Analysis of two commercial brands of bleaching solution Essay Example for Free

Analysis of two commercial brands of bleaching solution Essay Objective To determine the concentrations of the active ingredients in 2 commercial bleaches. Introduction Sodium hypochlorite is usually found in bleaching solutions. It is the active ingredient of bleaching solutions. It bleaches by oxidation. When it is added to dye, the following reaction occurs: ClO- + dye - Cl- + (dye + O) If the oxidized form of the dye is colorless, then the color of the dye would fade away. In the presence of acid, the hypochlorite ions from the bleaching solution reacts with the iodine ions from potassium iodide in the following way: ClO- + 2I- + 2H+ I2 + H2O + Cl-. When sodium thiosulphate solution is added into this reacted solution, a further reaction occurs: I2 + 2S2O32- 2I- + S4O62- This reaction could be used in titration to find out the number of moles of thiosulphate ions, thus the concentration of hypochlorite ions in the bleaching solution. Procedure 1. 10 cm3 of Kao Bleach was pipette into a volumetric flask. Distilled water was added until the meniscus reaches the graduation point. 2. 25 cm3 of the titrated bleach was pipette into a conical flask. About 10 cm3 of potassium iodide and dilute sulphuric acid was added into the conical flask. 3. The solution was titrated with sodium thiosulphate solution until the brown colour of the iodine fades. 4. Starch solution was added into the conical flask, and the solution was further titrated until the dark-brown colour of the starch-iodine complex turns to colourless. The volume of sodium thiosulphate solution required to reach the end point was recorded. 5. Steps 1 to 4 were repeated 3 more times. 6. Steps 1 to 5 were repeated using Clorox Bleach. Data and Calculation Molarity of standard Na2S2O3 solution = 0. 05182M Brand A: Kao Price: $11. 9/ 1500ml Trial 1 2 3 Final reading/cm3 26. 8 23. 1 25. 7 26. 0 Initial reading/ cm3. 4. 1 0. 4 2. 9 3. 2 Volume of Na2S2O3 22. 7 22. 7 22. 8 22. 8 Average no. of moles of Na2S2O3 used in the titration: 0. 05182 X (22. 7 + 22. 8 X 2)/3 X 0. 001 = 1. 180 X 10-3 moles So, there are (1. 180 X 10-3 /2) =5. 90 X 10-4 moles of I2 in the reaction So, there are 5. 90 X 10-4 moles of ClO- ions in the diluted solution. Concentration of ClO- in Kao bleach = 5. 90 X 10-4 X 10 /10 X 1000 =0. 5899M Brand B: Clorox Price: $21. 9/ 2840ml Trial 1 2 3 Final reading/cm3 33. 5 32. 4 32. 0 33. 2 Initial reading/ cm3 2. 7 1. 3 0. 9 2. 3 Volume of Na2S2O3 30. 8 31. 1 31. 1 30. 9 Average no. of moles of Na2S2O3 used in the titration: 0. 05182 X (30. 9+ 31. 1 X 2)/3 X 0. 001 = 1. 608 X 10-3 mole So, there are (1. 608 X 10-3 /2) =8. 041 X 10-4 moles of I2 in the reaction So, there are 8. 041 X 10-4 moles of ClO- ions in the diluted solution. Concentration of ClO- in Kao bleach = 8. 041 X 10-4 X 10 /10 X 1000 =0. 8041M Conclusion The concentration of ClO- in Kao is 0. 5899M while that of Clorox is 0. 8041M. Discussion 1. When we add starch solution into the conical flask, the solution turns dark blue. After that, when we add a few drops of sodium thiosulphate, the colour of the solution would turn colourless. We must be careful when we are doing this step. This is because the starch-iodine complex does not show graduation of color change. We may get pass the end point easily. The readings would be inaccurate. 2. Dilute sulphuric acid is irritating. So we must be extra careful in using it. How did I use sulphuric acid more safely? I used a larger measuring cylinder to measure out the amount of sulphuric acid. The likeliness of spilling the acid would be lower. 3. After I had done all the experiments, I found out that the tip of the pipette was broken. When I asked Mr. Leung, he said that the pipette could not be used anymore. Why? I could think of 2 reasons. First, the broken tip of the pipette could cause danger when we are using the pipette. We would have a higher chance of getting our finger cut. Second, the broken tip of the pipette may cause the solution to be carried to leak. So, it is unreliable. Answers to Study Question 1. (a) Amount of active ingredient in Kao: 0. 5899 X (35. 5 + 16) = 30. 38 g /dm3 Amount of active ingredient in Clorox: 0. 8041 X (51. 5) = 41. 41 g/dm3 (b)Cost per gram of Kao: (11. 9 X 1000/1500) /30. 38 = $0. 2611 per gram Cost per gram of Clorox: (21. 9 X 1000/2840) / 41. 41 = $ 0. 186 per gram 2. As Clorox is of a lower price, it is the better buy. 3. Adding potassium iodide in excess ensures that all chlorate ions have reacted. Only when all the chlorate ions have been reacted that the amount of iodine formed can fully reflect the amount of chlorate ions in the solution. This ensures that the volume of sodium thiosulphate used in the titration can be used to determine the number of moles of chlorate ions in the solution. 4. When an acid is added into a solution of chlorate and iodine ions, iodine would be liberated. The iodine can then be used in titration to determine the amount of the chlorate ions. 5. The second way it may deteriorate is by decomposition by sunlight: 2H+ + 2ClO- - 2HCl + O2 The chlorate ions, under sunlight, decompose back to chlorine ions and the bleaching ability of the bleaching solution is reduced. 6. This is because before reaching the end point, starch solution will not show any signs of being close to the end point. Other indicators will. For example, if methyl orange is close to its end point, it will first change the color of the solution to orange. Then, the solution would turn back to its original colour. In this way, we will know that we are close to the end point and we would add the solution more slowly. However, similar characteristics could not be found when we use starch as an indicator. So, we may get pass the end point easily. This problem is solved by titrating the iodine solution without any indicator first. After the brown color of iodine vanishes, we know that we are very close to the end point. At this stage, adding starch solution can tell us whether there is still iodine in the solution. As we know that we are already very close to the end point, we would add the solution more slowly. It would be lees likely to shoot pass the end point.

Political Parties in the United States Essay -- Papers USA Government

Political Parties in the United States When the founders of the American republic wrote the U.S. Constitution in 1787, they did not envision a role for political parties in the governmental order. Indeed, they sought through various constitutional arrangements such as separation of powers, checks and balances, and indirect election of the president by an electoral college to insulate the new republic from political parties and factions. In spite of the founders' intentions, the United States was the first nation to develop parties organized on a national basis and to transfer executive power from one faction to another via an election in 1800. THE EMERGENCE AND PERVASIVENESS OF POLITICAL PARTIES The development of political parties was closely linked to the extension of the suffrage as qualifications requiring property ownership to vote were lifted during the early 1800s. With a vastly expanded electorate, a means was required to mobilize masses of voters. Political parties became institutionalized to accomplish this essential task. Thus parties in America emerged as a part of this democratic revolution, and by the 1830s were a firmly established part of the political firmament. Today, the Republican and Democratic parties totally pervade the political process. Approximately two-thirds of Americans consider themselves either Republicans or Democrats, and even those who say that they are independents normally have partisan leanings and exhibit high levels of partisan loyalty. For example, on average 75 percent of independents who "leaned" either toward the Republicans or the Democrats voted for their preferred party's presidential candidate in the five presidential elections held between 1980 and 1996. The p... ...n of "protest" voting for third-party candidates. Gallup polls revealed that in 1992, 5 percent of Perot's voters said they would not vote for him if they thought he could win. Third parties and independent candidates also face a potentially daunting postelection problem in the event they are successful in winning the presidency. This, of course, is the problem of governing — staffing an administration and then working with a Congress dominated by Republicans and Democrats who would have only limited incentives to cooperate with a non-major-party president. John F. Bibby is a professor of political science at the University of Wisconsin, Milwaukee, and is the former chairman of the American Political Science Association's political parties subfield. An authority on U.S. politics and government, Bibby has authored Politics, Parties, and Elections in America. Political Parties in the United States Essay -- Papers USA Government Political Parties in the United States When the founders of the American republic wrote the U.S. Constitution in 1787, they did not envision a role for political parties in the governmental order. Indeed, they sought through various constitutional arrangements such as separation of powers, checks and balances, and indirect election of the president by an electoral college to insulate the new republic from political parties and factions. In spite of the founders' intentions, the United States was the first nation to develop parties organized on a national basis and to transfer executive power from one faction to another via an election in 1800. THE EMERGENCE AND PERVASIVENESS OF POLITICAL PARTIES The development of political parties was closely linked to the extension of the suffrage as qualifications requiring property ownership to vote were lifted during the early 1800s. With a vastly expanded electorate, a means was required to mobilize masses of voters. Political parties became institutionalized to accomplish this essential task. Thus parties in America emerged as a part of this democratic revolution, and by the 1830s were a firmly established part of the political firmament. Today, the Republican and Democratic parties totally pervade the political process. Approximately two-thirds of Americans consider themselves either Republicans or Democrats, and even those who say that they are independents normally have partisan leanings and exhibit high levels of partisan loyalty. For example, on average 75 percent of independents who "leaned" either toward the Republicans or the Democrats voted for their preferred party's presidential candidate in the five presidential elections held between 1980 and 1996. The p... ...n of "protest" voting for third-party candidates. Gallup polls revealed that in 1992, 5 percent of Perot's voters said they would not vote for him if they thought he could win. Third parties and independent candidates also face a potentially daunting postelection problem in the event they are successful in winning the presidency. This, of course, is the problem of governing — staffing an administration and then working with a Congress dominated by Republicans and Democrats who would have only limited incentives to cooperate with a non-major-party president. John F. Bibby is a professor of political science at the University of Wisconsin, Milwaukee, and is the former chairman of the American Political Science Association's political parties subfield. An authority on U.S. politics and government, Bibby has authored Politics, Parties, and Elections in America.

The Boy in the Striped Pajamas

The Boy in the Striped Pajamas The movie, â€Å"The Boy in the Striped Pajamas,† was a very interesting but sad movie. It made me think about how children really don't see a lot of things and how they are very innocent. The way the Jews were being treated made me really upset at how things were really running like that in Germany without many countries not noticing, especially the United States, until years later when they had gone to war.But by then, many people had died, or became survivors without any family, homes or any of their elongings at all. It was ridiculous in the way they got away with a lot of things. Their own people in the country thought that it wasn't even bad and they saw the Jews as the enemies. Brunos father who was in charge of the concentration camp though he was doing the right thing, but until his own son died, he was in complete shock. He didn't know what to do anymore. He was Just standing there and couldn't believe it.I think he realized what he was doing and how things drastically changed for his amily and him, especially in how many children and Jews he had been killing in the camp. I really liked how there was friendship in the movie though. Shmuel and Bruno had met, and Bruno would go visit him and talk to him and try to play with him sometimes. But Shmuel couldn't play, because he was very unhealthy and dehydrated, he could barely run. It would break my heart when Bruno would try to bring him food, but he would drop it along the way.I really liked the acting in the ovie; it made everything look so real, even the setting was nice. I really don't know how or what they did to make the prisoners in the movie seem so skinny as if they hadn't ate in months. Pavel who was the butler in the house, would Just peel potatoes all day, it was really horrid when he got beat up for dropping the glass of wine on the dinner table. Many people had to give up their dreams and school Just like Pavel did. It's hard to imagine if that would ha ve happened to me and my family.I wonder what appened to all the people who were involved in this, if they all died or if went to Jail, did they survive? This film also showed me that you shouldn't discriminate any types of people from the rest. It is really sad, because to this day, that's how a lot of people still are and that's the way they think. This is actually one of my favorite movies because it has so many different concepts and it makes you think about many things. Especially to see how far, into friendship you would go. By Jsierra9 The Boy in the Striped Pajamas The Boy in the Striped Pyjamas, based on the novel of the same title, directed by Mark Herman, set in Germany during World War II in the early 1940s. It follows the story of Bruno, an eight-year-old boy living in Berlin, currently under the rule of Adolf Hitler. His father is a commandant at a concentration camp. When his family moves to Auschwitz (or as Bruno believes it to be pronounced: ‘Out-With’) near the concentration camp for his father’s work, Bruno finds himself confined to the front yard of his new home and longs for a friend and an adventure. After finding a way out of the property, he discovers a concentration camp, although at this stage he believes it to be a farm rather than a prison. Bruno quickly develops a friendship with Schmuel, a Jewish boy living in the concentration camp who is the same age as him. Bruno makes several visits to the camp, despite being told by his parents that he is not to venture outside the back gate. Schmuel tells Bruno that his father is missing, while Bruno is informed that he and his sister will go to live with his Aunt. Instead of leaving his home in the country to go back to Berlin, Bruno decides to help Schmuel find his father. He dons striped â€Å"pyjamas† and crosses the fence, with horrific consequences. A character I disliked in the movie was Bruno’s father, Ralf. Ralf is a stereotypical German Nazi commandant in charge of the nearby Auschwitz concentration camp. He is very much in support of Adolf Hitler, believing that the Jewish are bad people. He tries to convince his family that he is making the world a better place. Bruno’s sister, Gretel, supports her father’s views on the matter, and explains to Bruno about the Jewish. â€Å"But Dad just sat there! † â€Å"What did you expect him to do? The Jew deserved it! † Can I ask you something about the farm? † â€Å"Bruno, you don’t think it is a farm, do you? It’s a camp, what’s called a work camp, for Jews. † â€Å"Just Jews, because they are the best workers? † â€Å"They’re not in because they are good, silly, they aren’t good at anything. They are in there because they are evil. They are the enemy, evil dangerous vermin. They’re the reason why we lost the Great War. † Ralf also imposes a fake perception of the concentration camp on his soldiers. He shows them a video that portrays the fact that the camp is a nice place to live and that the Jewish enjoy it there. New arrivals here are happy to discover that life in the camp is not all work and that there’s ample opportunity for leisure also. At the end of their day of ironmongery or the build of boot factory, the workers can enjoy the many forms of pastime that the camp has to offer. Organised sport is very popular. Those that don’t play certainly enjoy watching. At the end of the working day the centrally located cafe is the ideal place for friends and families to join together for a hearty and nutritious meal. The children in particular enjoy the pastries and cakes on offer. In the evenings the occasional music concerts either by visiting orchestras or, indeed, by talented musicians from within the camp itself, are always well attended. Other recreations include reading in the library, pottery, cookery, art and horticulture for adult and child alike. Almost any activity one could wish for is available within the camp. † This description is in stark contrast to what the camp really is like. I find Bruno’s father a horrible person for not telling the truth about the camp. Even his wife doesn’t know what goes on in the camp, and when she finds out, Ralf tells her that he was sworn to secrecy. I think we are lucky that we live in a time when fathers aren’t necessarily bound to their job in such a way that it almost destroys a family. Bruno’s father was brainwashed into believing that the Jewish were bad people and did not deserve to live, as was Bruno’s sister, Gretel. I am glad that in this century we are not so easily led into believing such things. What Ralf did was horrible but in a way he was trying to protect his family – if he had disobeyed Hitler’s orders, he may have ended up in a camp himself or even dead – but in this case his efforts to protect Bruno did not turn out so well. I also think we are lucky that we live in a country where we have enough freedom to disagree with our leaders and have an option to vote them out if necessary. In World War II, if you had a different opinion to Hitler, you were either sentenced to death or put in a concentration camp. Ralf did what was best for his family, but in doing so did some horrific things to other people. I felt extremely sorry for the main protagonist, Bruno, and enjoyed the theme of innocence. Bruno was very young, naive and hardly knew anything about the war. I think his parents and tutor should have informed him better about what was going on outside of his front yard, as he certainly didn’t deserve to die in a concentration camp. If he had known more about the outside world, perhaps he wouldn’t have felt so obliged to explore further and in doing so enter the camp. His innocence is portrayed in this instance, when he is talking to Schmuel through the fence. Bruno: â€Å"Is everything alright? † Schmuel: â€Å"No, we can’t find the Pa. He went on a different work duty with some of the men and they haven’t come back. â€Å"I have got some bad news, too. I’m going away. † â€Å"How long this time? † â€Å"That’s what it’s bad. It’s forever I think. Mum says this is no place for children. † â€Å"It’s just stupid. When do you go? † â€Å"Tomorrow, after lunch. † â€Å"So I won’t ever see you again? † â€Å"Yes, you will. You can come on holiday to Berlin if you like, when everybody is getting on with each other again†¦ I wish I could have helped you find your dad. I really want to make up for letting you down like I did. That would have done it, wouldn’t it? Helping find your dad. Would have been great, like a secret mission. Hey, I could dig under [the fence]! † Bruno then proceeded to dig under the fence and dress in striped â€Å"pyjamas† to help find Schmuel’s Dad. He and Schmuel are marched into a gas chamber, where they both die. I also felt sorry for Bruno when he was having lessons with his tutor, Herr Liszt, as he was being taught very difficult things about the war and how Hitler is a good person. For example: â€Å"I don’t understand: a nation’s collapse is only done to this one man? † â€Å"The Jew here means the entire Jewish race. If it had been just one man, I’m sure something would have been done about him. † â€Å"There is such a thing as a nice Jew, though, isn’t there? † â€Å"I think, Bruno, if you ever found a nice Jew, you would be the best explorer in the world. â€Å" Again, this shows how lucky we are to live in a country where there is no war going on. If we were taught such things in school nowadays, we would have a very different perception of the world. We are not taught biased facts about historical nor current day events, and we are lucky that we are allowed to develop our own opinions without being sentenced to death. I think a child’s innocence is extremely important to hold on to in most instances because it prevents them from many dangers that the world poses, however in this case is was the difference between life and death for Bruno. If his parents had told him why he was not allowed to go to the concentration camp, he would have been aware of the dangers and perhaps not have persisted on visiting Schmuel, but his curiosity and lack of reason from his parents eventually led him to his death.

Analysis Of John Updike s A P - 2084 Words

Analyzing any literary piece can be hard to do. Knowing the right tools to analyze the work can make it tremendously easier. A good tool to know is the Schools of Criticism or Critical Theories. These occur when groups of critics come together and declare allegiance to a similar core of beliefs. Once they do, they ask a particular set of questions about the literary work. Each different way of analyzing brings up different sets of questions. There are a total of seven different schools. John Updike’s short story A P, would be analyzed best using the school of New Criticism and analyzing Sammy’s experience throughout the day. New Criticism is the work’s overall meaning depending on the text in front of the reader. In high school or in freshman college classes this is how most students are taught to analyze works of literature. When readers use this school readers can evaluate tone, point of view, themes, ironies, figures of speech, imagery, ambiguities, paradoxe s, word usage and meaning, connotation, allusions, symbols, and the relationship between the title and the text. Analyzing these concepts will allow the reader to understand the author emotionally and physically. When the reader analyzes Sammy’s journey they are using the school of structuralism. Joseph Campbell came up with the idea to look at the Hero’s journey. There are three parts to the hero’s journey; the departure, the initiation, and the return. Using both of these schools will allow the reader to gainShow MoreRelatedAnalysis Of John Updike s A P1293 Words   |  6 PagesJohn Updike is viewed by his readers as a progressive voice in his work that promotes feminist issues. He makes these issues stand out more evidently, rather than hidden, in order for the reader to realize how women are viewed in society. From reading Updike’s AP, the story sends the message to readers of genders working together to strive for equality. If readers do not carefully and actively read AP they may miss key messages about the power men hold over women, not just in society but in literatureRead MoreAnalysis Of John Updike s A P2577 Words   |  11 Pagescome together and dec lare allegiance to a similar core of beliefs. And, when they do, they ask a particular set of question about a literary work. Each different way of analyzing a literary work elicits a different set of questions. AP, a short story by John Updike, would best be analyzed by using the school of New Criticism and analyzing the journey Sammy, the narrator, experiences throughout the story. The school of New Criticism believes that the work’s overall meaning depends solely on the textRead MoreAnalysis Of John Updike s A P 1804 Words   |  8 Pagesit’s seemingly infallibility. 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A P is the grocery store, located in a small New England town that tells the life of a typical 19 year old boy who is maturing into adulthood.Through the eyes of the narrator the readersRead MoreA P By John Updike1190 Words   |  5 PagesA P is a story of Sammy who is a 19 year old boy working as a clerk at a grocery store in a small town in New England. Published back in 1961 narrative defining A P is the popular mythology of 1960s basically where youthful rebellion powers took over the soulless system. (Sustana) Therefore Updike has written a story that includes key elements of myth along with the background of postwar prosperity and the attendan t consumer culture. Where there is a strong hint of the Cold War as hero characterRead MoreA P By John Updike1441 Words   |  6 PagesJohn Updike is considered one of the greatest writers in modern American history. He is known for the idea that seemingly ordinary aspects of American life are actually quite fascinating. He wanted readers to see the beauty and magic of life, so he tried to describe everyday things using the most clear but beautiful language possible. Many of Updike’s pieces are drawn from his own life such as his marriage and his boyhood, as shown in three of his short stories: â€Å"AP†, â€Å"Ace in the Hole†, and â€Å"PigeonRead More The Decline of Chivalry Explored in Araby and AP Essay1211 Words   |  5 Pageswin hearts of women for centuries. However, as society constantly changes, the effectiveness of these chivalrous acts has diminished. In James Joyce’s â€Å"Araby† and John Updike’s â€Å"AP†, this th eory is explored, both telling the story of a boy whose efforts to impress the girl of their desires fail. As said by Well’s in his critical analysis of these stories, â€Å"Both the protagonists have come to realize that romantic gestures—in fact, that the whole chivalric view [sic] --- are, in modern times, counterproductive†Read MoreAnne Lamott’S Great Wisdom On How To Write Shares Many1905 Words   |  8 Pagescharacters.†In this essay, there will be comparisons and analysis between Anne Lamott’s wide descriptions about writings and two short stories by John Updike and Gail Godwin. Both Updike and Godwin have illustrated amazing fiction stories that shares many clues and rules that can be found in Lamott’s argument for climax and change. This essay will present two short fictional stories: â€Å"AP† by John Updike, and â€Å"A Sorrowful Woman† by Gail Godwin. â€Å"AP† shares an interesting piece of art illus trating theRead MoreThe parallel between â€Å"Cathedral† and â€Å"AP†1892 Words   |  8 Pages The parallel between â€Å"Cathedral† and â€Å"AP† Raymond Carver with â€Å"Cathedral† and â€Å"AP† by John Updike are both short stories, even if in facts they are written during the same century, readers can interpret the changes that occurred to be really different. They both introduce characters that are being victim of stereotype by the protagonists, but somehow these characters made a great change into the protagonists’ view of the world and life itself. The stories differ in atmosphere and the quantityRead MoreThe Psychoanalytical Criticism Of Psychoanalysis And Education Essay2096 Words   |  9 Pagesuse it in any story. The Psychoanalytical criticism is used today in literature to help the audience understand human motivation through either the characters or the author itself. After all the author is the creator and should be considered in the analysis to find what the reader desires to know about the characters. In Psychoanalysis And Education : Minding A Gap the authors Linden West and Alan Bainbri dge provide the benefits that psychology provides to different people â€Å"Psychoanalysis, broadly defined