Telemachus Change in the Odyssey Essay - 899 Words

Jason Chu Dr. Spencer-Cooke, Period 4 Honors English 1 11 December 2011 Emergence of Telemachus’ Heroic Traits in the Telemecheia Joseph Campbell’s ten archetypal heroic traits appear in many literary protagonists. Physical strength, eloquence, leadership, and ties to supernatural forces are characteristics that are pervasive among heroes. King Gilgamesh, in the Epic of Gilgamesh, possesses the Campbellian traits of unmatched physical strength, confident leadership, and ties to gods. Whereas in the case of Telemachus in Homer’s Telemecheia, the young prince has not matured to Gilgamesh’s prominence, but several of Campbell’s attributes become apparent in the story. As Telemachus undergoes his journey, he†¦show more content†¦(2) Another outcome of Athena’s encouragement is Telemachus’ development of eloquence. At first, he is tentative and inexperienced at using his loquaciousness on the suitors and Ithacans, but he soon becomes an expert orator when speaking to Menelaus. After At hena’s inspiration, Telemachus finally confronts the courters and complains about their insolence. He delivers a scolding speech, which prompts them to be â€Å"amazed that [he] can speak with so much daring† (1. 439). His loquaciousness surprises the suitors, as they have never heard him audaciously advocate for his beliefs. However, his complaints do not leave a lasting effect on the courters, as they immediately begin to â€Å"dance and s[ing]† (1. 480). Telemachus then becomes tentative, and eventually succumbs and does not reprimand them again. Thus, his hesitation and amateurism prohibits him from completely inducing them to leave. Moreover, he is unsuccessful in rousing the Ithacans to retaliate against the suitors. Telemachus attempts to make an inspiring speech to persuade the Ithacans to fight against the courters, but instead, he provokes â€Å"pity [to] seize [the Ithacans]† (2. 88). The response is the opposite of what the young prince desir ed, and this failure proves Telemachus is still a neophyte at utilizing his eloquence. At Menelaus’ house, Telemachus matures and becomes an effective and influential speaker. Menelaus offers three magnificent stallions to Telemachus, but heShow MoreRelatedCharacter Analysis of Telemachus and The Odyssey by Homer Essay646 Words   |  3 PagesTelemachus In the beginning of The Odyssey, Telemachus is not yet a man and not sure of himself yet. Embarking on a mission to find his father, he matures from a child to a strong, single-minded adult. Throughout the poem, Telemachus finds his place in the world and becomes a more well-rounded person. Although Telemachus never quite matches his father Odysseus in terms of wit, strength, agility, his resilience does develop throughout the text. In the epic, The Odyssey, by Homer, the young boy TelemachusRead MoreSummary Of The Odyssey 1537 Words   |  7 Pages Senior IX English September 22, 2014 The Importance of Perspectives in The Odyssey and The Penelopiad Margaret Atwood writes in her novel The Penelopiad â€Å"I’ve chosen to give the telling of the story to Penelope and the twelve hanged maids...which focus on two questions that must pose themselves after any close reading of The Odyssey: what led to the hanging of the maids, and what was Penelope really up to?† The Odyssey tells the story of the long journey of Odysseus’s return home to Ithaca afterRead MoreOdysseus As An Epic Journey In The Odyssey By Homers Odyssey900 Words   |  4 Pages   Ã‚  Ã‚   Influenced by the title of The Odyssey by Homer, an Odyssey is defined as an epic journey. The Odyssey, by Homer and translated by Robert Fagles, explores the epic journey of the title character Odysseus on his voyage home from the Trojan War. However, the first four books of The Odyssey focus on Odysseuss son, Telemachus, and his journey to become â€Å"the true son of Odysseus† (2.2). This role requires Telemachus to emulate the qualities that Odysseus held while the king of Ithaca prior to theRead MoreEssay on Archetypes in the Odessey718 Words   |  3 PagesArchetypes in The Odyssey In Homers epic poem â€Å"The Odyssey† there are many archetypes, many of which were the origin of the archetype. An archetype is a character type, place, or symbol, every culture shares. In â€Å"The Odyssey† Homer uses archetypes to evoke meaning to the story. Some examples of archetypes in â€Å"The Odyssey† are the temptress, and the father-son conflict. In the story â€Å"The Odyssey† there are a couple temptress’. Two examples are Calypso and the sirens. In â€Å"The Odyssey† Calypso keepsRead MoreWhat Determines When A Boy Becomes A Man?1296 Words   |  6 Pagesunanswered questions throughout history. During The Odyssey the reader can experience the theories of Homer’s ideas on how to become a man. Throughout the epic, Homer establishes a clear hypothesis of this transition directly with the character of Telemachus, a feeble child that eventually surprises many. With the help of the goddess Athena, Homer connects the theme of becoming a man with Telemachus’ actions. In The Odyssey, the sub-story of Telemachus’ guided actions towards manhood is a direct resultRead MoreAnalysis Of Homer s The Odyssey 1175 Words   |  5 PagesThe Odyssey is known to be a one of the greatest epic poems written during the 8th century BC Homer’s epic poem contains stories about Odysseus journey of re turning home. However, it is not just about Odysseus’s journey back home but, his son Telemachus who finds out that his father is alive and in order for Telemachus to find his father. He must develop himself to become like his father because his father is known for being a man who is cunning, strong, well crafted, and responsible. In book 2 ofRead MoreOdysseus V Telemachus Essay1469 Words   |  6 PagesJon Dunlap 3/8/12 Odysseus v Telemachus Period 2 â€Å"Maturity has more to do with what types of experiences youve had, and what youve learned from them, and less to do with how many birthdays youve celebrated.† – Anonymous (Thinkexist.com). Maturity is a key theme during the journeys of Telemachus and Odysseus. In Homer’s Odyssey the journeys of Telemachus and Odysseus have many similarities and differences such as their common goal and the lessons they learn; and only by overcomingRead MoreThe Relationship Between Odysseus And Odysseus1637 Words   |  7 Pagessignificant other whether it be a Father or Mother or even a wife. In the Odyssey, so far, we as the readers have hopefully come to see how inspiring it can be when a person such as Telemachus, who has not seen his father Odysseus for countless years and probably has no recollection of, can keep his mind straight and say that his father is still alive, and just wants to get a chance to see him again. The family of Penelope, Telemachus, and Odysseus all have a very interesting bond that is a little challengingRead MoreAnalysis Of Homer s Odyssey : Odysseus And His Son Telemachus1434 Words   |  6 Pagesthat â€Å"the Greek view offers humankind the greatest hope for change, growth, and freedom, because it claims that there are no restrictions upon our growth. Humans choose their particular fate and are therefore free to see their limitations and transcend them† (Apatow 81). Homer s story explains just that, in order to experience the most growth and strength we must be tested and weakened. In The Odyssey both Odysseus and his son Telemachus go through rough times to experience their spiritual growthRead MoreRole of Women in the Odyssey Essay examples810 Words   |  4 PagesNatasha Castillo October 3, 2012 Role of Women in â€Å"The Odyssey† â€Å"The Odyssey† by Homer is an epic poem about Odysseus’ return to his wife and son in Ithica after the Trojan War. Women play an exceptionally large role in this epic poem. Odysseus’s son, Telemachus attempts to gain authority in the presence of the suitors but it is difficult. Especially once he goes on his own journey under the guidance of Athena. Throughout the epic poem however, the women play their roles as mothers, servants, seductresses

Human Rights And Freedom Of Speech - 1932 Words

The United Nations declares that â€Å"human beings shall enjoy freedom of speech and belief and freedom from fear† and that â€Å"to rebel against tyranny and oppression†¦is protected by the rule of law.† We, as people of the free world, are guaranteed our inalienable rights and these fundamental rights can only be taken away by due process (The Universal Declaration†¦). As one of the world’s emerging superpowers, the People’s Republic of China holds a long history of impeding human rights for the â€Å"health of social stability† (Human Rights in†¦). China is recognized for having the world’s largest economy and becoming one of the permanent members of the United Nations Security Council; Yet, it is also notorious for limiting free access to the Internet, rights for free press, religion, expression, formation of social organizations, and other seemingly basic freedoms found in other societies (Xu). China is currently in a soc ialist state that openly endorses communism. Run by the Communist Party, China constrains individual rights by implementing strict restrictions including extensive censorship, harsh enforcement, and intimidation resulting in a lack of human rights. In order to give citizens their fundamental privileges, China must make an effort to relax its constraints and allow for political and social reform (World Report 2014). This repression can be traced back to the dynastic era in China, in which opposition to the emperor was not tolerated. The Cultural Revolution (1966-1976)Show MoreRelatedSpeech On Freedom Of Speech1484 Words   |  6 Pages Abby Koopmann Ethics Freedom of Speech Professor Hunt Culver Stockton College Freedom of Speech Americans have many freedoms that people in other countries can only wish they had. Just imagine a life where you could possibly be killed for speaking your mind and stating your opinion, other countries are living lives like that. According to Katy Davis, The United States ratified the first amendment on December 15th 1791 (Davis, n.d). We as a country don’t know where the governmentRead MoreFree Speech : The Benefits Of Freedom Of Speech805 Words   |  4 Pagesof time ever conjectured how the term freedom of speech is expressed? Freedom of speech is more than the ordinary everyday concept of the synchronization and harmony of speaking freely. In this response, we will strongly scrutinize origins and benefits regarding free speech, circumstances that may restrict free speech, free speech in Canada and determine protesters objection to Jordan Peterson. Without any hesitation, let us enact the importance of free speech concerning if campus debate should beRead More2.1 The Bir th Of Free Speech . It Is Difficult To Pinpoint1267 Words   |  6 Pages2.1 THE BIRTH OF FREE SPEECH It is difficult to pinpoint the exact time or year in which the concept of free speech emerged. 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A Levels Free Essays

w w ap eP m e tr .X w *6364028069* 9701/05 CHEMISTRY Paper 5 Planning, analysis and evaluation October/November 2007 1 hour 15 minutes Candidates answer on the Question Paper. No Additional Materials are required. We will write a custom essay sample on A Levels or any similar topic only for you Order Now READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use a soft pencil for any diagrams, graphs or rough working. Do not use staples, paper clips, highlighters, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. You are advised to show all working in calculations. Use of Data Booklet is unnecessary. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. For Examiner’s Use 1 2 Total This document consists of 9 printed pages and 3 blank pages. SPA (NF/CGW) T30933/8  © UCLES 2007 [Turn over om .c s er UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Subsidiary Level and Advanced Level 2 1 The hydroxides of Group I metals (LiOH, NaOH, KOH, RbOH, CsOH) are highly corrosive white solids which rapidly absorb water vapour on exposure to the atmosphere. All of these solids dissolve exothermically in water. The enthalpy change of solution, ? Hsoln, is the energy change associated with the following reaction. M represents the Group I metal. M +(aq) + OH–(aq) M OH(s) + (aq) The following diagram represents theoretical stages in the formation of aqueous MOH. M +(g) + OH-(g) + (aq) lattice energy hydration enthalpy of the ions H hydration M OH(s) + (aq) H soln M +(aq) + OH-(aq) Lattice energy and hydration enthalpy are both more exothermic when ions carry a higher charge and/or ions have a smaller radius. When comparing Group I hydroxides, changes in ? Hhydration are more significant than changes in lattice energy. (a) By considering trends in the size and charge of the ions, predict the likely trend in ? Hsoln from LiOH to CsOH and sketch your prediction. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Hsoln LiOH NaOH KOH RbOH CsOH [2]  © UCLES 2007 9701/05/O/N/07 For Examiner’s Use 3 (b) The enthalpy change of solution, ? Hsoln, for any Group I hydroxide can be measured For Examiner’s Use experimentally in the laboratory. In experiments to compare ? Hsoln for LiOH, NaOH, KOH, RbOH, CsOH state the independent variable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ , the dependent variable †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. the other variable to be controlled †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. . [3] (c) Draw a labelled diagram to show the apparatus you would use to obtain data from which ? Hsoln could be determined. From the information given on page 2 and the apparatus you plan to use, identify two possible sources of error in the experiment and state how you would minimise the effect of each. rror 1 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ error 2 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ [3] d) Identify a health and safety risk in the experiment and explain how you would minimise it when carrying out the experimen t. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ [2]  © UCLES 2007 9701/05/O/N/07 Turn over 4 (e) Describe the procedure you would carry out to find the enthalpy change of solution, ? Hsoln, for one of the Group I hydroxides. Your plan should give a step-by-step description of the method, including †¢ how you would measure the independent variable, †¢ how you would measure the dependent variable, †¢ appropriate masses and volumes of reagents. The following data may be of use in planning the detail of your experiment. Ar: Li, 6. 9; Na, 23. 0; K, 39. 1; Rb, 85. 5; Cs, 133. 0, O, 16. 0; H, 1. 0 4. 3 J are required to raise the temperature of 1. cm3 of any solution by 1 °C. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ 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[4]  © UCLES 2007 9701/05/O/N/07 For Examiner’s Use For Examiner’s Use 5 (f) The procedure is repeated for each of the Group I hydroxides. Show how you would tabulate the results for all the experiments. [1] (g) Show how you would use the results of one experiment to calculate the enthalpy change of solution, ? Hsoln, for the reaction. [1] [Total: 16]  © UCLES 2007 9701/05/O/N/07 [Turn over 6 2 Students were asked to investigate how the rate of reaction between magnesium ribbon and hydrochloric acid varied with change in concentration of the acid. 2HCl(aq) + Mg(s) MgCl2(aq) + H2(g) Student 1, looking at the equation, suggested the following. rate of production of hydrogen gas = k[HCl ]2 This student used the following apparatus to investigate the rate of production of hydrogen gas, H2. gas syringe magnesium ribbon dilute hydrochloric acid The student used a 500 cm3 measuring cylinder to measure 100 cm3 of dilute acid into a conical flask. A 1 cm length (0. 1 g) of magnesium ribbon was dropped into the acid in the flask and the stopper quickly replaced in the flask. The stop-clock was started and the volume of gas collected was measured at 0. 5 minute intervals. The results of the experiment were recorded as shown in the table below. time / min time / min volume of H2 / cm3 0. 5 15. 5 5. 5 80. 0 1. 0 25. 0 6. 0 82. 5 1. 5 34. 0 6. 5 85. 0 2. 0 43. 0 7. 0 87. 0 2. 5 51. 0 7. 5 87. 5 3. 0 59. 0 8. 0 91. 0 3. 5 65. 0 8. 5 92. 5 4. 0 69. 5 9. 0 93. 5 4. 5 74. 0 9. 5 94. 5 5. 0  © UCLES 2007 volume of H2 / cm3 75. 0 10. 0 95. 0 9701/05/O/N/07 For Examiner’s Use For Examiner’s Use 7 (a) Plot a graph of volume of hydrogen produced against time. [2] (b) Identify clearly on your graph any anomalous readings and suggest a reason for these anomalous readings. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ [1] (c) On the graph you have plotted, construct a line from which you can calculate the initial rate of reaction. Calculate the initial rate of reaction and show your working. initial rate = †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. cm3 min–1 [2]  © UCLES 2007 9701/05/O/N/07 [Turn over 8 (d) By considering the experimental method described, explain why the plotted line does not pass through 0,0. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1] (e) Identify a further source of error in the method described and suggest a change to the method to reduce this error. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1] (f) Students 2-8 carried out similar experiments with different concentrations of acid. The initial rate of reaction was calculated for each of their experiments and is shown in the table below. Enter in the table the initial rate you have calculated for Student 1. student volume of acid used / cm3 volume of water used / cm3 mass of magnesium used /g initial rate relative concentration of acid / cm3 min–1 1 100 0 0. 01 2 45 55 0. 01 8. 0 3 90 10 0. 01 16. 4 4 60 40 0. 01 11. 5 5 100 100 0. 01 9. 3 6 35 65 0. 01 6. 8 7 80 How to cite A Levels, Papers

Politics, Business and Bureaucracy free essay sample

The advisor was called a ‘Rajarishi’. Although the king was the ruler, he ruled as per the Brahmans’ advices. One such advisor was Chanakya. Businessmen represent the class of people who provide employment to fellow citizens. Their motive is to make a good living for themselves and the society at large. They help facilitate trade between countries and ensure equitable justice to all employees at work. In ancient India, the Vaishya community represented this class of people. They were traders, inherently, generation after generation. Books like Arthashaastra describe how trade needs to be carried out, the economics involved and the business and the ethical aspects of it. Bureaucrats are those who facilitate the politicians in Governmental work. They are basically Government servants, and as the name suggests, facilitate the politicians in serving the people. The duty of the bureaucrats is to be receptive to both the citizens and the master and help the latter in the process. We will write a custom essay sample on Politics, Business and Bureaucracy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page More than being receptive to the master, he is supposed to follow the orders and carry out the activities in the redressal system. In ancient India, the Brahmin advisors were shrewd and advised the kings on how the bureaucrats could best serve the people. This pattern helped conduct the administration smoothly to ensure equitable distribution of resources, welfare and justice to all sections of the society. The fourth class of people in ancient India were the Shudras who did menial jobs and helped the above three classes of people carry out their activities. The ancient caste system in India – the Brahmans, the Kshatriyas, the Vaishyas and the Shudras – was divided on the basis of character and quality and not on the basis of birth. The traditional Vedic system of determining the caste to which a child belonged to was determined at a young age. Four objects – a book, a sword, a pot of gold coins and a bowl of grains – were placed in front of the child. The choice of objects, representation of the classes, determined the child’s class. A book, representing knowledge, for the Brahmins, a sword representing valour for the Kshatriyas, a pot of gold coins depicting business sense for the Vaishyas and grains representing the need to gratify the senses for the Shudras. For many thousand years, it so used to happen that the child of a Brahmin had the characteristics of a Brahmin, the child of a Kshatriya possessed those of Kshatriya etc†¦ But after a period of time, the above attempt was stopped from practice and the choice of caste became a birth right without taking one’s innate ability into account. There started a period of tumultuous breakdown of the system; wherein, anyone could educate anyone, anyone could rule anyone and anyone could serve anyone. The supposed Brahmins started an autocratic rule and began looking at the Shudras with contempt and started to mistreat them. It was greed and want for money for self-interest that pervaded the minds of one and all. And, the level of greed was at such a height that people could involve themselves in activities even if it was at the expense of someone else. The earlier mentioned triangle – equilateral – aimed at ensuring equitable distribution of resources, welfare activities and justice to all – started to become fatal for the system. The 18th century Industrialization in the British colony was an upsurge against the above. It seemed to have all answers to the existing impoverishment, unemployment, inequitable distribution of wealth and the low standard of living. Formulation of labour laws, the Human Rights Acts etc†¦ followed. People were made to believe that money is means to ‘the-be-all and the-end-all’ in life. It was appreciative that steep unemployment and impoverishment rates were addressed by the 18th century Capitalists. With this, the West proved its upper hand over the Czars’ Communism. The quantitative distribution of wealth and resources in a Capitalistic society exceeded the one of the Communistic. Although the former never emphasized on the ‘equitable’ aspect, workers remained indifferent and started to glorify the Capitalistic method of business administration for improving their standard of living. Efficiency and productivity significantly improved, sometimes by the exploitation of labour. Frequent strikes, hartals etc†¦ ensured proper labour laws were promulgated and at times amended. This is one area where the Capitalists won over the Communists in terms of satisfying people. Due to the intense competition that followed among the Capitalists, with the French concept of Laissez faire being glorified, the need for businessmen to collaborate with the political aspect of the system arose. This was facilitated by the bureaucratic route to it. With monetary benefits on the minds of everyone, breakdown of the qualitative caste system once prevalent and the need to gratify one’s senses alone making sense to all, there was chaos – lack of principles and digression of what one carried out at work/service from what one was supposed to do. On the minds of every citizen was money, which could be achieved through employment in business. The motive of the politician was to serve people and the only way his service could be honoured was if he assured employment, which was a means to prosperity. Partnering with businessmen was one such way forward. While the politicians had self-interest beyond service, it turned into ‘collusion’ with the help of the bureaucrats. Rampant corruption is what it has led the world to. In the United States, it has been observed that around 99% of the country’s wealth is shared by just 1% of the population

Tongue Twister - Definition and Examples

Tongue Twister s Tongue twister is an informal term for a word group thats hard to pronounce  properly. A form of verbal play, tongue twisters rely on a sequence of phonemes that are similar but distinct, and therefore difficult to articulate clearly and quickly. Examples and Observations We supply wristwatches for witchwatchers watching witches Washington wishes watched.(James Thurber, Lanterns and Lances. Harper, 1961)Top chopsticks shops stock top chopsticks.Chester chooses chestnuts, cheddar cheese with chewy chives. He chews them and he chooses them. He chooses them and he chews them. . . . those chestnuts, cheddar cheese and chives in cheery, charming chunks.(Singing in the Rain, 1952)Just about everything in this world is easier said than done, with the exception of systematically assisting Sisyphuss stealthy, cyst-susceptible sister, which is easier done than said.(Lemony Snicket, The Hostile Hospital. HarperCollins, 2001)Dr. Seusss Silly StuffTry to say this, Mr. Knox, please. . . .Through three cheese trees three free fleas flew.While these fleas flew, freezy breeze blew.Freezy breeze made these three trees freeze.Freezy trees made these trees cheese freeze.Thats what made these three free fleas sneeze.Stop it! Stop it!Thats enough, sir.I cant say such silly stuff, sir.(Dr. Seuss, Fox in Socks. Random House, 1965) Betty BottaBetty Botta bought some butter;But, said she, this butters bitter!If I will put it in my batter,It will make my batter bitter.But a bit o better butterWill but make my batter better.Then she bought a bit o butterBetter than the bitter butter,Made her bitter batter better.So twas better Betty BottaBought a bit o better butter.(Carolyn Wells)The Best Tongue TwisterThe best tongue-twister is not Betty beat a bit of butter to make better batter. No. Nor is it Black bugs blood. Or Rubber buggy bumpers. No. And its not Of all the smells I have ever smelt, I never smelt a smell that smelt like that smell smelt. No, no, no. The best tongue-twister is A peck of pickled pepper Peter Piper picked. If Peter Piper picked a peck of pickled pepper, wheres the peck of pickled pepper Peter Piper picked? If you can come up with a better tongue-twister than this I will buy you blackberries, buttons, and a box of mixed biscuits.(Dr Sansoms Extreme Facts. The Guardian, November 3, 2007) Pad Kid Poured Curd Pulled ColdForget Peter Piper and his Peck of Pickled Pepperpsychologists have come up with what may be the worlds most frustrating tongue twister.It may not make much sense, but the phrase pad kid poured curd pulled cold completely defeated volunteers taking part in a U.S. speech study.Asked to repeat the phrase 10 times at a fast lick, many of the participants clammed up and stopped talking altogether, according to lead researcher Dr Stefanie Shattuck-Hufnagel, from Massachusetts Institute of Technology (MIT) in Boston. . . .The tongue twister study, presented at the annual meeting of the Acoustical Society of America in San Francisco, was conducted to shed light on the brains speech-planning processes.(Can YOU Say Pad Kid Poured Curd Pulled Cold? The Daily Mail [UK], December 4, 2013)At a Minute or Two to TwoWhat a to-do to die today at a minute or two to two.’Tis a thing distinctly hard to say, and harder still to do.For they’ll beat a tattoo at twenty-to-two,A rat-a-tat, tat-a-tat, tat-a-tat, tat-a-tattoo,And the dragon will come when he hears the drum,At a minute or two to two today, at a minute or two to two.(Author unknown) Who Sells Sea Shells by the Seashore?Mary Anning was one of the few women to make a success in paleontology and one of the fewer still whose success was not linked to that of a paleontologist spouse (or any spouse: she was single). She made five major fossil discoveries from 1811 to her death in 1847, and many lesser ones.Why then is she best known as the inspiration for the tongue twister She sells sea shells by the seashore?The answer lies in her gender, her poverty, her lack of formal education, her regional accentas it might even today.(Katherine Bouton, Tale of an Unsung Fossil Finder, in Fact and Fiction. The New York Times, February 1, 2010)Writing RiteA right-handed fellow named Wright,In writing write always wrote riteWhere he meant to write right.If hed written write rightWright would not have wrought rot writing rite.(anonymous)Assimilation[W]e have seen how one sound assimilates to another. As we pronounce words, our tongue moves toward one point in the mouth, but our ner vous system has already prepared itself to fire off another impulse for the next sound. In some cases, the impulses pile up and jumble the articulation, as when we try to repeat a tongue twister like rubber baby buggy bumpers or she sells sea shells by the sea shore.(Joseph M. Williams, Origins of the English Language: A Social and Linguistic History. Simon and Schuster, 1975)

A Quiz About Missing Connections

A Quiz About Missing Connections A Quiz About Missing Connections A Quiz About Missing Connections By Mark Nichol Writing is often compromised by a writer’s failure to think a sentence through to its logical conclusion. Often, along the way, a small but crucial word or phrase is omitted that leaves a gap in a parallel construction, thereby contributing to the reader’s confusion. In each sentence below, determine the missing element, then check my revisions at the bottom of the page to see how our solutions compare: 1. â€Å"The corporation runs hydropower plants from Maine to Montana.† 2. â€Å"Because Martinez was so young, it was natural to compare his potential with Hall of Fame pitcher Sandy Koufax.† 3. â€Å"If she could, she would travel to Saturn to see the rings as well as other galaxies to see if there is life elsewhere.† 4. â€Å"Remember the sixties dream of an entire meal served in a pill, like the Jetsons?† 5. â€Å"The practice field utilizes the same dirt on the warning track as the team’s home stadium.† Answers and Explanations 1. The impression is that the plants are somehow interconnected in a continuous string from one state to the next, rather than that the plants can be found in various states in and between the two states mentioned. Complete the thought with the addition of a phrase that clarifies that the plants are located intermittently and eliminates the possible misapprehension: â€Å"The corporation runs hydropower plants in many parts of the country, from Maine to Montana.† 2. The comparison should not be described as the one between Martinez’s potential and Sandy Koufax; it should be between the respective potentials of the two men. That distinction is clarified by the addition of two words that indicate the true parallel relationship: â€Å"Because Martinez was so young, it was natural to compare his potential with that of Hall of Fame pitcher Sandy Koufax.† 3. As written, the sentence suggests that the subject desires to travel to Saturn to see two features the planets rings and other galaxies – both for the purposes of determining whether life exists elsewhere besides Earth. But the two things she wishes to experience are Saturn’s rings and other galaxies and only in the latter case because she’s curious about the possible existence of extraterrestrial life. This significant misunderstanding is due to one small but important omission: The sentence is missing a preposition before the reference to other galaxies that parallels the one before â€Å"Saturn to see the rings†: â€Å"If she could, she would travel to Saturn to see the rings, as well as to other galaxies to see if there is life elsewhere.† 4. This sentence implies that the Jetsons constituted an entire meal served in a pill. However, the writer is referring to a futuristic idea reminiscent of something that might have appeared, or perhaps did appear, in the 1960s animated television series The Jetsons referring to the program, not the family featured in it and that’s what the sentence should indicate: â€Å"Remember the sixties dream of an entire meal served in a pill, as in The Jetsons?† 5. The suggestion here is that the dirt on the warning track at the practice field is dug up and deposited in the home stadium and that it is shuttled back and forth repeatedly. What the writer means is that the dirt on the practice field’s warning track and the dirt on the home stadium’s warning track are from the same source. This fact must be explicated in such detail, including specifying that the dirt in question at the home stadium is to be found not just generally within the structure, but, more precisely, on its warning track: â€Å"The practice field utilizes the same type of dirt on the warning track as that found on the perimeter of the team’s home stadium.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Math or Maths?8 Types of Parenthetical Phrases5 Keys to Better Sentence Flow

History (Biography Reviews) Essay Example | Topics and Well Written Essays - 1000 words

History (Biography Reviews) - Essay Example In describing his earlier campaigns, I have had recourse to much fuller material than in the latter portions. The reports of many subordinate commanders, Union and Confederate, have been published, and there are even critical commentaries upon these, which guard the historian against error. 1 The book gives presents only the military career of Grant although there are some parts that touch upon his personal life such as Chapter II which gives a background of his childhood and Cadet Life. Somehow, there is a good rationale for covering only Grant’s exploits since he is a very private person . Although there are times where his ethics have been questioned, that has happened after the war. Like any individual who has been popular, there is always an inclination for politics. The book’s sequence of events is arranged chronologically with the sequence of events beginning with the start of the war. However, the author’s main purpose was not really to go into much detail of the war as expressed in the Preface. His writings were mainly focused on the plans made by the General, the way the plan was executed as well as the results of his campaign. Perhaps, the author’s motive is to show the readers the General’s plans and his achievements. Unfortunately, the author cannot discuss completely the topics without getting into many details such as dates and names of people involved. The book was almost a journal that reported the daily battles of the subject. This makes the biography very authentic since it was written during the time that it happened. Moreover, the author personally knew the subject which makes the book a good primary source. The author’s main point of view is that Grant was a successful General as he said â€Å"Grant is the first soldier of the age, and the most distinguished American of the Regenerated Republic†2 . The biography is recommended for readers who are interested in a detailed narration of military