Sniffing Research Paper Example | Topics and Well Written Essays - 250 words

Sniffing - Research Paper Example To Orebaugh, et al (2004), Sniffing fall into the category of wiretapping as it is a form of wiretap installed to computer networks as an alternative of phone networks. The device records the content conversation without the other party consent. Many organizations use this device to fix remote sniffing programs on routers and servers, which in turn, assists in traffic flows. In my opinion, it is illegal for organizations to use sniffer to secret monitor employee activities without their approval. Although it may be done to increase productivity, it is paramount for the other party to approve the activities carried out by the organization. My feeling about sniffer use both by insiders of organizations as well as outsiders is that, it should not occur unless a court order has been issued. It should only be carried when there is parties consent. However, when issued by the court it can be done to access employees input to the organization, and this may be helpful in enhancing productivity and company’s growth. If I would craft a law about packet sniffing, it would ensure that it only done to the parties consent. It would include rules and regulation to follow before using it. A court order would be issued before the devices are attached to the phone or any device. In turn, this would protect employees and clients from harassment and protection against theft. Stevens, G. M., Doyle, C., & Library of Congress. (2009).  Privacy: An overview of federal statutes governing wiretapping and electronic eavesdropping. Washington, D.C.: Congressional Research

Principles of Personal Development Essay Example for Free

Principles of Personal Development Essay Standards that influence the way adult social care job roles are carried out. Codes of Practice set out the criteria against which providers are assessed by. They also describe the standards of conduct and practice with which workers must carry out their activities and ensure that what they do is competent and consistent with the values of their employer. These standards are how registrants’ ‘ï ¬ tness to practice’ is determined. For a care worker to work in a certain profession, they have to register with their particular Professional Council and then work to the Codes of Practice which they deem ï ¬ t. Not following their Code of Practice could result in them being taken of the register and no longer allowed to work in that role. Reflecting on work activities is an important way to develop own knowledge and skills. Reflection on your own practice is important because it allows you to assess what you are doing well, identify areas where you might like or maybe need more training or guidance in to ensure you are performing to the best you can, and are meeting all standards and expectations within the elderly house policies and procedures. Reflecting on your practice can enhance and improve your confidence and self esteem because you can look at what you are doing well, the things you have learnt and achieved and feel good about yourself especially if you have done something with ease that you used to find difficult, if you have done something you never did well in or something that you have never tried before. This then gives you confidence to continue working well and to aim to try other new things or to use what new skills or knowledge you have gained in your practices. During the activity you improve you learning by asking you supervisor/senior. You learn from others people strategies. Find ways to reflect your self in your activity. Reflection, which is learning through experience, is not a new concept. As humans, we naturally reflect on our surroundings and experiences. It is a learning tool that will help us improve our skill and develop our knowledge and practice. Also it is important to find your strengths and weaknesses so that you can develop and improve on them, so you can make your weakness your strengths. Reflecting on your self is a complex activity that requires the individual to develop a set of skills. When you reflect you stand back and think of a situation or problem, gain a new perspective of something, make sense of our experiences and construct meaning and knowledge that directs actions in practice. Use evidence to help decide on decisions. Ways to ensure that personal attitudes or beliefs do not obstruct the quality of work. The best way to ensure that personal attitudes or beliefs don’t obstruct the quality of work is to be dedicated to excellence. Personal attitudes can be changed through education. That is an important way. It helps to develop a good work ethic. How learning activities can develop knowledge, skills and understanding. How a learning activity has improved own knowledge, skills and understanding. The more you think and plan, the better you can do. Think things all the way through to a successful conclusion. Improving improved own knowledge, skills and understanding by reflecting on a situation I dont have a situation that I really want to share, but I spend a great deal of time reflecting on life from various perspectives from the logical/intellectual to the mystical/muse. The two quotes below are on a list that I keep in my desk. They remind me why I must make time, even if it appears Im doing something else, to reflect. * â€Å"Think left and think right and think low and think high. Oh, the thinks you can think up if only you try!† ― Dr. Seuss * â€Å"The important thing is not to stop questioning. Curiosity has its own reason for existing.† ― Albert Einstein Feedback from others has developed own knowledge, skills and understanding The example is comments, critics, suggestions. If someone know what to do to this feedback, that person already know what to do next. That was a development by feedback How a personal development plan can contribute to own learning and development Definition of personal development plan Personal development planning (PDP) is the process of creating an action plan based on awareness, values, reflection, goal-setting and planning for personal development within the context of a career, education, relationship or for self-improvement. Who can be involved in the PDP process Typically, each employees line manager should be responsible for the individual employees PDP. * Managers may need appropriate training to ensure they can manage PDPs effectively. Developing these skills can be built into the managers own PDP. * The most senior employees and those whose performance has the most impact on the performance of the business may benefit from an external mentor Sources of support for own learning and development There are many sources of support that you can access and many different ways that you can help yourself, when developing your practice. The appraisal or supervision system in your workplace can be a good starting point. This will help you to identify areas of your practice that need to be developed, and to plan to use opportunities for training and development. Some employers provide appraisal at six-monthly or 12-monthly intervals, but supervision should be at least once a month. This gives you a good opportunity to use the experience and knowledge of your supervisor to help you plan how to move forward in your practice. Benefits of using PDP to identify ongoing improvements in own knowledge and understanding Some advantages of taking a personal development approach to your work are: Gaining a clearer focus to your learning. Helping to keep yourself motivated. A better understanding of how you learn and how to improve your performance. More enjoyment and less stress from your learning as you become consciously skilled. More awareness of how to apply your learning to new problems and contexts.

Effect of Communication on Collaborative Working

Effect of Communication on Collaborative Working Discuss how communication within an inter-professional team could affect collaborative working. Inter-professional learning and collaborative working in healthcare are two significant practices that must be understood as health care practitioners and trainee health professionals, to deliver high quality of patient-centred care in National Health Service (NHS) through effective communication. Thus, the aim of this essay is to critical discuss and analyse how communication within an interprofessional team could affect collaborative working to reduce medical errors, decrease workloads, reduce mortality rate, conflict and lack of trust. Two specific key points will be addressed throughout this essay; collaboration with staff and students, effective communication such as verbal and non verbal which entails active listening. In accordance to the Nursing and Midwifery Council (NMC) (2015) codes of conduct on confidentiality, personal information and trust identifiers will be anonymous in the essay and service users (SU) will signify patients. Buring et al (2009) explained Inter-professional teamwork as the extent of which an array of several healthcare professionals such as doctors, nurses, pharmacists and many more work together successfully to influence the quality of care being provided, improve collaboration, enhance quality of patient care, lower costs, decrease patient length of stay and overall reduction in medical errors in health care setting. Negatively, poor communication within a team of health professionals might lead to conflict, lack of trust and may impact on patient care and safety (Vincent, 2011). Collaborative working in healthcare is the process whereby professionals from different disciplines work and support each other as a team cohesively, whilst balancing their roles, sharing responsibility towards making difficult clinical evidence based decisions appropriate enough for the best interest of the SU (McCabe Timmins, 2013). The NMC (2015) stated that to promote a dynamic collaboration among health and social care professionals, effective communication must be established and demonstrated within respective teams, at the same time respecting individual professional’s knowledge, skills and contribution. Flin (2009) defines communication as ‘the transfer of information, ideas or feelings’ (p. 16). However, Emmitt and Gorse (2009) articulate that the transmission of information from sender to receiver may be distorted, therefore, in order for communication to be successful within collaboration, professionals have to utilise this skill effectively. Daly (2004) affirms that effective communication between healthcare professionals is the cornerstone to successful collaboration. Furthermore, Stukenberg (2010) states that once effective communication has been implemented within collaborative working, improved knowledge, work interactions, and positive environment for professionals to work cohesively is established, subsequently, improving the delivery of patient care (Chatman, 2008). The two method of communication that has been commonly cited by numerous literatures are, verbal and non-verbal communications which are widely used by health and social care practitioners in various settings. A study of Purtilo and Haddad (2009) highlighted that verbal communication is vital to health professionals in forming professional relationship through the form of team meetings. The study further emphasised that regular meetings of interprofessional team linked by a common care pathway help to enforce verbal communication and activate effective team collaboration. An example of this was during the author’s placement in a hospice (palliative care), a multidisciplinary meeting was held regularly every week consisting of an array of professionals from different department such as nurse specialists, consultants, social workers, student nurses, doctors, occupational therapist, spiritual and psychological specialist to discuss and up-date members of the team regarding patien ts care. As observed, effective communication was utilised and initiated throughout the course of the meeting as ideas from this group of professionals were put forward in an orderly manner as each professionals took it in turn to contribute towards the decision-making process. Communication observed was clear and concise among the health professionals. Bach and Grant (2012) concurs that clarity of conservation among professionals will aid the process of information being transmitted accordingly thus leading to understanding, as it ensure vital information are not misheard in turn reduces the risk for confusion among individuals within the team. Burnard and Gill (2014) further explained that communication is the art and process of creating and sharing ideas from different individuals, therefore, when this is demonstrated within a group of professionals, they are able to contribute ideas drawing from their own knowledge, experience and expertise as suggested by Baatrup (2014). Tindall, Sedrak and Boltri (2013)also articulated that effective communication will warrant that each members of the team are kept up-to-date which is vital when key decisions are made regarding a patient’s care. They further elaborate that communication forms relationship where trust and respect are instilledthereby enhancing job satisfaction and wiliness of health professionals to join forces with one another as a team in order to deliver a care that is of high quality. Rost and Wilson (2013) maintains that active listening should also be incorporated within communication as it an invaluable tool that sustains collaborative working among healthcare professionals. However, communication failures among health care professionals have been highlighted as the leading cause of unintentional patients harm with many leading to permanent injuries and even deaths (The Joint commission, 2006). An example will be the devastating case of Victoria Climbie (UK Department of Health (DoH), 2003) which demonstrated the effects of ineffective team work and poor communication among health professionals. The recommendation from Lord Laming’s report on the Victoria Climbie inquiry stress the need for health care professionals to improve interprofessional communication and collaboration. As emphasised by UK DoH (2013), effective communication is crucial among health professionals to enhance care delivery, develop therapeutic relationships and it is known to be one of the 6C’s approved by government and NHS to support the values and ethics in health care delivery. Ineffective collaborative working can be as a result of lack of understanding, poorly defined roles and responsibilities, poor communication challenges among health care professionals, which evidently has a negative impact on clinical outcomes. As seen in the Francis report (2013) of the Mid Staffordshire hospital where SU were left to suffer as a result of poor communication and collaboration among interprofessional team. For this reason, the DoH (2013) emphasise the need for all health care professionals to work together collaboratively, communication effectively among each other and have an increased knowledge of the role of each member of the team. Interprofessional team must possess active listening skills which is an important tool in improving discussion and help building trusting relationships between health care professionals (Stainton et al, 2011). Aitken (2013) recognised good listening skills as an important tool for effective communication that can consolidate collaborative working among health professional especially for student analysis and learning. In terms of collaboration between staffs and students, this allows students to be able to gain insights into the varieties of language used such as terminologies commonly used within health and social care, in turn enhances understanding as students are aware of how best to communicate with other professionals within clinical practice building up their interprofessional skills paving away for effective collaboration (ref). REF) put fort the notion that where there is effective communication between staff and students, a strong relationship is formed where there is mutual respect and trust, even though there is differing competence between this specific group of individuals (Hamilton, 2010). Morgan, (2013) also states that effective communication will improve staff and students experiences. Collaborative working through effective communication facilitates professionals from a diverse range of other expertise to help achieve single aim, decrease work load, share ideas on how to deliver highest quality of care through understanding of information communicated. In addition, NMC (2015) recommends that professionals should have the necessary skills to communicate effectively with colleagues and other professionals in order to improve patient care. Hence, working collaboratively has been widely stimulated as the best approach in improving health outcomes (UK DoH, 2010). Furthermore, to support collaborative practice individuals need to utilise interpersonal skills to promote effective teamwork and communication. Therefore, Combined Universities Inter-professional Unit (CUILU) (2010) recommended a guideline designed to help students and different professionals understand how the development of a collaborative worker is evaluated by applying the inter-professional capability fr amework. This consists of four domains which are Collaborative working (CW), Reflection (R), the Cultural Awareness and Ethical Practice (CAEP) and the Organisational Competence. In conclusion, effective communication and collaboration has a huge impact on the lives of SU and health professionals either positively or negatively. It is the role of health professionals to address this and collaboratively maintain continuity of care where there is high quality patient centred care, promote good working relationship with members of a team, thereby enhancing job satisfaction for professionals and quality of life for patients. A good listening skills, mutual respect and value for team members irrespective of their discipline will also facilitate an effective collaboration and patient safety. REFERENCES Aitken, J.E. (2013). Cases on Communication Technology for Second Language Acquisition and Cultural Learning. United States: IGI Global. Baatrup, G. (2014). Multidisciplinary Treatment of Colorectal Cancer:Staging – Treatment – Pathology – Palliation. United Kingdom: Springer. Bach, S. A. Grant, (2012). Communication and Interpersonal skills in nursing. Exeter: Learning Matters Ltd. Buring, S.M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L. Westberg, S. (2009). Interprofessional Education: Definitions, Student Compentencies, and Guidelines for Implementation. American journal of pharmaceutical education, 73 (4), 1-8. Burnard, P. Gill, P. (2014). Culture, Communication and Nursing. United States: Routledge. Chatman, I.J. (2008). Medical Team Training:Strategies for Improving Patient Care and Communication. United States: Joint Commission Resources. CUILU (2010) Interprofessional Capability Framework: a framework containing capabilities and learning levels learning to Interprofessional capability. The Combined Universities Interprofessional Unit. Sheffield Hallam University and The University of Sheffield. Daly, G. (2004). Understanding the barriers to multiprofessional collaboration. Nursing Times, 1(9), 78 -79. Emmitt, S. Gorse, C.A. (2009). Construction Communication. United Kingdom: John Wiley Sons. Flin, R. et al (2009) Human factors in patient safety: review of topic and tools. Report for Methods and Measures Working Group of WHO Patient Safety. Geneva: World Health Organization. Retrieve April 7th 2015, from http://www.who.int/patientsafety/research/methods_measures/human_factors/hu man_factors_review.pdf Francis, R. (2013). Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry. The Mid Staffordshire NHS Foundation Trust Public Inquiry. London: TSO Hamilton, C. (2010). Communicating for Results: A Guide for Business and the Professions. (9th ed.). United States: Wadsworth Cengage Learning. McCabe, C. Timmins, F. (2013). Communication Skills for Nursing Practice. (2nd ed.). United Kingdom: Palgrave Macmillan. Morgan, M. (2013). Improving the Student Experience:A Practical Guide for Universities and Colleges. United Kingdom: Routledge. Nursing Midwifery Council. (2015). The code professional standards of practice and behaviour for nurses and midwives. London: NMC Purtilo, R. Haddard, A. (2009). Health professional and patient interaction. (7th ed.). United States: Rost, M. Wilson, J. (2013). Active Listening. United States: Routledge. Stainton, K., Hughson, J., Funnell, R., Koutoukidis, G. Lawrence, K. (2011). Tabbners Nursing Care:Theory and Practice. Elsevier Health Sciences. Stukenberg, C.M. (2010). Successful Collaboration in Healthcare:A Guide for Physicians, Nurses and Clinical Documentation Specialists. United States: CRC Press. The Joint Commission (2006). Root causes of sentinel events, all categories. Oakbrook, IL Retrieved April 4th , from http://www.jointcommission.org/NR/rdonlyres/FA465646-5F5F-4543-AC8F-E8AF6571E372/0/root_cause_se.jpg Tindall, W.N.,Sedrak,M., Boltri, J. (2013). Patient-Centered Pharmacology:Learning System for the Conscientious Prescribe. Philadelphia: F.A. Davis. United Kingdom. Department of Health (2010). Modernising Scientific Careers: The England action plan. Retrieved April 10th, 2015 from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/139529/dh_115144.pdf United Kingdom. Department of Health and NHS Commissioning Board (2013). Compassion in practice. Nursing, midwifery and care staff: our vision and strategy Redditch: NHS Commissioning Board. United Kingdom. Department of Health. (2003). Laming Report. The Victoria Climbià © Inquiry-Report of an inquiry by Lord Laming. Retrieved April 4th , 2015 from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/273183/5730.pdf Vincent, C. (2011). Patient Safety.(2nd ed.). United Kingdom: Wiley Blackwell.

Gloria Naylors Mama Day Essay -- Gloria Naylor Mama Day Essays

Gloria Naylor's Mama Day It is impossible to interpret Gloria Naylor’s 1988 novel, Mama Day, in one way. There are multiple standpoints that a reader can take in explaining various events that occur throughout the book, as well as different ways that the characters in the book interpret these events. The author never fully clarifies many questions that the story generates so as to leave the readers with the opportunity to answer them based on their own personal experiences and beliefs. The multiplicity of perspectives in Gloria Naylor’s Mama Day is embodied in the legend of Sapphira Wade and the dynamics between logic and the supernatural and between George and Cocoa. Sapphira Wade is a character that Naylor uses as a tool to immediately present the theme of multiple perspectives. Sapphira, who was brought to the island of Willow Springs as a slave in 1819, is at the top of the Day family tree. Through time her legacy had transformed to the point that her true identity became more of a matter of opinion than a matter of fact. Even the simple matter of the appearance of her skin becomes so distorted through the time span of a few generations that each member of the Willow Springs community describes her complexion differently. In regards to her supernatural attributes, members of the community portray Sapphira as being able to â€Å"walk through a lightning storm without being touched† and â€Å"use the heat of lightning to start the kindling going under her medicine pot: depending upon which of [them] takes a mind to her† (Naylor 3). It is up to the reader to decide which viewpoints to accept about Sapphira. These varying view s on Sapphira’s identity provide the reader with immediate evidence of the theme of multiple tr... ...it’s not as if [they] were dressing to petition the pope† (Naylor 230). Of course Cocoa’s perception of the situation was quite different: â€Å"I had to be perfect that evening† she says (Naylor 233). Both George and Cocoa feel as if the discrepancy was the fault of the other. Their attitudes regarding the situation that night are completely different. Mama Day is filled with situations in which the theme of multiplicity of perception arises. Various types of readers can interpret these situations in ways they feel are appropriate, just as different characters tend to have different perceptions of things based on their own values and ways of thinking. The important thing is that the reader does not forget that there is, in fact, more than one way to view these situations, and ignoring any one of them can take away from the worth of the book.

Ezra Pounds In a Station of the Metro :: Ezra Pound Station of the Metro Essays

Ezra Pound's In a Station of the Metro Before this week, I had never read any poetry by Ezra Pound. I noticed immediately that many of the poems are very short. "In a Station of the Metro," for example, is two lines. In the essay "Imagism," the second rule of imagistes is said to be "to use absolutely no word that did not contribute to the presentation." I think this rule helps explain why some of Pound's poems are so short. Obeying the second rule of imagistes will be harder the longer the poem is. This rule, however, does not seem to me a rule of imagistes alone, but of most poets from all eras. I don't think many poets could be found who would say that they try to use superfluous words. Just because a poem is longer than a few lines doesn't mean the poet is being long-winded. I think the vast majority of poets would say that they only use necessary words in their poetry. Of course it could also be said that words that seem superfluous do actually "contribute to the presentation." I have a hard time with letting Pound c laim this rule as one of the imagistes only.   Ã‚  Ã‚  Ã‚   Besides it's length, "In a Station of the Metro" was a poem I read with interest because it is on the syllabus as one of the poems to read carefully. I thought it strange that I was supposed to pay attention to this poem. Truly, it initially struck me as the kind of poem that I tried to write in elementary school. Not that I ever wrote anything interesting, but the shortness of the poem and the pairing of two very different images was pretty much the basis of my poetry as a kid. I thought randomness made poems deep.   Ã‚  Ã‚  Ã‚   The title of this poem is very important as it places the reader in the metro station. While titles of poems and books are always important, this poem would be quite lost without it's title. The title lets us know that "the apparition of these faces in the crowd" takes place in the metro station, not the stadium or the shopping mall or any other crowded place. By placing the reader with the title, the poem lets the reader know that the first image of the poem, the "faces in the crowd," is something that belongs to the location of the speaker.

Goal statement

I strongly believe that academics should always support the dreams that I carry. And this is the main reason why I opted todo MBA. I felt this very important as management is a field which we must be trained in its right manner and at the best place. Being at the right place, I believe I can get the best training and I can develop my skills. I believe it will help me explore the best in me. Post MBA I aspire to be an Marketing manager in an MNC.I would like to work with top media firms like Fox News, BBC, CNN or MTV. Marketing and Human resource management plays an important role in both the success ofa firm And also its downfall. Being an aspirant of it, I had always tried to develop qualities which should foster it. Active listening . co-ordinating team ,motivation, trustworthy advisor are some qualities which I found in me which could go along with my ambition.To work with media involves a lot of ressure from all sides of the society. Being an arts lover and from former experience s of theatre and short film industry I like to manage and coordinate programs at media firms. Apart from the academics and soft skills I learn, I believe values and ethics have a very important role to play in one's life. To earn good values, to think good and do good, I feel the surroundings where I study and where I live will teach me and help me. Goal statement By kv_ashith

Mole Ratio of Chemical Reactions Essay

OBJECTIVE In this experiment, you will determine the number of moles of reactants and products present in the reaction of copper and silver nitrate, and calculate their mole-to-mole ratio. The mole-to-mole ratio relating to the disappearance of copper and the formation of silver metal will be used to write the balanced equation for the reaction. The reaction of copper metal with silver nitrate solution is a single replacement reaction, represented by the following unbalanced equation: Cu(s) + AgNO3(aq) → Cu(NO3)2(aq) + Ag(s) The values of the coefficients can be determined experimentally by measuring the mass of copper wire that reacts with the mass of silver that is produced in the above reaction. BACKGROUND MATERIALS NEEDED The reaction of copper and silver nitrate in aqueous solution provides an interesting display of chemistry in action – delicate silver crystals begin to grow on the wire surface and the colour of copper(II) ions gradually appears in the solution. Stoichiometry is the area of chemistry that deals with the numerical relationships and mathematical proportions of reactants and products in a chemical reaction. One of the most important lessons of stoichiometry is that the amounts of reactants and products in a chemical reaction are related to one another on a mole basis. Chemical reactions are normally represented by balanced chemical equations. The coefficients in a balanced chemical equation summarize the relative number of moles of each reactant and product involved in a chemical reaction. The ratios of these coefficients represent the mole-to-mole (or simply mole) ratios that govern the disappearance of reactants and the appearance of products. Knowing the mole ratios in a bala nced chemical equation is essential to solving stoichiometry problems. General Chemistry 1 Lab Acetone Copper wire 3 M HNO3 AgNO3, silver nitrate 50 mL beaker 100 or 150 mL beaker Toothpick Stirring rod Wash bottle 50 mL measuring cylinder SAFETY PRECAUTIONS Nitric acid is a corrosive liquid and strong oxidizer. Silver nitrate is a corrosive solid and is toxic by ingestion; it will stain skin and clothes. Acetone is a flammable liquid – avoid contact with flames and other sources of ignition. Avoid contact of all chemicals with eyes, skin, and clothing. Wash hands thoroughly with soap and water before leaving the laboratory area. Page | 1 PROCEDURE 1. Obtain a clean, dry 50 mL beaker. Carefully add 1.40 – 1.60 g of silver nitrate crystals to the beaker. Caution: use a spatula to transfer the solid. Do not touch the silver nitrate and carefully clean up any spilled material on the balance or the bench top. 2. Measure and record the exact mass of silver nitrate to the nearest 0.01 g. 3. Fill the beaker with 30 mL of distilled water and stir the mixture with a s tirring rod until all the solid has dissolved. Rinse the stirring rod over the beaker with a little distilled water. 4. Take a piece of copper wire and loosely coil it. 5. Find the initial mass of the copper wire to the nearest 0.01 g and record it. 6. Use a toothpick to suspend the copper wire in the silver nitrate solution. The copper wire should not be touching the bottom or sides of the beaker. 7. Carefully add 3 drops of 3 M HNO3 to the beaker. Do NOT stir the solution. 8. Allow the beaker to sit on the lab bench for 15 minutes. Try not to jostle or shake the suspended copper wire in any way. 9. Observe the signs of chemical reaction occurring in the beaker and record all observations. 10. While the reaction is taking place, label a 100 or 150 mL beaker with your name and class session. Measure and record the mass of this beaker. 11. After 15 minutes, gently lift the toothpick to remove the copper wire from the solution. 12. Holding the wire with the wooden toothpick, place the copper wire above the 100 or 150 mL beaker. Rinse the wire with a steady stream of distilled water from a wash bottle. The silver crystals should easily fall off the wire into the beaker. Gently shake the wire and rinse with General Chemistry 1 Lab water until no more silver adheres to the wire. Note: Use a total of about 40 mL of distilled water. 13. When all of the silver has been removed, lift the copper wire out of the beaker and place it in anot her beaker containing acetone. The acetone will clean the wire surface and allow it to dry more quickly. Note: Several groups can share this same rinse beaker of acetone. 14. Remove the copper wire from the acetone beaker and allow it to air dry for 3-4 minutes. 15. Measure and record the final mass of the copper wire. Note the appearance of the leftover wire and record your observations. 16. Examine the beaker containing the silver product. Most of the silver should have settled into a dense mass at the bottom of the beaker. Carefully decant the liquid into a waste flask to remove most of the water. Note: Try not to lose any of the solid in the process. 17. Rinse the solid with 5-10 mL of distilled water from a wash bottle. Decant the rinse water into the waste water flask as well. 18. Repeat the rinsing and decanting cycle with a second portion of distilled water. 19. Discard the waste water in the large beaker in the fume hood. 20. When all of the water has been decanted, place the labelled beaker containing th e silver product on the warming tray in the fume hood. 21. Allow the solid to dry overnight. 22. When the solid is dry, measure and record the final mass of the beaker plus silver solid. Page | 2 PRE-LAB QUESTIONS 1. Define: a. Law of Conservation of Matter b. Molar mass c. Mole d. Stoichiometry e. Limiting reagent 2. Solve: a. Using the balanced equation for the reaction of aluminum with iodine, answer the following questions: 2 Al (s) + 3 I2 (s) → Al2I6 (s) i. How many moles of Al2I6 are produced by the reaction of 4.0 mol of aluminum? ii. How many moles of I2 are required to react exactly with 0.429 mol of aluminium? b. What mass of sodium hydroxide, NaOH, would be required to produce 16 g of the antacid milk of magnesia [magnesium hydroxide, Mg(OH)2] by the reaction of magnesium chloride, MgCl2, with NaOH? MgCl2 (aq) + 2 NaOH (aq) → Mg(OH)2 (s) + 2 NaCl (aq) i. Which reactant is limiting? ii. How much water will the reaction produce? POST-LAB QUESTIONS 1. Calculate the mass and moles of copper wire that reacted in this experiment. Show your calculations. 2. Calculate the mass and moles of the silver produced in this experiment. Show your calculations. 3. Determine the mole ratio – the ratio of the number of moles of silver to the number of moles of copper. Round the result to the nearest whole number. Show your calculations. 4. Use the silver/copper mole ratio to write a balanced chemical equation for this reaction of copper and silver nitrate. 5. What was the limiting reagent in this experiment? Show all calculations and explain your answer. 6. Given what you know about copper, silver nitrate and this kind of single replacement reaction, what would you have predicted the balanced chemical equation to be? 7. Explain the possible differences between Question 4 and Question 6. 8. Do the results of your experiment support the Law of Conservation of Matter? Explain. c. Calculate the mass of oxygen gas, O2, required for the combustion of 702 g of octane, C8H18. 2 C8H18 + 25 O2 (g) → 16 CO2 (g) + 18 H2 O (l) d. A mixture of 5.0 g of H2 (g) and 10.0 g of O2 (g) is ignited. Water forms according to the following addition reaction: 2H2 (g) + O2 (g) → 2 H2O (g) General Chemistry 1 Lab