Crime and Dye Lab Essay Example for Free

Crime and Dye Lab Essay Light is usually viewed as a result of the heating of a substance. The higher the temperature at which the substance is heated, the greater the vibrations that lead to certain light intensity given off by the molecule. It is this same theory that suggests why steel glows red hot when heated to high enough temperatures. The process of light emissions can also be induces through other means. 1 One of such means termed fluorescence occurs when a substance can be induced into giving off light is through absorption of a photon through light or other means of radiations. During this process, electrons are excited from their standard state. The electrons jump from their highest unoccupied orbital (HUMO) into a certain level of the unoccupied orbital (LUMO). As the electrons loose energy, they fall back to a lower orbital, thus emitting light. 1, 2 During the process leading to fluorescence, a certain change could occur during the excitation of the electron, changing the spin of the electron as it gets excited. This change has to be undone as the electron goes back to its standard state. The emitting of light in this process is known as phosphorescence. The process of fluorescence is much faster than phosphorescence. This is due to the fact that in phosphorescence, the electron has to undergo an extra step of undoing its current spin. This process is thermodynamically unfavorable compared to fluorescence. 1, 2 The last means by which light could be generated is through chemiluminescence. In such a case a chemical reaction occurs, causing an excitation of the product. As this product decays into its standard state, light is emitted. This form of luminescent is different from the previous two in the sense that no absorption of light is required to induce the glow. The glow results from the product of the chemical reaction having to be in an exited state or of higher energy. 1 The process of photon absorption and emission is certain a phenomenon that plays a vital role in our society. Such importance is expressed during rescue operations, where victims can be easily found due to waving of a fluorescent material at night. It is evident that fluorescence becomes important when a thermally induced light emission is deemed impossible. 1, 2 Separation techniques were concepts that were important in the course of this experiment. One of such is through the means of UV Vis Spectrophotometer. The constituents of ink dyes can be determined using a spectrophotometer. By placing the dyes in the spec, various wavelength peaks will be obtained. These peaks can be used to find out the constituent colors making up the dye. Another important form of separation used during this experiment is chromatography. Chromatography utilizes the differences in polarity of substances as means of separation. Such is the case of a crime lab involving the finding of a pen used in writing on a piece of paper. If a pen out of four is used to write a note, the particular pen can be detected using chromatography. The dyes of all four inks and the unknown ink can be obtained. This ink can be run through a chromatograph column, allowing a solvent to run above the ink dyes, carrying them along. After a certain point the RF values of all the inks can be used to detect the particular ink. The RF value is the distance the ink travels divided by the distance travelled by the solvent. The ink with the same RF value as the unknown is the same ink used. Chromatography has a wide range of use. It use can be stretched from this as it can also be used to indicate the component amino acids found in various proteins. The protein can be run through the column, resulting in the various amino acids that make the protein, to be separated. 1, 2 Materials and Methods (Summarized from Lab Manual) 1 Procedure * Phosphorescence Two different polyaromatic acids, 1- naphthoic acid and 4-biphenylcarboxylic acid, were obtained and drops were added unto two filter paper. The solvents heated to dryness for 11 minutes using a hot plate on low heat. The filter papers were then placed under long and short wavelength ultraviolet lamps. Observation of the intensity and duration of glow were recorded. * Fluorescence Tonic water was poured into a beaker. Long and short wavelength UV lamp was shined above the beaker. Observations were recorded. Now, a beaker of water was taking to the UV lamp and was shined at the beaker. Observations were recorded. After, 3 drops of concentrated fluorescein solution was added into the beaker. The UV lamp was shined above the beaker and observations were recorded. * Chemiluminescence 2 mL of Tekrakis-(dimethylaminoethylene) was added into a small test tube. This test tube was taken to the UV lamp and shined at. Observations about the intensity and duration of glow were recorded. After, 1 mL of luminol in DMSO was added into five test tubes. Now, in each test tube fluorescein, rhodamine, rubrene and perylene solutions were added in 4 four of the five test tubes. Observation of the color of each solution was recorded. At this point, 1M NaOH was added into each test tube and was then shined with a UV lamp. Further observations were recorded. Finally 1 g of Al2O3 was added into four 250 mL Erlenmeyer flask. This was mixed with 1 mL of 3% H2O2. In each flask, perylene, tetracene (2,3-benanthracene), 9,10-Dipehenylanthracene, and rubrene were added respectively. Now, 1 mL of oxalic chloride was added in each flask and swirled. Observations were then recorded. * Crime Lab A water bath was heated and maintained at 650C. Now, scribbles were made on papers from each of the four pens. The paper with each scribble was cut into small pieces and placed into a marked test tube. Also, a scribble of an unknown pen was obtained. The paper was also cut into small pieces and placed in a test tube. 2 mL of methanol was added into each test tube and was placed in the hot bath for 5 minutes. The test tubes were allowed to cool, the color of the inks were recorded and poured into five cuvettes. Using a UV-Vis spectrophotometer, the wavelength peaks and absorbance of each ink solution were recorded. Four of the five dyes were then poured into new marked test tubes. The solutions were then boiled for 14 minutes until the there were less than 1 mL. The solutions were allowed to cool. Now, a 250 mL beaker was obtained. In it was added a small amount of methanol (less than half a centimeter in height). A filter paper was then obtained and cut towards the end (B.1). This was placed at the side of the beaker. Finally, an alumna plate was cut in the dimension of 8 x 4 cm. A line was drawn at a 1 cm height using a pencil. In this line, drops of the four inks were spotted. This plate was then leaned inside the end of the beaker (B.2). The plate was left in the solvent until it reached  ¾ of the way up. The height the inks and solvent reached up the plate was recorded.

Essay --

During the experiment the researcher explained the subject that first they will do a test, followed by a warm up and after they will repeat the same test. The participants were very receptive, following carefully what the researcher told them. When the test has started all the participants lined up, being ready to perform. The timer has started and each and every subject did their best. After the first test has ended, a warm up came next, where the subjects had to do jogging for two minutes, high knees both ways of the court, heel flicks, sidewalk running, jumping jacks, and sprints starting from a low to a high intensity. Some of the participants seemed very tired, saying that will have a bad result the second time and some participants said they did not need the warm up because second time will make sure to have a better score. It can be seen from the results that almost everyone has a better score than the first time, except one person. 7. From the results found in this experiment people can see that warm up has a good effect on athletes. What most of the researchers wrote in thei...

Top Ten Characteristics of a Multicultural School Environment

Top Ten Characteristics Of A Multicultural School Environment Not all students are the same so they cannot be taught the same way. Their cultures and experiences the way they learn and respond to schooling. Several cultural factors affect the way students behave in a classroom. Each student is different because of physical and mental abilities, gender, ethnicity, race, language, religion, class, sexual orientation, and age (Gollnick and Chin, p. 6). Multicultural school has different characteristics.I think the most important is the composition of the faculty, administration, and other staff accurately reflects the pluralistic composition of the United States (Gollnick and Chin, p. 7) because this will influence a student’s behavior. The United States has one of the most extensive and diverse educational systems in the world. US population is composed of different races, each with different cultures. I think it would be helpful for a student to study in an environment wherein they value or give respect to different culture. The school environment and the faculty have great impact on student’s development.Because of this, students will be assured that they will not be discriminated. US has a federal legislation for elementary and secondary schools, No Child Left Behind, requires standardized testing of students to determine how effective a school is in helping students to learn (Gollnick and Chin, p. 12). A school is an institution where students learn the value of respecting others, if the faculty, staff and school administration lacks this, and then it can be hard for students with different culture to study and interact with others at school.Second is that the school curriculum incorporates the contributions of many cultural groups and integrates multiple perspectives throughout it (Gollnick and Chin, p. 7). Some people check on a school’s curriculum before they decide on what school they will go. It is important that the school gives val ue to the contributions of many cultural groups. I rank differences in academic achievement levels disappear between males and females, dominant and oppressed group members, and upper-middle-class and low-income students (Gollnick and Chin, p. ) as third because it is also important that students achievement will not be based on their gender, social group or race instead of their knowledge and abilities. With the persistence of racism, poverty, unemployment, and inequality in major social systems such as education, many persons have found it difficult to reconcile daily realities with the publicized egalitarianism that characterizes the public rhetoric (Gollnick and Chin, p. 36).In a multicultural school, students should not experience this, instead, they should experience equality no matter what race, culture, gender or social groups they are involved with. The faculty, administrators, and other staff see themselves as learners enhanced and changed by understanding, affirming, and reflecting cultural diversity (Gollnick and Chin, p. 7). The faculty, administrators, and other staff should be open for changes. They should learn on how to interact on different cultures. They should not be one-sided and be open for some changes because it is a part of life.Teachers and administrators are able to deal with questions of race, inter group relations, and controversial realities on an objective, frank, and professional basis (Gollnick and Chin, p. 7). States and school districts expect new teachers to have proficiencies related to multicultural education by the time they finish a teacher education program (Gollnick and Chin, p. 13). This means, since a teacher is one of the foundation in education, they should be the one to have the skill or proficiency to handle multicultural students.They should use professionalism in dealing with every student no matter what culture they possess. They should be proficient and unbiased in addressing issues raised by students, howeve r making sure that they answer it based on truth. Students are able to use their own cultural resources and voices to develop new skills and to critically explore subject matter (Gollnick and Chin, p. 7). I rank this as seventh because I believed that school is a place where a person develops his own knowledge and skills. The language in which students are taught is one of the most significant issues for schools.Many Americans have become concerned about how best to educate students who are new to the English language and to American culture. As children of all ages and from dozens of language backgrounds seek an education, most schools have adopted some variety of bilingual instruction. Students are taught in their native language until their knowledge of English improves, which is often accomplished through an English as a Second Language program. Cultural differences are treated as differences, rather than as deficiencies that must be addressed in compensatory programs (Gollnick and Chin, p. ). A multicultural school should be fair in giving compensatory benefits for students with different culture. Having different culture should not be a factor in receiving benefits that every student should receive. Instructional materials are free of biases, omissions, and stereotypes (Gollnick and Chin, p. 7). Instructional materials are important in teaching, because these are visualization of what the teacher is teaching. These should be free of biases or stereotyping. Students learn to recognize and confront inequities in school and society (Gollnick and Chin, p. 7).In an environment where there is no discrimination or prejudice, a student will learn how to recognize and confront inequities either in school or society. A multicultural school must teach student on how to address different discrimination. I put this on last because I think discrimination or inequity starts within us. A person must first learn to recognize and confront it inequalities by himself, in ca n be taught on school but experience is a best teacher. BIBLIOGRAPHY Gollnick, Donna M. Chinn, Philip C. 2006. â€Å"Multicultural Education in a Pluralistic Society. † Seventh Edition. Prentice-Hall/Merrill.

The, The Oldest Cousin Present - 869 Words

The fall of 2007 dawned chilly and crisp, and and sunset-colored leaves carpeted the ground. The wind whistled through the thick forest that surrounded my grandmother’s house, and inside the scent of apples seemed to permeate through every room. I was relaxing next to the fireplace, luxuriating in the warmth radiating from it like a cat curled in a spot of sunlight. My cousins were scattered around the basement in similar positions, lulled into drowsiness by the soporific effect of the nearby television. Before long the hyperactivity present in every child made its appearance, and so I slowly sat up, stretching my mouth wide into a yawn. â€Å"This is so dull! We should be doing something together instead of wasting all of our time practically ignoring each other,† I said with a huff. All of my cousins looked over at me, and I couldn’t help but blush at the scrutiny they gave me. â€Å"What do you suggest we do instead?† Rebecca, the oldest cousin present, asked. I cast my eyes around the room, searching for an idea. I was like a sailor lost at sea, desperately staring at the stars in the hopes that they would reveal a path home. To my dismay, I could not think of anything. However, it seemed that my restlessness infected everyone else, as they started to rouse themselves from their lethargic states. â€Å"We could build a pillow fort,† Austin, Rebecca’s younger brother, suggested. A long, drawn out groan from a pile of blankets containing one of my cousins quickly nixed that idea.Show MoreRelatedDescriptive Essay About My Aunts House1325 Words   |  6 PagesI close the car door and step onto the snow covered pavement. My aunt’s dogs bark inside of my aunt’s house, and my family and I walk in. I am greeted by my paternal aunts, uncles, and grandma. My cousins, who are much older than I, sit in the living room enjoying the store bought peanuts, popcorn, and trail mix. 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