan and begin the cycle again. 3.4 Quantitative Research The research methodology employed uses quantitative analysis. Creswell (2002) describes quantitative analysis as strategies of inquiryà ¢Ã¢â€š ¬Ã‚ ¦that invoked the postpositivist perspectives. These strategies are in the forms of experiments of surveys. postpositivist perspectives are considered to be that of a scientific method and it refers challenging the traditional notion of the absolute truth of knowledge and that the claims we make cannot be positive when studying the performance and abilities of humans (Creswell, 2002). Punch (2009) mentions quantitative research employing three different ideas; Conceptualizes reality in terms of variables Measures these variables Studies relationship between these variables Using these themes the researcher will follow how to correlate effectively the results gathered. 3.5 Instruments 3.5.1 Pre-post test The researcher employed different instruments to help bring about the findings of the study. To validate the students numeracy skills the researcher had to firstly find out where the students were regards to their learning. The researcher created a specific pre-test to assess their numeracy knowledge. The researcher focused on the concepts of the first year music curriculum and transferred any correlations with numeracy to an assessment form. (appendix) The researcher wanted to keep the focus on numeracy and assess what they students were able to do regarding rhythm. 3.6 Validity and reliability During this research, the researcher gathered quantitative data to get the best way of measuring students results regarding numeracy. The researcher believes that the findings have depth and provide detail as to confirming the research outcomes. Validity is an indication of how sound your research is, with looking at both design and method (BYU Department of Linguistics, 1997) of the research area. When looking at quantitative data one must be careful. Winter (2000) says that it is difficult to get 100% and that a certain degree of error is to be anticipated. Reliability is about the precision and accuracy of the research over a period of time. Having the pre and post-tests very close to each other can alter the reliability. Due to the 6 week period between pre and post-tests, the researcher believes the results to be reliable. It took 3 weeks getting consent forms back from the students which cut down the time between pre and post-test tests.. 3.7 Ethical considerations Hammersley and Traianou (2012, pp.2-3) outline the subsequent themes as the main ethical issues that need to be addressed; Minimising Harm Respecting Autonomy Protecting Privacy Offering Reciprocity Treating People Equitably. As this research is aimed towards the learning and development of students numeracy, the research had to get ethical approval as it would be focusing on those who would be unable to give consent. The researcher received ethical approval from FAHSS Research Ethics Committee from the University of Limerick in June 2016. The researcher proceeded to provide information sheet to the principal (appendix) and co-operating teacher. (appendix) Then the researcher provided the same information to each of the participants and their parents/ guardians. (appendix) Provided on the information sheet were details about how the research would have been conducted. It outlined that they could withdraw from the study at any time and that anonymity would be used. 3.8 School profile and study sample The school where this research was conducted is a large town in Munster. It is a co-educational school and both classes are made up of mixture of males and females. Both first year classes are students between the ages of 12 and 13. In this school, all students do music in first year regardless of prior experience or musical knowledge. Then when its time for them to move onto 2nd year, the students are given the option to do music if they would like. Before implementing the prior test, the research introduced some rhythms to both groups to get the students interacting and to get an understanding of what they were going to learn. Before the intervention, the researcher made sure that both classes were relatively on the same level before giving out the pre-tests. QUESTIONS ASSESSING STUDENTS NUMERACY What is a crotchet added to another crotchet? What is the interval between middle C and Eb? How many notes are there in a 1 octave scale? How many crotchet/ quaver/ minim/ semibreve beats are there in this phrase? How many beats are there in a semibreve? What is a crotchets added to a crotchet added to a quaver? What is the difference between 3 quavers and 2 crotchets? How many crotchet beats are the in 5/4? How many quaver beats are there in 13/8? How many minim beats are there in 3/2? (A musical phrase can be found on the next page) Source: Mozarts Piano Sonata in F, K. 332, first movement. (https://en.wikipedia.org/wiki/Phrase_(music)#/media/File:Mozart_-_Piano_Sonata_in_F,_K._332,_first_movement_phrase_group.png) Source: http://funandlearnmusic.com/portfolio-item/music-worksheets-music-and-math-14/ Source: http://funandlearnmusic.com/portfolio-item/music-worksheets-music-and-math-14/ Source: http://funandlearnmusic.com/portfolio-item/music-worksheets-easter-note-value-4/

An Analysis of the Poem Buffalo Dusk Essay -- Buffalo Dusk Essays

An Analysis of the Poem Buffalo Dusk   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The main topic of this short poem is the connection between the extermination of the buffaloes, and the extermination of those that saw the buffalo, namely Indians.  Ã‚   It also alludes to the Europeans that came to the Americas, charging across the country in the same fashion that the buffalo charges across the land, trampling and killing the luscious green pasture.   The poem includes many poetry instruments such as metaphor, repetition, imagery, and alliteration.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The title itself, â€Å"Buffalo Dusk†, implies the gradual and expected death of the buffalo, due to the cyclical nature of the universe.   The setting of the sun often inspired death to the early man, but also renewal, rebirth.   The buffalo, an entity subjected to the same laws as everything else, is doomed to have a birth, climax, and death, just like the day itself.   The notion of a cyclical universe is also expressed in line 6, where the heard of the buffalo is described as â€Å"a great pageant of dusk†, or a glorious and intentional march towards death. When writing about the stampeding buffaloes, the author thought about the immigrants of the United States, and how they charged across prairies and mountains across the land, from east to west, trampling everything in their paths.   This is accentuated by line 5, which describes the buffalo’s pos... ...e a loud drum, as alliteration of words like â€Å"pawed†, â€Å"prairie†, â€Å"pageant† accentuate peaks in the poem.   This has the purpose of emphasizing the imagery, stimulating the reader to form a picture.   Lines 1 and 7, and 2 and 8, repeat.   This, again, points out the author’s intention.   The beginning is the same as the end.   The middle is always unpredictable, but the beginning always coincides with the end, again emphasizing the unstoppable cycle of life and death.   The poem ends as it started, a mild statement, but very poignant.   Right now, the middle of the poem is the people of the United States, and all civilization.   The beginning was predictable.   It all started in earnest, with birth to a new people and new ideas.   The end is just as predictable as the beginning however, and it is bound to come.     

Reearch Paper

Recrystallization Estopace, Edgie1, Polintan, Clarisse K. Professor Edgie Estopace, School of Chemical Engineering, Chemistry and Biotechnology, Mapua Institute of Technology; Clarisse Polintan, CHM145L/A21, School of Chemical Engineering, Chemistry and Biotechnology, Mapua Institute of Technology ABSTRACT This experiment is all about identifying the appropriate solvent for recrystallization and technique and to use the recrystallization technique in purifying a solid sample. Most organic substances are impure and require techniques in order to purify a sample. One of these techniques to make an impure sample pure is by recrystallization.This experiment includes the determination of a good solvent for recrystallization for compounds such as: acetanilide, acetamide, aspirin, benzoic acid, naphthalene, and sucrose, for solvents such as: water, ethanol, benzene, and ethyl acetate. Also pure acetanilide is achieved. here are five major steps in the recrystallization process: dissolving t he solute in the solvent, performing a gravity filtration, if necessary, obtaining crystals of the solute, collecting the solute crystals by vacuum filtration, and, finally, drying the resulting crystals giving us the pure sample of the compound.The best solvent used for each of the compounds listed and the percentage recovery of the crude acetanilide. The physical properties of the compound were also determined. INTRODUCTION Differential solubility is defined as the differences in the amount of solid that can be dissolved in an appropriate solvent as affected by variations in temperature. Solubility is inversely proportional to its temperature, since most solids have solubilities that are lower in liquid solvents at low temperatures. Feature Article Relative Rates:Â  Free-Radical BrominationDifferences in solubilities are sometimes used in the process of obtaining pure compounds by dissolving the solid in hot solvent and allow the undissolved impurities to be filtered off. The filtrate would then be cooled down and recrystallized as a purer compound. There should be differences in the solubilities of the solid and the impurities in order for the recrystallization to be effective. Recrystallization only works when the proper solvent is being used.The appropriate recrystallization solvent should: dissolve the entire compound at high temperature, dissolver very little or none of the compound at low temperature, have different solubilities for the compound and the impurities, have a boiling point below the melting point of the compound, have relatively low boiling point, be inert with respect to the compound, and be relatively inexpensive. MATERIALS AND METHODS The first part of the experiment required the students figure out which solvent is appropriate for recrystallization technique. Approximately 0. 10 grams of acetamide was weighed and placed inside a test tube.The acetamide was then dissolved in two millilitres of cold water. The solubility behaviour was then observed. If the acetamide did not dissolve, the mixture was then boiled and it’s solubility behaviour was again observed. These steps were then repeated but with cold ethanol, benzene, and ethyl acetate as the solvent instead of water. The above procedures were repeated, however, the students used different solutes this time for observation. The compounds used next were acetanilide, aspirin, benzoic acid, naphthalene, and sucrose, followed by the recording of data.The second part of the experiment tackled the recrystallization process using impure acetanilide and water as a solvent to obtain a pure sample of acetanilide. This part used the Hot Gravity Filtration Set-up first, followed by the Vacuum Filtration Set-up. The Hot Gravity Filtration Set-up included the following apparatuses: a stemless funnel, a fluted ashless filter paper, an Erlenmeyer flask, a hot water bath, and a hot plate. The Vacuum Filtration Set-up included water suction, rubber tubing, a 500ml Erlenmeyer flask, a rubber stopper and a porcelain Buchner funnel.Other apparatuses used include the Thomas-Hoover Melting Apparatus, micro test tubes, a test tube rack, capillary tubes, a beaker, and an oven. First, approximately 100 mL of water was heated and approximately 3. 50 grams of crude acetanilide was weighed. The impure acetanilide was then dissolved in 30 mL of water using 150-ml beaker. The mixture was slightly boiled using a hot plate. When the mixture started to boil, 2-ml portions of the previously heated water was added until the white solid had dissolved. A temperature of 90 C was maintained. The total volume of the water used was then recorded.A small amount of activated carbon was then added. Using the hot gravity filtrati on set up, the solution was poured into the fluted filter paper that was in the stemless glass funnel. The filtrate should then be colourless, if not more activated carbon was added and the filtration process was repeated. The flask was then removed from the hot plate and the residue was discarded. FIGURE 1. Hot Gravity Filtration Setup FIGURE 2. Fluted Filter paper The colorless filtrate was then cooled down to room temperature, placed in an ice bath, and was stirred continuously until crystallization was complete.This took about ton to fifteen minutes. When the crystallization was complete, the solution was vacuum filtered and then the crystals were washed in 2 mL of cold water. The crystals were then dried and weighed. The percentage recovery was then computed for and the melting point of the purifying crystals was determined using the Thomas Hoover Melting Apparatus. FIGURE 3. Vacuum Filtration Setup RESULTS Table I. Choice of Solvent (S=Soluble , I=Insoluble) Compound| Water| E thanol| Benzene| Ethyl Acetate| | Cold| Hot| Cold| Hot| Cold| Hot| Cold| Hot| Acetamide| S| S| S| S| I| S| S| S| Acetanilide| I| S| S| S| I| S| S| S|Aspirin| I| S| S| S| I| S| S| S| Benzoic Acid| I| S| S| S| S| S| S| S| Naphthalene| I| S| I| S| S| S| S| S| Sucrose| S| S| I| S| I| I| S| S| Compound| Solvent Appropriate for Recrystallization| Acetamide| Benzene| Acetanilide| Water| Aspirin| Benzene| Benzoic Acid| Water| Naphthalene| Water| Sucrose| Ethanol| Table 1. 1 Table 1. 2 Table 2. Recrystallization of Impure Acetanilide Weight of crude acetanilide in grams| 3. 53 g| Weight of the filter paper in grams| 1. 23 g| Weight of the pure acetanilide in grams| 0. 79 g| Volume of water used in mL| 62 mL| Melting Point of pure acetanilide in | 130-190 |Percentage Recovery| 29. 63 %| Step| Observation| Boiling of crude acetanilide| It boiled slowly and the boiling started at 90 C. White substance boiled as water was added; black substance remained | Addition of activated carbon| Impurities in water were absorbed. | Hot Gravity Filtration| Black substance was left on the filter paper and the white liquid went down and was separated from the black substance. | Cooling in an ice bath| Dissolved acetanilide formed white crystals. | Vacuum Filtration| The acetanilide was filtrated and what was left on the filter was the crystals. DISCUSSION In the experiment, all six of the seven criteria were vividly exhibited. The fist criterion states that the solvent should dissolve all of the compounds at high temperature. The second criterion is that the solvent should dissolve very little, or none of the compound at low temperatures. The third criterion is that the solvent should have different solubility with the impurities and the compound. The fourth and fifth criterion states that the solvent should have a low boiling point and that it should be lower than the melting point of the compound.The last criterion acquired from the experiment is that the solvent should be inert. In t he first part of the experiment, we determined the most appropriate solvent for recrystallization of the compounds by checking whether the compound is insoluble in a cold solvent, and soluble when dipped in hot water bath. The results in Table 1. 2 are based on the data of Tables 1. 1, we chose such solvents because the compounds did not dissolve in the solvent at a low temperature, and it did at high temperature.Using an appropriate solvent for recrystallization is necessary because it can save you time, money and other materials. Time because you are already sure that the solvent would be safe to use in dissolving the compound at certain temperatures, you wouldn’t need to experiment anymore. For the second part of the experiment, the recrystallization of impure acetanilide, we were conducted to separate the impurities of the acetanilide by using the recrystallization process and by using water as the agent or the solvent for recrystallization.During recrystallization, minim um amount of solvent is used to dissolve the solute. This is important because if the amount of solvent exceeded the volume needed to dissolve the solute, recrystallization would not be possible anymore. A fluted filter paper was used in the hot filtration set up because it has a larger surface area to catch the solid impurities, making it easier and more effective to separate the residues from the filtrate in the process.A stemless funnel was used during the hot filtration set up because unlike a regular funnel, the stem where the filtrate would pass could recrystallize the solid immediately within its stem. If the funnel were stemless the filtrate would go straight down to the flask without crystalizing and compounds. The solution was not placed in an ice cold bath immediately after the hot filtration because the flask might have broke due to a drop in temperature. Vacuum filtration is used during the cold filtration step because it is asier to filter out the crystalized solid fro m the liquid since cold temperatures would already recrystallize the solid compounds. The cold crystals are washed with water to remove any impurities that are in the crystals. The main function of the activated carbon was to absorb any impurities in the water without reacting with it. Cooling the filtrate on an ice bath makes the recrystallization process faster because of the relatively low temperature. Based on the results on table 2, the percentage recovery was 29. 3%, which seems fairly low since 70. 37% of the crude acetanilide is impurities. Human error might have caused it to be that low and maybe some crystals might have been left in the apparatus such as flasks. CONCLUSIONS AND RECOMMENDATIONS This experiment proves that the characteristics of choosing an ideal solvent for recrystallization are reliable and important. In the first part of the experiment, which had an objective of identifying the appropriate solvent for the recrystallization technique was achieved.The secon d objective, which was to use the recrystallization technique in purifying a solid sample, was also achieved. I would like to recommend that future researchers experiment on other solutes and solvents, preferably common ones in order to determine which solvents are most appropriate for recrystallization. An understanding of these compounds can be better obtained. REFERENCES 1. Baluyut, J. Y. G. , and De Castro, K. A. , Organic Chemistry Laboratory Manual For Chemistry Students Part1. 2. Klein, D. , (2011) Organic Chemistry, 1st Ed. , Cold United States of America

Introduction to Practical Life Essay

* The purpose of Practical Life is to help the child gain control in the coordination of his movement, especially development of the hand`s coordination. â€Å"The hands are the instruments of man’s intelligence†. Maria Montessori- The Absorbent Mind. The fine muscles coordination is closed connected with the child`s conceptual development. As Dr. Montessori quoted it: â€Å"The human hand allows the mind to reveal itself†. Practical Life activities help the child to gain independence and enables him to correlate his own physical, psychic and moral desires: * Physical desire to move and exercise growing limbs * Psychic – to perfect the movements Moral – to become useful and helpful to the other. The area of Practical Life aids the growth and development of the child’s intellect and concentration and will in turn also help the child develop an orderly way of thinking. In addition, Practical Life initiates in the child respect and love for any work, steps for creative art and helps the child to perform the activities of daily life with joy, skill, and grace through which he is attaining perfection. In an ideal situation, Practical Life would be located near the entrance to the classroom, as a link between home and school and a basis for the curriculum. Beautiful area: color coded, beautiful flowers, paintings, vases†¦ to draw child to Practical Life. Concentration: The child will be given uninterrupted work time to help him to develop the ability to concentrate and an opportunity to develop good work habits. He/she will learn to observe, organize, analyze, and problem solve. Concentration leads to normalization, enables the child to focus on work, and increases his attention span. The child who laboriously scrubs a table and attends to the details of their work is laying the foundation for calm effortless concentration levels for creative thought patterns. Coordination: The child will be encouraged to develop and refine large and small muscle control. He/she will be given the opportunity to coordinate bodily movements. Eye-hand coordination will be a major goal in many activities. Attention to movement is not instinctive but planned voluntary actions. Repetition provides the child with opportunities for perfecting these movements. Independence; The children will develop independence through the mastery of themselves and their environment. The skills learned in Practical Life serve as preparation for success in all other areas of the classroom. We all want to be masters of our own fate. The independent activities we adults take for granted are major hurdles in the child’s drive for independence. Order: The Montessori classroom provides the child with real and purposeful work. The environment helps the child to develop a sense of Order. The internal Order is absorbed and learned from the external order. Sequential steps in the work expand the child`s memory. Dr. Montessori observed that children need order at a specific sensitive period in their development. If not provided during this period the opportunity is foregone. The child is systematically categorizing their world. Thus, a routine is very important as well as a place for everything and everything in its place. A sense of calm provides the child an opportunity for orderly self construction. A Positive Self-Concept and Self-Confidence: A child who can do for himself and help others has a good self-concept. The interest work, consistent classroom rules, and respectful teacher responses help the child develop inner discipline and self-control. Practical Life activities encourage the child to develop effective socialization skills. He learns to contribute to the class community and to build friendships. On the other hand, the indirect aim of Practical Life is to develop the child`s fine motor movement, which involves the body, intellect and will. These indirect aims are, for example, eye-hand coordination, pincer grip, whole hand grasp, preparation for writing, exercise and co-ordinate body movement. Movement is so important for the young children; children need to move. â€Å"Through Movement, he acts upon his external environment and thus carries out his own personal mission in the world. Movement is not only an impression of the ego but it is an indispensable factor in the development of consciousness, since it is the only real means which places the ego in a clearly defined relationship with external reality. † Maria Montessori, The Secret of Childhood, New York Ballantine Books, 1966. Dr. Montessori believed that the Prepared Environment was integral to a child`s development. The Montessori classroom is a child-centered community, designed to facilitate maximum independent learning and exploration. Here, the child experiences the blend of freedom and discipline to act and develop along the lines of his own nner direction- physically, mentally and spiritually. In the Prepared Environment there is a variety of activity as well as a great deal of movement. No object is taught in isolation; the work is interdisciplinary and interactive. The prepared environment has seven basic components: 1) Freedom: within limits, freedom to say â€Å"no thank you†, freedom to talk, to choose, of movement, to be alone, to be with friends. 2) Structure and order: Inherent in environment; fully arranged and proportioned for the child and divide into various areas such as Practical Life, Sensorial, Math, Language, etc. in shelving: left to right, simple to complex, within the tray, etc. ; routine of day. 3) Reality and nature: plants, animals, natural containers. 4) Beauty and atmosphere: calm, beautiful filled with nature. 5) Montessori materials: basis of methodology. 6) Development of community life: part of a group, interacting with others in a peaceful manner, taking responsibility for themselves and each other, respecting each other`s differences, abilities, work and work space, and to treat each other with courtesy and dignity. ) Teacher: children can function independently, if just for a moment. Montessori triad: teacher, child, prepared environment. The classroom needs to be prepared to meet the child`s needs: psychic space which should be clean, uncluttered; small nooks for privacy; must provide space for movement; teacher`s role is to create activities that will be self-teaching for the children (control of error: like using wood before glass); set up for success. In a Prepared Environment, you would notice three main guiding ground rules: respect for self, for others and for the environment. All practical Life Activities are directed to these ground rules; therefore, the numbers of rules should be kept to a minimum, likewise, concise and easy to understand and presented in a positive manner. These ground rules are the criteria needed to maintain freedom for self as well as for others. They promote freedom through independence. In a Montessori classroom, the Practical Life lessons provide to the three year olds the opportunity to spend most of the time to develop skills, concentration, order, and coordination. They prefer to help adults with their activities. They want to use real tools, such as brooms, sponges, brushes, screw drivers, cleaning rags, and other such items. Four years olds will refine their skills and five year olds will be to perfect all the skills learned. Older children are generally in favor for more elaborate activities such as cooking and cross stitching.