Reactions of Copper and Percent Yield

Reactions of Copper and Percent Yield Purpose-The purpose of this experiment is to examine the chemistry of copper and with the concept of percent yield. /2 Procedure- CHEM16882, Applied Chemistry1 Laboratory Manual Experiment no.6 posted on slate/Sheridan college, Brampton (accessed on 20.feb.2017) (1). /2 Observations Create your own data table for quantitative data. The table must include all the measurements you recorded in the laboratory; it must have a table number and title. Answer- Table for quantitative data measured while conducting the experiment. Compound Mass(+ /- 0.0001g) Initial weight of copper 0.5189g Final weight of copper 0.5651g Weight of 250 ml empty beaker 117.29g Evaporating dish 56.2529g Final weight of copper + evaporating dish 56.8180g /4 In table format record qualitative observations for each of the five reactions. All observations must be written in complete sentences. The table(s) must have a table number and title. Answer-Table 1. Reaction 1. Cu + Physical state The physical state of copper is solid. The physical state of Nitric acid is liquid. Copper2 nitrate is liquid in nature. Nitrogen dioxide is a gas. Water i.e. dihydrogen monoxide O ) is a Liquid. Color The color of copper is brown Nitric acid is clear. Copper 2 nitrate is in Blue green color. Nitrogen dioxide is in brownish shade Dihydrogen monoxide is Clear. ADDITIONAL OBSERVATION-Heat is generated during this experiment. Table 2. Reaction 2. Cu Physical state The physical state of copper nitrate is Liquid. The physical state of sodium hydroxide is Liquid. Copper hydroxide is Solid in nature. Sodium nitrate is in Liquid form. Color It is in Blue green color. It is Clear. It is Black in color. It is in Dark blue color. ADDITIONAL OBSERVATION-Blue precipitates are formed when NaOH is added. Table 3. Reaction3. Cu Physical state The physical state of copper hydroxide is Solid. Copper hydroxide is Solid. The physical state of dihydrogen monoxide is Solid. Color It is Dark blue in color. It is in Black color. Table 4. Reaction 4. CuO + Physical state The physical state of copper hydroxide is solid. Sulphur acid is in Liquid form. Copper hydroxide is liquid. The physical state of dihydrogen monoxide is Solid. Color It is in Blackish tone. It is Colorless. It is Light blue in color. Table 5. Reaction 5. Cu Physical state The physical state of copper sulphate is Liquid. Zinc is a Solid. Zinc sulphate is solid in nature. Copper is in Solid form. Color It is Black in color. It is Silver in color. It is Colorless. It is Reddish/brown in color. ADDITIONAL OBSERVATION-Heat is generated during this reaction. Write balanced chemical equations for each of the five reactions. Identify and name the product(s) for each reaction. State whether the product is a solid, liquid or gas. Answer-Reaction 1 Reaction 2 Reaction 3 Reaction 4 Reaction 5 /5 For each of the five reactions, identify the type(s) of reaction each is. Your choices are: decomposition reaction, oxidation-reduction reaction, acid-base reaction, combustion reaction, single displacement reaction, double displacement reaction and synthesis reaction. Answer- Reaction 1. It is a decomposition reaction. Reaction 2. It is a double displacement reaction. Reaction 3. It is single displacement reaction. Reaction 4. It is Acid Base Reaction. Reaction 5. It is a Redox Reaction i.e. oxidation reduction reaction because zinc loses 2 of its electrons and copper gains 2 electrons. /3 Calculations All calculations must show the equation used (typed with equation editor), units must be present with all numbers and the final answer must be recorded with the correct number of significant figures. 1. Calculate the % yield of Cu at the end of the five reaction steps. (This could also be referred to as the % recovery of Cu.) Show ALL calculations. Answer- Actual mass of copper=0.5189g Final mass of copper obtained= Mass of evaporating dish and copper (g) Mass of empty flat evaporating dish(g) =56.8180g-56.2529g=0.5651g=0.56g Percentage yield %= = /3 2. For Reaction 1 between Cu and HNO3, calculate the theoretical yield of Cu(NO3)2 in grams. Answer- Reaction 1. Molecular mass of Cu =63.546g/mol Molecular mass of HN=63.01284g/mol Molecular mass of =187.554g/mol Mole of Cu = Theoretical yield of = /3 3. For Reaction 1 between Cu and HNO3, confirm that HNO3 was present in excess. (Show a calculation to support your answer) Answer- Reaction 1. Molecular mass of Cu =63.546g/mol Molecular mass of HN=63.01284g/mol Molecular mass of =187.554g/mol Mole of Cu = Theoretical yield of = /2 4. For Reaction 2, calculate how many moles of NaOH you added. Answer- Reaction 2 Molecular mass of =187.54g/mol Mole of NaOH=1.4g /2 Questions What compound was being removed in the procedural step where 150 mL of hot R.O. water was added to the solid CuO precipitate? Do you think that all of this compound was removed by this washing? How could this error affect your percent yield? How could this error be minimized? Answer-Hydroxide atoms was being removed in the step of procedure where 150 ml hot water was added to CuO solid precipitate. No, I dont think so that all of compound was taken off by washing it. Some particles were added by human error, which resulted in increased amount of the product which affected the final result i.e. percent yield of copper. The chances of error can be reduced by various methods. One such method is by making some changes in procedure i.e. washing of precipitates entirely until the particles are removed thoroughly or by increasing dissolution process. /6 2. List two errors that could increase your % yield and two errors that could decrease % yield. Describe one of each type in details. Answer Two errors that may occur during conducting the experiment which could increase the % yield of copper are as follows-: By human error, i.e. while washing method some of the water cannot be removed from NaNO3 particles from copper hydroxide particles which will result in increased mass of final product. In the final result we got more mass than the actual mass because zinc does not fully react with CuSO4. Some particles still remain inside with the copper. Two errors that may occur during the experiment which could decrease %yield are as follows-: Some particles remain left inside the beaker while transferring from one to another which reduced the weight resulted in %yield. Some particles get transferred into the beaker with water and there was loss in the weight which affected the result and we get more mass than actual mass value. /8 Conclusion(s) /3 To sum up, the final mass of copper which is obtained after performing the experiment was greater than the initial copper mass. Reference(s) 1.https://slate.sheridancollege.ca/d2l/le/content/348286/viewContent/5357151/View (accessed on 20.feb.2017) 2. AC1 Experiment 6/Template_Copper Percent Yield, Ques 2. /2 Teacher Evaluation (Students leave this part blank) Overall organization of lab report: formatting of chemical and mathematical equations; clarity of answers; spelling and grammar; attention to details; completed cover sheet; use of headers and footers. Laboratory performance: punctuality; time management; team work; attention to safety; use of personal protection equipment; using appropriate lab techniques; preparation of lab data book in advance of the lab; cleanup of lab work area. /5 Total laboratory grade: /55 Professors suggestions for improvement:

Causes of Mass Failure in English Language

ISSN  2039? 2117 Mediterranean  Journal  of  Social  Sciences Vol  3  (1)  January  2012Causes of rising failure of the students’ in the subject of English at Secondary Level Gulap Shahzada (Corresponding & Principal author) Institute of Education & Research University of Science & Technology, Bannu, Pakistan [email  protected] com Dr. Safdar Rehman Ghazi Institute of Education & Research University of Science & Technology, Bannu, Pakistan [email  protected] com Dr.Umar Ali Khan Director Institute of Education & Research Gomal University DIKhan, Pakistan [email  protected] com Doi: 10. 5901/mjss. 2012. 03. 01. 603 Abstract Purpose of this research was to find out causes of rising failure of the students’ in the subject of English at Secondary Level. This study was descriptive in nature. All the male secondary schools in district Bannu constituted population of this study. From 50 secondary schools 100 English teachers were randomly selected as a sample of the study.A questionnaire for secondary school teachers was de veloped to collect data. To analyze and interpret data, simple percentage was used. Results of the study showed that majority of the respondents approved that teacher of English are not qualified and well trained, teachers of English do not teach English in a proper manner, Audio- Visual aids are not used in English class, The course is not compatible to the present time, teachers of linguistics are not present in our schools, English is given importance in the annual progress of the students in school.It was recommended that Qualified and well trained teachers may be appointed for English, teachers of English may use modern teaching method instead of traditional methods, Audio visual aids may be used such as language lab, gramophone, English course may be made compatible to the present time, Teachers may be encouraged to get linguistics knowledge. Keywords: English language, Audio, Visual aids, Communication, International 1. Introduction The kind of Education, offered to their peo ple by the countries of the world is always related to their progress and advancement.The more the people of societies are Educated, the more they are civilized and well disciplined. It is a fact –universally recognized, that Education is the prime key to moral, cultural, political and socio-economic development of a nation. Islam being a revolutionary faith made it obligatory on every man and woman to acquire knowledge and exerted them undertake long and tedious journey to distant land in search of it. Emphasizing the importance of Education and learning in Islam it is enough to note that the first revelation of the Prophet was â€Å"Read in the name of thy Lord who created†.It is through Education that a person gets an insight to understand and resolve his problems as well as those of his society (Government of Pakistan, 1998).605 ISSN  2039? 2117Mediterranean  Journal  of  Social  SciencesVol  3  (1)  January  2012 Secondary Education is considered to be an important sub sector of the entire Education system. If it provides middle level workers for the economy on one hand, and on the other, it acts as a feeder for the higher level of Education.The quality of Higher Education depends upon the quality of secondary Education which is expected to produce high quality professionals in different fields of Social, Economic and Political life of the country. Thus Secondary level of Education therefore, requires to be organized in such a way that it should prepare young men and women for the pursuit of Higher Education, as well as make them able to adjust with their practical lives meaningfully and productively (Bhatti, 1987).An excellent opportunity is, therefore provided by four years of secondary education to the Educators and Educationists to conceive and launch programs which initiate the learners in to proper forms of behaviour and attitudes, which leads to decent productive and peaceful life in future (Govt of Pakistan, 1998). According to Encyclopedia Britannica (2005), a system of conventional, spoken or written symbols by means of which human beings, as members of a social group and participants in its culture, communicate is called a language.No nation on the globe can make progress in all fields of life, without having proficiency and good command of English. It is a great wonder that quality of instruction in English and results of the Examinations: in the subject of English were the lowest of all the other subjects. The medium by which we communicate our thoughts and feelings to our fellowmen , the tool with which we conduct our business or government, the vehicle in the Science, Philosophy, the poetry of the race have been transmitted is surely worthy of study . It is fact that most of the time and energy is consumed in teaching and learning of English.In spite of all these our students are weak in English. So the government realized the importance of English and has made it compulsory from the ve ry first level. According to Aggarwal (1995 ) command over English is a vehicle of thought and lack of command over it is bound to make thoughts inexpressible, only those who understand any language can express themselves in that language. This is the age of Science and technology, and no country can afford isolation from the social, Educational, Scientific and cultural movements profession like Engineering, Medicines, Agriculture and Industries.After all English is the language of the greatest power of the world. It spread as the language of the colonies of Britain in Africa and Asian countries (Griffer, 2002). The power of English will be increased by globalization, United States, World Bank, IMF etc. will control these jobs, which have started operating increasingly in English. This trend will increase the demand for English Schooling, which will make parents invest in English at the cost of their own languages (Skutnabb, 2000).According to Nicholas (1998), in the teaching of Eng lish, the teachers generally use Translation Method which is an old Method of Teaching; therefore, our students cannot get command over English language, as evident from the fact that there are a large number of students who fail in English at Secondary level. So, in light of the above mentioned facts the knowledge of English language is most important for a nation, but majority of the students fail in English because of lack of language learning Environment, Outdated curriculum, rigid Teaching Methods and incompetent English language Teachers in the Academic and professional Areas.Functional grammar is not taught and practiced, in the classrooms more importance is given to the teaching of English text-Books. For the study of English successfully, the teacher must help the students to acquire four Art skills in the language, namely; speaking, reading, listening and writing (Kolawole, 1998). 2. The Importance of English The importance of the English language is an open secret . We se es in our society that a little child whom we say the best philosopher is also in the struggle of learning the English language.Besides that we have remained the colony of the British Empire, therefore, we have the natural inclination towards the English language. The importance of the English language is naturally very great. English is the language not only of 606 ISSN 2039? 2117 Mediterranean  Journal  of  Social  SciencesVol  3  (1)  January  2012 England but of the extensive dominions and colonies associated in the British Empire, and it is the language of the United States spoken by over 260 million people, it is in the number who speak it the largest of the occidental languages.English speaking people constitute about one tenth of the world’s population English, however, is not the largest language in the world. The more conservative estimates of the population of china would indicate that Chinese is spoken by about 450 million people. But his numerical ascendancy of English among European languages can be seen by a few comparative figures. Russian, next in size to English, is spoken by about 140 millions people, Spanish by 135 millions; German by 90 millions, Portuguese by 63 millions, French by 60 millions; Italian by 50 millions.Thus at the present time English has the advantage in numbers over al other western languages. Bu the importance of a language is not alone a matter of numbers or territory; it depends also on the importance of the people who speak it. The importance of a language is inevitably associated in the mind of the world with the political role played by the nations using it and their fluency in international affairs; with the confidence people feel in financial position and the certainty with which they will meet their obligations i. e. pay their debts to other nations, meet the interest on their bonds, maintain the gold or other basis of their business enterprise and the international scope of their commerce; with the conditions of life under which the great mass of their people live; and with the part played by them in art and literature and music, in science and invention, in exploration and discovery. English is the mother tongue of nations whose combined political influence, economic soundness, commercial activity, social well being and scientific and cultural contributions to civilization give impressive support to its numerical precedence (Albert, 1983).A study was conducted by Sabiha Mansoor of Agha Khan University, Karachi, Pakistan on culture and teaching of English as a second language for Pakistani students in the year 2008. If we have to make, the teaching of English in Pakistan we need to reform and restructure the teaching of English in Pakistan, as this study reveals. Not only would this involve an understanding of the needs of the English Students, but also the place of culture both local and global in their language learning process.We would have to take in to account t he sociolinguistic aspects of English in the Pakistani as well as the international context while redressing and restructure the English literature course. To make the learning of English interesting and useful for the learners, Pakistani English teachers will have to take cognizance of the relationship between language and culture. If local culture is included in to the curriculum, methodology and teaching materials of TESL, it would make, learning easier and more meaningful for Pakistani students. Vocabulary the most obvious influence of language and culture on thought.The researcher pointed out that presently the material used for teaching, Family background is the most important and most weighty factor in determining the academic performance. A study was conducted by Shafiullah Khan of university of science and technology Bannu on the causes of failure in the subject of English at secondary level in district Bannu, in the year, 2007. The major findings of the result related to t his area of study were given as under: 1. Majority of the respondents reported that untrained teachers are one of the causes of student’s failure in SSC. 2.Majority of the teachers agreed that overcrowded class room is the cause of student’s failure in English. 3. Majority of respondents approved that SSC students are overcrowded and it is the cause of failure. 4. Majority of the teachers accepted that old system of examination is the cause of failure. 5. Majority of the respondents approved that English is the difficult subject. Keeping in view the importance of the problem this study was designed to know the causes of the rising failure in the subject of English. 607 ISSN  2039? 2117 Mediterranean  Journal  of  Social  Sciences Vol  3  (1)  January  2012 . Statement of the Problem The problem under the study was to investigate the causes of rising failure of the students in the subject of English at secondary level. 4. Objectives of the Study Follow ing was the main objective of the study. 1. To find out causes of the rising failure of the students in the subject of English among students at secondary level. 2. To give suggestion for the improvement of the situation. 5. Significance of the Study Education plays a vital role in the progress of any country of the world. Those nations who have equipped themselves with better education enjoy their prestigious status amongst the world.Today is the age of English language. English language is being taught as a compulsory subject in Pakistan. Being a foreign language, the teaching and learning English is a problem not only for the students but also for the teachers too. This study will be significant for the following reasons for both the teachers and students and curriculum developers. 1. The study may be helpful in finding the causes of rising failure in English. 2. The study may be helpful for the teachers in order to equip themselves with modern methodology and techniques regardin g the teaching of English 3.The study may be helpful in developing the proper curriculum for English. 6. Delimitation of the Study The study was delimited to all the male English teachers at secondary level in district Bannu. 7. Research Methodology This research was aimed to find out causes of the rising failure of the students in the subject of English at Secondary Level. This study was descriptive in nature. The following methodology was used: 7. 1 Population All the Govt. secondary schools in of district Bannu constituted population of this study. 7. 2 Sample One hundred English teachers of secondary level were selected from 50 secondary schools s a sample using simple random sampling technique. 7. 3 Research Instrument A questionnaire was developed with the help of research expert. It was administered to 30 students as pilot run in order to remove any ambiguity in the statements. 608 ISSN  2039? 2117 Mediterranean  Journal  of  Social  Sciences Vol  3  (1)  Janu ary  2012 7. 4 Data Collection The questionnaires were personally among the 100 teachers who were randomly selected. The researcher personally remained there in order to remove any misunderstanding in the questionnaire. 7. 5.Analysis of Data The data collected were tabulated, analyzed and interpreted in the light of the objectives of the study. Simple percentage was used for analysis of data. 8. Findings 1. 0% teachers are strongly agree, 0% teachers are agree, 0% teachers are somewhat agree. 39% teachers are disagree and 61% teachers are strongly disagree to the statement that â€Å"Teachers of English are qualified and well trained†. 2. 0% teachers are strongly agree, 0% teachers are agree, 0% teachers are somewhat agree, 64% teachers are disagree and 36% teachers are strongly disagree to the statement that â€Å" Teacher of English teaches English in a proper way†. . 45% teachers are strongly agree, 54% teachers are agree, 1% teachers are somewhat agree, 0% teache rs are disagree and 0% teachers are strongly disagree to the statement that â€Å" Teacher of English takes his class regularly†. 4. 52% teachers are strongly agree, 42% teachers are agree, 2% teachers are somewhat agree, 4% teachers are disagree and 0% teachers are strongly disagree to the statement that â€Å" Teachers of English explain difficult words in an easy way†. 5. 6% teachers are strongly agree, 36% teachers are agree, 10% teachers are somewhat agree, 8% teachers are disagree and 0% teachers are strongly disagree to the statement that â€Å" Teachers of English comes with full preparation for his lesson†. 6. 12% teachers are strongly agree, 11% teachers are agree, 2% teachers are somewhat agree, 29% teachers are disagree and 46% teachers are strongly disagree to the statement that â€Å" Audio-Visual aids are used in the teaching of English†. 7. %5 teachers are trongly agree, 5% teachers are agree, 3% teachers are somewhat agree, 37% teachers a re disagree and 50% teachers are strongly disagree to the statement that â€Å" Syllabus of English is lengthy†. 8. 3% teachers are strongly agree, 7% teachers are agree , 14% teachers are somewhat agree, 20% teachers are disagree and 66% teachers are strongly disagree to the statement that â€Å" syllabus of English is difficult†. 9. 3% teachers are strongly agree, 6% teachers are agree, 0% teachers are somewhat agree, 40% teachers are disagree and 50% teachers are strongly disagree to the statement that â€Å" The course is compatible to the present time†. 0. 27% teachers are strongly agree, 13% teachers are agree, 5% teachers are somewhat agree, 20% teachers are disagree and 35% teachers are strongly disagree to the statement that â€Å" There are suitable number of English periods in timetable†. 11. 19% teachers are strongly agree, 31% teachers are agree, 20% teachers are somewhat agree, 10% teachers are disagree and 20% teachers are strongly disagree to the statement that â€Å" The length of time of an English period is suitable†. 12. 3% teachers are strongly agree, 34% teachers are agree, 8% teachers are somewhat agree, 10% teachers are strongly agree and 5% teachers are strongly disagree to the statement that â€Å" Tests are taken regularly in an English class†. 609 ISSN  2039? 2117 Mediterranean  Journal  of  Social  Sciences Vol  3  (1)  January  2012 13. 12% teachers are agree, 8% teachers are strongly agree, 0% teachers are somewhat agree, 43% teachers are disagree and 37% teachers are strongly disagree to the statement that â€Å" teachers of linguistic are present for teaching English†. 4. 40 % teachers are strongly agree, 35% teachers are agree, 10% teachers are somewhat agree, 8% teachers are disagree and 7% teachers are strongly disagree to the statement that â€Å" Headmaster asks about performance from our teacher†. 15. 36% teachers are strongly agree, 28% teachers ar e agree, 6 % teachers are somewhat agree, 20% teachers are disagree and 10% teachers are strongly disagree to the statement that â€Å" Head master takes interest in our English Lesson†. 16. 30% teachers are strongly gree, 21% teachers are agree, 8% teachers are somewhat agree21% teachers are disagree and 20% teachers are agree to the statement that â€Å" duration of the period is reasonable†. 17. 30% teachers are strongly agree, 37% teachers are agree, 7% teachers are somewhat agree, 20% teachers are disagree and 6% teachers strongly disagree to the statement that â€Å" Monthly tests are given at school†. 18. 38% teachers are strongly agree, 40% teachers are agree, 5% teachers are somewhat agree, 10% teachers are disagree and 10% teachers are disagree to the statement that â€Å" period of English lesson begins in time†. 19. 3% teachers are strongly agree, 33% teachers are agree, 4% teachers are somewhat agree, 10% teachers are disagree and 10% teacher s are strongly disagree to the statement that â€Å" English is given importance in the annual progress of the student in school†. 20. 30% teachers are strongly agree, 15% teachers are agree, 30% teachers are somewhat agree, 10% teachers are disagree and 15% teachers strongly disagree to the statement that â€Å" The method of setting English paper is correct†. 9. Conclusions 1. 2. 3. 4. 5. 6. 7. 8. Teacher of English are not qualified and well trained. Teachers of English don not teach English in a proper manner.They are teaching through traditional (grammar translation) method. Teachers of English take their classes regularly. Teachers of English come to class with preparation. Audio- Visual aids are not used in English class. The course is not compatible to the present time. Teachers of linguistics are not present in our schools. English is given importance in the annual progress of the students in school. 10. Recommendations 1. 2. 3. 4. 5. Qualified and well traine d teachers may be appointed for English. Teachers who have command over pronunciation, functional grammar and vocabulary.Teachers of English may use modern teaching method instead of traditional methods. Direct method of teaching English may be used because it is a natural method of teaching a language. Audio visual aids may be used such as language lab; cassette player, computer and English talking dictionary are very helpful in teaching a language. English course may be made compatible to the present time. Native literature should be included in the curriculum instead of foreign, in order to arouse interest of the students. Teachers may be encouraged to get linguistics knowledge. They may be trained in phonology and phonetics. 10 ISSN  2039? 2117 Mediterranean  Journal  of  Social  Sciences Vol  3  (1)  January  2012 References Aggarwal J. C. 1995. Essentials of Examination System, Vikas Publishing House (pvt) Ltd Bhatti, M. A. 1987. Secondary Education in Pakist an: Perspective Planning. National Education Council, Islamabad. Pakistan. pp. 223242. Brutt- Griffler, J. (2002). Word English. A study of its development. Clevedon, England. Multilingual Matters. Government of Pakistan. 1998. National Education Policy ,Ministry of Education , Islamabad,Pakistan. pp. 45-47. Khan, Shafiullah (2007).Failure in the Subject of English at SSC Level . A Master Thesis ,University of Science and Technology ,Bannu. Sabiha Mansoor (2008) Culture and teaching of English as a second language for Pakistani students, Agha Khan University Karachi, Pakistan. Skutnabb-Kangas, Tove (2000). Linguistic Genocide in Education – or Worldwide Diversity and Human Rights? Mahwah, N. J. : Lawrence Erlbaum (also 2008, Delhi: Orient Longman). Kolawole (1997). ‘Essentials of Language Learning and Language Teaching’. In E. T. O. Bamisaiye (Ed. ). Studies in Language and Linguistics. Ibadan: Montem Publishers. Nicholas , H. (1982).A History of Foreign World in English , 48 Governors Street , London , UK. Encyclopedia Britannica. 2005, vol 13. Delhi, India . pp. 12-16. Causes of rising failure of the students in the subject of English (N0=100) Strongly agree =SA, Agree =A, somewhat agree =SWA, Disagree =DA, strongly disagree= SDA SA 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Teacher of English is qualified and well trained. Teacher of English teaches English in a proper manner. Teacher of English teaches his class regularly. Teacher of English explains difficult words in an easy way. Teacher of English comes with l preparation for his lesson.Audio-visual aids are used in the teaching of English. Syllabus of English is lengthy. Syllabus English is difficult. The course is compatible to the present time. There is suitable number of English periods in timetable. The time of an English period is suitable. Monthly test are taken regularly in an English class. Teachers of linguistic are present for teaching English. head master asks abo ut our performance from our English teacher The Head master takes interests in our English class duration of the periods is reasonable The 1st quarter, 3rd quarter and annual examination are given in School. he periods begin in time. English is given importance in the annual progress of the students in school. The method of setting the English papers is correct. 0% 0% 45% 52% 46% 12% 5% 3% 3% 27% 19% 43% 12% 40% 36% 30% 30% 38% 43% 30% A 0% 0% 54% 42% 36% 11% 5% 7% 6% 13% 31% 34% 8% 35% 28% 21% 37% 40% 33% 15% SWA 0% 0% 1% 2% 10% 2% 3% 14% 0% 5% 20% 8% 0% 10% 6% 8% 7% 5% 4% 30% DA 39% 64% 0% 4% 8% 29% 37% 20% 40% 20% 10% 10% 43% 8% 20% 21% 20% 10% 10% 10% SDA 61% 36% 0% 0% 0% 46% 50% 66% 50% 35% 20% 5% 37% 7% 10% 20% 6% 7% 10% 15% 611

Arguments For and Against Testing Childrens Genetics Essay

The diseases that exist in our world are enough to make medicine and testing the only option of hope in times of need. People grow up happy and healthy, only to be diagnosed, in their middle age, with an adult-onset disease. These diseases only become a burden as the victim gets older. Some commonly known ones are Alzheimer’s or Huntington’s disease. There is no cure or treatment for adult-onset diseases like this. Knowing that the victims have these diseases written in their DNA from the moment they were born leads to an interesting argument. Several communities argue about whether parents or guardians should have the right to test their children for these diseases. There are many arguments, however, that stem from the social and ethical†¦show more content†¦Its up to the doctor and parents of that child to decide whether the risk of choosing for the child is worth it or not. It is clear that there has been proof that this big decision can be ethical and uneth ical, leading to only more controversy. Also, testing children for a disease that won’t develop for years can be socially harmful for them. First of all, children will often have â€Å"difficulty understanding and responding to the stresses of serious disease and death can lead to behavioral problems† (Klitzman). In several ways, it is better for the kid to learn about this when he or she is old enough to understand. Finding out too soon can cause more issues than the knowledge is worth. Growing up with that kind of depression can lead to needing an escape such as drug abuse or drinking underage. Just having knowledge of carrying a disease can lead to problematic situations while meeting new people. There have been cases where â€Å"carriers of the gene for sickle-cell anemia have been denied employment as if they suffered from the disease† (â€Å"Testing Children for Genetic Status†). Other people will treat the child differently through their entire li fe because of simply knowing about it. Finally, testing for diseases too soon may lead to â€Å"unreasonably discourage patients from pursuing a particular life plan† (â€Å"Testing Children for Genetic Status†). Goals of going to college, getting married, and getting a job mayShow MoreRelatedGenetic Modification : Is It Wrong?886 Words   |  4 Pagesdiscussion of genetic modification one controversial issue has been is it wrong. On the one hand, parents who want better genes for their children argues that they are improving their children’s lives. On the other hand, some parents contend that it is unnatural. Other even mention scientist try and play god. My own view is genetic modification could be the future and help parents with bad genetics avoid the problem of their children having a life risking gene as well. 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Back to School Checklist for Teachers

Preparing your classroom for the new school year can feel overwhelming even to veteran teachers. There is much to do in a short amount of time and some of it is easy to forget. Staying organized and on top of essential tasks can help alleviate some of this stress and ensure that you are prepared when your students walk through that door for the first time. Use this checklist as a guide and take it one step at a time. You might even choose to print off this list and cross off tasks as you go. Back to School Checklist Organization Clearly label all shelves, cubbies, and activity areas.Organize the classroom library. This can be done alphabetically, by genre, or both (refrain from organizing by reading level).Prepare systems for storing and collecting homework and other paperwork.Determine desk arrangement and preliminary seating chart. Consider implementing flexible seating.Organize all curriculum materials based on when you will need them.Draft student work groups based on testing data and anecdotal notes from previous teachers.Set up learning centers with supplies in place. Supplies Order class supplies such as colored pencils, glue sticks, math manipulatives, and so on.Gather tissues, band-aids, cleaning supplies, and other daily essentials.Purchase materials to keep yourself organized such as a planner, calendar, and lesson plan organizer.Prepare a folder for information from faculty meetings and professional development.Familiarize yourself with classroom technology and consult with other staff about how to solve problems students might encounter. Routines Develop a system of rules and procedures then post these somewhere in the classroom. Create a classroom agreement for students and families to sign.Decide if you would like your students to help create rules. If so, determine how you will work together to come up with these.Create a homework system for how often you will send homework, what type of homework you will give, and what will happen if a student doesnt complete it.Decide how you will structure each week based on your specials schedule and lunch/recess times.Create a set of classroom jobs. Decide how these will be rotated. Emergencies Post emergency evacuation procedures and familiarize yourself with all emergency exits.Stock and place your class first aid kit. It should be easy for you to grab in times of emergency.Plan ahead for last-minute changes by developing a substitute folder.Print emergency contact forms. Communicating with Families Send a  welcome letter to families. This can either be paper or electronic.Create name tags for students, desks, and other organizational charts (i.e. a lunch tag system).Create the first newsletter to send home, if you plan to write weekly newsletters.Set up a class webpage to keep announcements, deadlines, and learning goals all in one place. Update regularly as the year progresses.Prepare planning sheets to give to families before parent-teacher conferences with discussion points such as student academic strengths and areas for growth, personality traits, goals for the year, and so on.Develop a system of sending home individual progress reports for students. Some teachers do these weekly while others do them monthly. Keep families in the loop about academic goals, learning developments, and behavior. Student Materials Order individual student supplies such as folders, notebooks, and pencils. Label with their names.Label take-home folders to send with students and fill them with any paperwork to be returned.Create an inventory checklist for students to record everything brought from home and everything given to them at school. Have students keep these in their cubbies or bins so that they know when something has gone missing. First Week Decide how to welcome students and introduce them to the classroom.Choose icebreaker activities for the first few days.Plan other activities and lessons for the first week of school, some academic and some just to build your classroom culture.If you choose to take pictures of students, prepare a camera for doing this.Make copies of all curriculum materials and handouts as far in advance as possible. Decoration Decorate bulletin boards and hang useful anchor charts and posters.Decorate outside of your classroom (front door, hallway, etc.).Set up a classroom calendar.Create a birthday chart.