Investigatory Project Essay Example for Free

Investigatory Project Essay INTRODUCTION A. Background of the Study More people used to collect seashells for fun and for past time. They made decorations, jewelries and even accessories for a doll out of it. But don’t you know that aside from those things, seashell can also made into a much useful thing. We, the researchers are aware that education is the most powerful key for us to succeed. And to support this, we need some facilities and materials for us to make it easier and clearer. Of course, we know that we already have some modernized equipments, but still, for those hopeless countries and people who also want to be sent in school, even a worst facility matters. We, the researchers already have whiteboards that just need markers and projectors as the most modernized. But still, the origin of those is just a simple blackboard and a piece of chalk. So, we, the researchers, made some trials and errors from different raw materials to be made into a more durable chalk until to that moment that we have agreed and succeed in one of our trials, to make a chalk out of seashells. B. Statement of the Problem The price of almost all commercialized or local products continuously increasing and this is a big aspect to be considered in schooling. Some of the schools don’t have enough support from government and this thing bring difficulties for us students. C. Significance of the Study This study opens another way for us people to be able to save and make chalks that is much durable with long-lasting use that will take part in our study. The study was conducted as a remedy for the common problem of spending much in, and it also helps us to gain money when you make this as your business affair. We can also make some raw materials that we thought to be useless, transformed into a much useful and improved thing. D. Scope and Limitation This study is focused on designing and producing alternative chalks. It also deals with the assessment of its actual advantages as compared to some commercialized one. The qualities and quantities data obtained in the testing of the product against the control were limited to 3 tests only. CHAPTER II REVIEW OF RELATED LITERATURE A. CONCEPTUAL FRAMEWORK A seashell is the common name for a hard, protective outer layer, a shell, or in some cases a test, that was created by a sea creature, a marine organism. The shell is part of the body of a marine animal, in most cases the exoskeleton, usually that of an animal without a backbone, an invertebrate. The word seashell is often used to refer only to the shells of marine mollusks, i.e. mollusk shells, but it can also be used to mean the shells of a wide variety of marine animals from different phyla. For helpful introductory articles, see marine invertebrates and marine biology. Seashells are commonly found in beach drift, natural detritus deposited along strandlines on beaches by the waves and the tides. Shells are very often washed up onto a beach empty and clean, the animal having already died, and the soft parts having rotted away or having been eaten by either predators or scavengers. Empty seashells are often found by beachcombers, and collecting these shells is a harmless hobby or study. However, the majority of seashells which are offered for sale commercially have been collected alive (often in bulk) and then killed and cleaned, specifically for the commercial trade. This type of exploitation can sometimes have a strong negative impact on the distribution of rarer species, and on local ecosystems. Many other kinds of sea animals have exoskeletons or shells which may,  after death, wash up on the beach and may be picked up by beachcombers; these include remains from species in other invertebrate phyla, such as the molted shells or exuviate of crabs and lobsters, the shells of barnacles, horseshoe crab shells, sea urchin and sand dollar tests, brachiopod shells, and the shells of marine annelid worms in the family Serpulidae, which create calcareous tubes. B. THEORETICAL FRAMEWORK Some people considered seashell as useless in terms of reasonable things. And because of our research, this belief will now be changed to a bright side. For us, the researchers will prove that seashells are not useless but are significant ones. C. HYPOTHESES 1.) There is significance difference between our products, chalk from sea shells and the leading commercial one. 2.) There is significance difference between experimental chalk from sea shells and commercial one in terms of quality and durability. D. DEFINITION OF TERMS 1.) Seashells – is a hard, rigid outer layer, which has evolved in a very wide variety of different animals, including mollusks, sea urchins, crustaceans, turtles and tortoises, armadillos, etc. Scientific names for this type of structureinclude exoskeleton, armour, test, carapace, and peltidium. 2.) Cassava – A shrubby tropical American plant (Manihot esculenta) widely grown for its large, tuberous, starchy roots. The root of this plant, eaten as a staple food in the tropics only after leaching and drying to remove cyanide. Cassava starch is also the source of tapioca. CHAPTER III METHODOLOGY A. Equipment and Materials Seashells Cassava Mortar and pestle Grater Oven toaster Bowl Cloth B. Procedure 1. Collect sea shells from the sea shore or left-over shell viands, and cassava. 2. Pulverized the shells until it becomes fine as powder and set aside in a container. 3. Grate the cassava and squeeze its juice using cloth. Separate the liquid from its residue. 4. Mix the residue of the extracted cassava and the pulverized seashells. Add a small amount of water at the right ratio of the quantity of the mixture. 5. Mold the mixture into different shapes and sizes according to your desire. 6. Place it under the sun and wait until it dries up and is ready to be used. C. Data-gathering Instrument The physical characteristics of the chalk from sea shells was observed and compared to the chalk that was commercially processed. CHAPTER IV RESULTS AND DISCUSSIONS A. Data and Findings Table1. Physical Characteristics of the Chalk made from seashells. Table 1 shows the Physical characteristics of the experimental and commercial chalk. It shows that they have different characteristics in terms of hardness but are both rough in terms of its texture. CHAPTER V SUMMARY, CONCLUSION AND RECOMMENDATION Summary The research was designed by crushing the seashells, which is the main source of the product, and which it can be a useful and eco-friendly product and can contribute excellently to our sobbing community. Through hard research, we, the researchers studied the characteristics of the main source, which is  seashell, and we analyzed that It can be a great specimen in our investigatory project. We have done several experiments which lead the researchers into a victorious ending in the said project. Conclusion On the experiment conducted to produce a fine product from seashell, we, the researchers discovered the characteristics of the seashells which have specific properties and structures. We discovered that it is one of the stepping stones of the success of the product in which it is commercially comparable to any commercial products that are the same with us, if there are any, in terms of quality and durability. Recommendation Through hard, decisive, several experiments, the researchers have conquered an amazing product that has a good quality. We highly recommend using our own original finished product, made from seashells, because aside from its cheapness, it is also easier to produce, eco-friendly, recyclable and has the potential to make our study easier and clearer. BIBLIOGRAPHY 1.www.google.com.ph 2.www.dictionary.reference.com

Kate Chopins The Awakening Essay -- Chopin Awakening Essays

Kate Chopin's The Awakening In Kate Chopin's, The Awakening, Edna Pontellier came in contact with many different people during a summer at Grand Isle. Some had little influence on her life while others had everything to do with the way she lived the rest of her life. The influences and actions of Robert Lebrun on Edna led to her realization that she could never get what she wanted, which in turn caused her to take her own life. In the Creole culture, outward affection and expression were a common thing. Edna, being brought up in Kentucky, "was at first a little confused. . .by the Creole's gentle caress. She was not accustomed to an outward and spoken expression of affection, either in herself or in others," (Chopin 22). Robert knew that Edna was not of Creole background and that she might not take his flirting as simply that. Yet, he still continued to playfully pursue Edna like the women which he had been devoting himself to each summer for the past eleven years. He did not understand that what he was doing was wrong in the culture that Edna had been brought up with. Once, when Robert laid his head against Edna's arm, she brushed him off. He then did it again and Edna "could not but believe it to be thoughtlessness on his part; yet that was no reason she submit to it," (15). Edna was at first disturbed by Robert's actions. Because she did not know about the Creole culture, she allowed Robert to f lirt with her and she actually took him seriously. The flirting resulted in her starting to have feelings for him and to wonder about her place in life. Another thing was that Robert was not blind to the whole situation and that Edna would not understand his flirting. When Madame Ratignolle was walking back to the house with Robert, she flat out warned him about what he was doing. "Let Mrs. Pontellier alone. . .she is not one of us; she is not like us. She might make the unfortunate blunder of taking you seriously," (27). Robert argues that there is no possibility of Edna taking him seriously. That whole conversation only reiterates that Robert does not understand what he is getting Edna and himself into. Robert finally realized what was happening between Edna and him. He started to have feelings for her that he could not control. When he told everyone that he was going to Mexico for business, it was actually to get away from ... ...ike almost everyone else, Leonce also did not think that anything would come out of Robert's flirting with Edna. Leonce did not realize that Edna was not brought up in the Creole culture and would not know how to deal with the way that Robert acted. He allowed Robert and Edna to go out together without even thinking twice. He did not see anything wrong with the two of them doing everything together. Even though it was common in the Creole culture for people to openly show their feelings, Leonce should have realized that Edna, because of her different upbringings, would not know how to deal with Robert's actions. In one way or another he was the one that helped start their feeling towards each other. Although there are a few more small examples about how Leonce might have caused Edna to take her life, the influence that Robert had over her is even more overpowering. Because of Robert, Edna realized that she was not happy with who or where she was and decided to drastically change everything that she was accustomed to. If Edna Pontellier had never met Robert Lebrun, she may never have realized how unhappy she was, and, in turn, may never have chosen to end her life.

Rate Equation and Order Reaction

Top of Form 1. For the overall hypothetical reaction A + 5B —> 4C the rate of appearance of C given by may also be expressed as: A. B. C. D. 2. For the reaction 4 NH3(g) + 5 O2(g) —> 4 NO(g) + 6 H2O(g), the value of -[NH3]/t = 2. 6 x 10-3 M/s at a particular time. What is the value of -[O2]/t at the same instant? A. 1. 3 x 10-2 M/s B. 2. 08 x 10-3 M/s C. 2. 6 x 10-3 M/s D. 3. 25 x 10-3 M/s E. 520 M/s 3. What is the overall order for the following reaction between acetone and iodine? The experimental rate law is rate = k [CH3COCH3] [H3O+] ) CH3COCH3(aq) + I2(aq) +H2O —> CH3COCH2I(aq) + H3O+(aq) + I-(aq) A. 0 B. 1 C. 2 D. 3 E. 4 4. Nitric oxide (NO) reacts with hydrogen (H2) according to the equation: 2 NO(g) + 2 H2(g) —> N2(g) + 2 H2O(g) The following initial rates of reaction have been measured for the given reactant concentrations. Expt. # | NO | H2 | Rate (M/hr)| 1 | 0. 010 | 0. 020 | 0. 020| 2 | 0. 015 | 0. 020 | 0. 030| 3 | 0. 010 | 0. 010 | 0. 005| Which of the following is the rate law (rate equation) for this reaction? A. rate = k[NO]2 [H2] B. rate = k[NO] [H2]2 C. rate = k[NO] [H2]4 D. ate = k[NO] [H2] E. rate = k[NO]1/2 [H2]1/4 5. A certain first order reaction A —> B is 46 % complete in 68 min at 25Â °C. What is its rate constant? A. 9. 06 x 10-3 min-1 B. 1. 14 x 10-2 min-1 C. 31 min-1 D. -1. 14 x 10-2 min-1 E. 51 min-1 6. What is the value of the rate constant for a first order reaction for which the half-life is 26. 7 min? A. 18. 5 min-1 B. 38. 5 min-1 C. 9. 25 min-1D. 19. 3 min-1 E. 0. 026 min-1 7. A reaction which is second order has a rate constant of 1. 0 x 10-3 LÂ · mol-1 Â ° sec-1. If the initial concentration of the reactant is 0. 200 M, how long will it take for the concentration to become 0. 250 M? A. 4. 0 x 104 s B. 3. 5 x 104 min C. 3. 5 x 104 s D. 8000 s E. 3. 5 x 10-2 s 8. What is the half life of the previous second order reaction? A. 200 s B. 5000 s C. 0. 005 s D. 2 x 10-4 s E. none of the above 9. For the chemical reaction A —> C, a plot of ln[A] versus time is found to give a straight line with a negative slope. What is the order of the reaction? A. third B. second C. first D. zero E. such a plot cannot reveal the order of reaction 10. What is the slope of an Arrhenius plot for the following reaction? CH3CHO(g) —> CH4(g) + CO(g) Temp (K); k (LÂ ·mol-1Â ·s-1) 700; 0. 11 730; 0. 035 790; 0. 343 A. 7. 86 x 10-2 L mol-1 s-1/K B. 2. 89 x 10-3 K C. -2. 87 x 103 K D. 3. 23 x 10-4 K E. -2. 32 x 104 K 11. The rate constant of a first order reaction is 3. 68 x 10-2 s-1 at 150Â °C. What is the rate constant at 170Â °C if the activation energy for the reaction is 71 kJ/mol? A. 9. 16 x 10-2 s-1 B. 3. 68 x 10-2 s-1 C. 10. 92 s-1 D. -4. 04 x 10-2 s-1 E. 2. 46 x 101 s-1 12. A catalyst increases the rate of a reaction by A. increasing the enthalpy of the reaction B. lowering the activation energy C. raising the activation energy D. decreasing the enth alpy of the reaction 13.For the following exothermic reaction, the rate law at 298 K is: Rate = k [H2] [I2] ———– H2(g) + I2(g) –> 2 HI(g) Addition of a catalyst would effect the initial rate of the reaction by: A. increasing the rate of the forward reaction B. increasing the rate of both forward and reverse reactions C. increasing the rate of the reverse reaction D. causing no increase or decrease in the rate of reaction E. none of the above 14. If the rate of the reaction PCl5 —> PCl3 + Cl2 is increased a factor of four by doubling the concentration of PCl5, the rate law: A. depends on the concentrations of PCl3 and Cl2B. is first order with respect to PCl5 C. is second order with respect to PCl5 D. is fourth order with respect to PCl5 15.. Consider the reaction of CH3Cl with hydroxide ion CH3Cl + OH- –> CH3OH + Cl- At some temperature the following data are collected: Initial conc| rate after 1 min| [CH3Cl]| [OH-| | 0. 1 M| 0. 1 M| 1 x 10-4 mole/L| 0. 2 M| 0. 1 M| 2 x 10-4 mole/L| 0. 1 M| 0. 2 M| 2 x 10-4 mole/L| A. The reaction is first order with respect to methyl chloride B. The reaction is first order with respect to hydroxide ion C. The reaction is second order overall D. All of the above

Effectiveness Of A Combined Therapeutic Approach On...

According to the Alzheimer’s Association (2014) website, someone in this country is diagnosed with Alzheimer’s disease every 67 seconds. Projection figures of the year 2050 state 16 million people in the United States will have Alzheimer’s disease; triple the present rate (Alzheimer’s Association, â€Å"Latest Facts Figures Report†, para. 1). Alzheimer’s research has expanded slowly over the past decade. However, with prevalence rates increasing rapidly, high quality of care will be imperative. Observations, questionnaires and other diagnostic tests will be implemented to evaluate the effectiveness of a combined therapeutic approach on negative disease symptoms. The aim of the study is to reduce negative symptoms of mild and moderate†¦show more content†¦Multi-therapeutic approach towards the reduction of negative symptomatology and diminished brain atrophy in mild and moderate Alzheimer’s disease: An observational, unobtrusi ve research design conducted in nursing home facilities. Alzheimer’s disease is an insidious illness which leads to cognitive and functional impairment, and is becoming more commonplace than ever before. There is no known cure, treatment, or prevention for this disease; in case of point, researchers have yet to discover a way to slow the progression of the illness. As the treatment of the physical manifestation of this disease is difficult to pinpoint, many researchers have dedicated their resources to finding ways to improve the quality of life of those who are diagnosed. Many patients with Alzheimer’s experience depression, anxiety, aggression, and social isolation as a result of their disease; these emotional responses can be treated. Social, music, and exposure therapy in a combined approach will significantly decrease depression scores on the Geriatric Depression Scale (GDS) and reduce agitation scores on the Cohen-Mansfield Agitation Inventory (CMAI). Participants exposed to our therapy program will show less physical a nd verbal aggression, demonstrate positive body language as observed by a third rater, increased brain stimulation reflected in fMRI scans and decelerated brain atrophy from the