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I had a question similar to that in my Biology exam.
Rat Poisons used to contain a Potassium compound, up under the 1970's. But you could still use it, because as it was in my exam, it must still be in the curriculum.
http://en.wikipedia.org/wiki/Potassium_cyanide
That site explains a little about it.
Thanks Abi, that could be just what I'm looking for. It basically needs to be something cheap, and easily obtained, which would be found in a home or something. We have to write it in to our conclusion of a forensic science curriculum enrichment.
Cant believe its been ages since someone needed this thread!!!
Okay so I have to anlysis a speech, I chose this one from To Kill a mocking bird, I dont have to read the book, but i would like some background information on it please.
This is the speech I chose:
To begin with, this case should never have come to trial. The State has not produced one iota of medical evidence that the crime Tom Robinson is charged with ever took place. It has relied instead upon the testimony of two witnesses whose evidence has not only been called into serious question on cross examination, but has been flatly contradicted by the defendant. Now there is circumstantial evidence to indicate that Mayella Ewell was beaten savagely by someone who led, almost exclusively, with his left [hand]. And Tom Robinson now sits before you, having taken 'The Oath' with the only good hand he possesses -- his right. I have nothing but pity in my heart for the chief witness for the state. She is the victim of cruel poverty and ignorance, but my pity does not extend so far as to her putting a man's life at stake, which she has done in an effort to get rid of her own guilt. Now I say guilt, gentlemen, because it was guilt that motivated her. She has committed no crime, she has merely broken a rigid and time-honored code of our society. A code so severe that whoever breaks it is hounded from our midst as unfit to live with. She must destroy the evidence of her offense. But what was the evidence of her offense? Tom Robinson - a human being. She must put Tom Robinson away from her. (He gestures, pushing away with his hands.) Tom Robinson was to her, a daily reminder of what she did. Now what did she do? She tempted a Negro. She was white, and she tempted a Negro. She did something that in our society is unspeakable. She kissed a black man. Not an old uncle, but a strong, young Negro man. No code mattered to her before she broke it, but it came crashing down on her afterwards...Now gentlemen, in this country, our courts are the great levelers. In our courts, all men are created equal. I'm no idealist to believe firmly in the integrity of our courts and of our jury system. That's no ideal to me. That is a living, working reality. Now I am confident that you gentlemen will review - without passion - the evidence that you have heard, come to a decision, and restore this man to his family. In the name of God, do your duty. In the name of God, believe Tom Robinson."
Lawyer Atticus Finch's (Gregory Peck) closing argument to the jury In to Kill a Mocking Bird
__________________
OK, background. Its a while since I read this book and I didn't think it was worth all the hype. Anyway...
The basic time setting is in the South of America during the early twentieth century (1930s). Due to the Great Depression,poverty is a subject that affects many. Instead of using this as a binding theme, the people in the town use it as an element of separation. Prejudice of every sort runs rampant throughout the town, and even though things are simply "not fair", the time frame has to be remembered. Many stories have already occurred before the course of the novel begins but they're irrelevant if you're concentrating on the trial.
Atticus is another prominent character throughout the novel. As a white single parent, he faces the world, raising his two children with his maid, Calpurnia, (who experiences better conditions and responsibilities than other African Americans of her time, due to Atticus' beliefs). He has a reputation for being an open-minded, fair man, overflowing with integrity. It is also learned that he is self-educated, and tries to indoctrinate his children to love education and literature as much as he does. The relationship he holds with his children should also be noted. Even though he is incredibly busy Atticus always seems to find time for Scout and Jem, his children.
Tom Robinson, the accused, has a reputation within his own black community as an upright, honest, church-going family man. The Ewells, as a contrast to Robinson, aren't exactly noted for being model citizens. Bob Ewell, the father of Mayella, has a reputation for being the town drunk, allowing his children to miss out on valuable education.
The major event that has started to unravel, prior to the novel is the case between Tom Robinson and the Ewells. Robinson, who was a hired hand, is accused of raping, Mayella. The case falls into Atticus'lap, not because he believes that Robinson is innocent, but because it is his job to prove the latter so.
As Tom Robinson's trial approaches, Atticus worries about the safety of his client. This fear that proves to be justified. A group of townspeople, including Walter Cunningham, appear at the courthouse one night, with the intention of lynching Tom Robinson. The only person who stands in their waymis Atticus. At first, the mob intends to plow right through him, but with the unexpected arrival of Scout, they realize the error of their actions.
When Tom Robinson's trial finally begins, evidence begins to show that Robinson is obviously innocent. Heck Tate and Mr. Ewell take the stand in Tom Robinson's trial, giving further evidence to prove Robinson's innocence. Atticus points out that a left-handed man must have beaten Mayella Ewell. He goes on to show that while Mr. Ewell is left-handed, Tom Robinson's left arm is crippled due to a farming accident. When Mayella Ewell takes the stand, it becomes obvious that her story has many holes in it. However, she starts crying hysterically before Atticus may point many of them out.
When Tom Robinson takes the stand, the obviously true story comes out. It becomes evident that Mayella Ewell was a very lonely person who's only crime was to kiss a black man. Her father, Bob Ewell, beat and raped her for this crime. Mr. Ewell also forced her to say that Tom Robinson did it, so that he wouldn't get in trouble.
StarsOfCCTV
07-11-2007, 19:33
hey :) Stuck on the Myth of the given in my philosophy essay-
Is there anyway to put this so it makes sense? Or even an explanation of what the myth of the given is? :p thanks.
The myth of the given. one's particular beliefs about one's immediate sensory states presuppose possession of general beliefs or concepts - so the so-called basic beliefs are not basic. Our concepts cannot be derived or developed from 'raw', basic beliefs given in experience.
The myth of the given. one's particular beliefs about one's immediate sensory states presuppose possession of general beliefs or concepts - so the so-called basic beliefs are not basic. Our concepts cannot be derived or developed from 'raw', basic beliefs given in experience.
Hmm, tricky. I found this by Sellers on the Myth of the Given
One of the forms taken by the Myth of the Given is the idea that there is, indeed must be, a structure of particular matter of such fact that (a) each fact can not only be noninferentially known to be the case, but presupposes no other knowledge either of particular matters of fact, or of general truths; and (b) such that the noninferential knowledge of facts belonging to this structure constitutes the ultimate court of appeal for all factual claims, particular and general, about the world.
I've got an idea what that means but can't think of the right way to simplify it. What context is it in? Do you know what noninferentially means?
I've got it: There are two parts to Sellars' argument: first, he claims that knowledge is part of the "logical space of reasons;" and second, he provides an alternative account of "looks talk," or an alternative reading of such claims as "that looks red to me," claims that traditionally have been seen as infallible and as foundations for our perceptual knowledge.
So basically, we presume that because somebody has told us that something looks red or white then it must be red or white. The colour red is what everybody believes it to be, we don't conceive it to be blue.
Probably doesn't make sense.
StarsOfCCTV
07-11-2007, 19:56
No idea :p I've put
Sellers argues that your belief about your sensory state could be a false assumption of your general beliefs or concepts, but then this means that the so-called basic beliefs are not basic. Our concepts cannot be derived or developed from ‘raw’ basic beliefs given in experience.
but i guess I'll just ask the teacher tommorow. I wasn't in last lesson so he should give me until Monday I hope. Thanks anyways :D
StarsOfCCTV
11-03-2008, 22:03
HEELP :p Ok I think I'm being stupid here but I've got a total brain block on this :p
This ‘Measurement in Sport’ leaflet should include the units, devices and techniques used for making measurements of five different quantities in specific sports of your choice.
So any ideas on five different quantities? :p My teacher used the example of speed :searchme:
Thanks in advance :D
could weight be one, or distance.
StarsOfCCTV
11-03-2008, 22:13
Oooh it could be, thanks :D I'll do some googling :p
StarsOfCCTV
11-03-2008, 22:31
Solved the problem :p Luckily my mate was on msn..it was the way my teacher had written it he wasn't very clear :rolleyes:
StarsOfCCTV
05-05-2008, 17:34
Help! :p
I'm doing coursework on grapes. I need to find out an alternative method for finding the concentration of sugar in the grape juice.
I know there is an experiment involving testing the amount of carbon dioxide given off...by the grape juice. I think that's the one I should do..
But I can't seem to find any information on the internet..
Anyone done or researched this before?
Thanks in advance :)
http://img516.imageshack.us/img516/4736/sweetrefhydrojq5.jpg (http://imageshack.us)
The refractometer is precision laboratory equipment; or, more conveniently, it is a small hand-held device which can be used by the winemaker in the vineyard. The juice of a ripening grape is squeezed onto the device, which provides a sugar reading by the process of refraction. This process depends on how light changes direction when it passes between two media, in this case air and grape juice. The concentration of the solids in the juice affects the angle of change; measure the angle, and you have an indication of the concentration of the solids, which are mostly sugars.
A quite different method, however, is the hydrometer; this device is more likely (although certainly not exclusively) to be employed in the winery. The hydrometer is simply a hollow glass tube, bulbous and weighted at the bottom, so that it floats upright. As the concentration of solids in the grape juice affects its density, it will also affect how the hydrometer floats in the juice. The denser the juice, the higher the hydrometer floats; on the side of the stem is a scale, which allows the winemaker to make a reading. Just what the scale shows, however, depends on where he or she is working; there are many different scales for must weight.
Third paragraph under Must Weight http://www.thewinedoctor.com/author/sweetscience.shtml
This talks about making wine but apparently all wine makers need to know the concentration of sugars in the grapes before they start.
StarsOfCCTV
05-05-2008, 18:06
Thanks that was a big help :thumbsup: :D
OK, background. Its a while since I read this book and I didn't think it was worth all the hype. Anyway...
You're mean, I think it's the best book I've ever read.
OK, background. Its a while since I read this book and I didn't think it was worth all the hype. Anyway...
You're mean, I think it's the best book I've ever read.
Nope, I couldn't get into it. Lots of waffle and thoroughly uninteresting.
OK, background. Its a while since I read this book and I didn't think it was worth all the hype. Anyway...
You're mean, I think it's the best book I've ever read.
Nope, I couldn't get into it. Lots of waffle and thoroughly uninteresting.
I know what you mean I thought that when I started reading it the first time but after reading it again, I really got into it and I realized that the waffle was all there for a reason.
I was wondering if anyone could help me with my maths revision.
I was looking through my quadratics revision notes and then I found that there was, what looked like a cubic equation; I’m guessing because one of the ‘n’s is to the power of 3.
I’m not sure how to solve it, would I factorise, because I’m assuming there’s 3 solutions since it’s cubic (I think).
Here’s the equation:
2n³ = 5n² + 3n
The problem I have is that I can’t factorise it into three binomials.
Well... at the risk of sounding wrong I'd do:
2n^3 = 5n^2 + 3n
Always add the powers.
2n^3 = 5n^3 + 3
Add the numbers (I think)
2n^3 = 8n^3
Not sure where to go from there. I'd suggest 2/8, which would be 0.25. I think you subtract powers so it would just be 0.25n.
Its a long time since I did GCSE (I did higher but only did one year of it) so its a bit rusty. Does the question ask to solve the formula?
What exam board and course are you doing?
di marco
09-05-2008, 21:44
I was wondering if anyone could help me with my maths revision.
I was looking through my quadratics revision notes and then I found that there was, what looked like a cubic equation; I’m guessing because one of the ‘n’s is to the power of 3.
I’m not sure how to solve it, would I factorise, because I’m assuming there’s 3 solutions since it’s cubic (I think).
Here’s the equation:
2n³ = 5n² + 3n
The problem I have is that I can’t factorise it into three binomials.
wow its been a while since ive done this! yep youre right, cos its cubic there will be 3 values of n. start by making the equation equal 0 and then factorise it and in the bracket you should get a square equation (cant remember what thats called) and then work it out like normal. hope that makes sense, if you want any more help just ask :)
di marco
09-05-2008, 21:51
Well... at the risk of sounding wrong I'd do:
2n^3 = 5n^2 + 3n
Always add the powers.
2n^3 = 5n^3 + 3
Add the numbers (I think)
2n^3 = 8n^3
Not sure where to go from there. I'd suggest 2/8, which would be 0.25. I think you subtract powers so it would just be 0.25n.
Its a long time since I did GCSE (I did higher but only did one year of it) so its a bit rusty. Does the question ask to solve the formula?
What exam board and course are you doing?
thats wrong cos if you look at your answer youve effectively written 2n³ = 8n³ which isnt right as n³ is going to be the same number on both sides so multiplying it by 2 and 8 wont give you the same answer
Well... at the risk of sounding wrong I'd do:
2n^3 = 5n^2 + 3n
Always add the powers.
2n^3 = 5n^3 + 3
Add the numbers (I think)
2n^3 = 8n^3
Not sure where to go from there. I'd suggest 2/8, which would be 0.25. I think you subtract powers so it would just be 0.25n.
Its a long time since I did GCSE (I did higher but only did one year of it) so its a bit rusty. Does the question ask to solve the formula?
What exam board and course are you doing?
thats wrong cos if you look at your answer youve effectively written 2n³ = 8n³ which isnt right as n³ is going to be the same number on both sides so multiplying it by 2 and 8 wont give you the same answer
Ah righty. Shows how much I remember lol.
di marco
09-05-2008, 22:04
Well... at the risk of sounding wrong I'd do:
2n^3 = 5n^2 + 3n
Always add the powers.
2n^3 = 5n^3 + 3
Add the numbers (I think)
2n^3 = 8n^3
Not sure where to go from there. I'd suggest 2/8, which would be 0.25. I think you subtract powers so it would just be 0.25n.
Its a long time since I did GCSE (I did higher but only did one year of it) so its a bit rusty. Does the question ask to solve the formula?
What exam board and course are you doing?
thats wrong cos if you look at your answer youve effectively written 2n³ = 8n³ which isnt right as n³ is going to be the same number on both sides so multiplying it by 2 and 8 wont give you the same answer
Ah righty. Shows how much I remember lol.
this is how youd do it, ill put it in spoilertags in case the original poster doesnt wasnt to see the answer:
2n³=5n²+3n
make the equation equal 0
2n³-5n²-3n=0
as all parts are multipled by n, factorise by putting n outside of the bracket
n(2n²-5n-3)=0
factorise the bracket
n(2n+1)(n-3)=0
then cos the answer equals 0, either the n or 1 of the rackets needs to equal 0 (cos anything times by 0 equals 0)
therefore either
:n=0
:2n+1=0
or: n-3=0
work out those simple equations and you get
n=0, n=-0.5, or n=3
just in case you wanted to know the answer, not that anyone ever uses this in day-to-day life lol!
What exam board and course are you doing?
WJEC (CBAC in Welsh) and thanks for the help.
wow its been a while since ive done this! yep youre right, cos its cubic there will be 3 values of n. start by making the equation equal 0 and then factorise it and in the bracket you should get a square equation (cant remember what thats called) and then work it out like normal. hope that makes sense, if you want any more help just ask
Thanks a LOT for that!
So, I think I've got it:
2n³ = 5n² + 3n
2n³ - 5n² - 3n = 0
n(2n² - 5n – 3) = 0
n(2n + 1) (n – 3) = 0
n = 0
2n + 1 = 0,
2n = -1
n = -½
n – 3 = 0
n = 3
n = {-½, 0, 3}
Could you check that please di marco? I would really appreciate it! :) This maths is really driving me round the bend.
di marco
11-05-2008, 08:52
What exam board and course are you doing?
WJEC (CBAC in Welsh) and thanks for the help.
wow its been a while since ive done this! yep youre right, cos its cubic there will be 3 values of n. start by making the equation equal 0 and then factorise it and in the bracket you should get a square equation (cant remember what thats called) and then work it out like normal. hope that makes sense, if you want any more help just ask
Thanks a LOT for that!
So, I think I've got it:
2n³ = 5n² + 3n
2n³ - 5n² - 3n = 0
n(2n² - 5n – 3) = 0
n(2n + 1) (n – 3) = 0
n = 0
2n + 1 = 0,
2n = -1
n = -½
n – 3 = 0
n = 3
n = {-½, 0, 3}
Could you check that please di marco? I would really appreciate it! :) This maths is really driving me round the bend.
yep thats correct! :) if you need any more help with anything just ask
Heya, okay so heres the thing I need to do my key skills for college and Im stuck on one of the parts, I have collected details on 12 houses for one town and then I have to work out the range, median mean and mode for the prices. But how to you work out the mode when all the house prices are different ? :confused:
There isn't always a mode.
Good, Thanks. Anyway I looked at the next section where I have to do grouped frequecny tables for the prices, so now it makes sense :lol: Silly me :p :o
Hollie-x
16-06-2008, 19:36
Okies. So i'm kinda like really struggling with my RE coursework at the mo. ;[
We got it today and has to be in tomorrow. But i'm not giving it tomorrow as I have no time to do it. I've done most of it but I have to go dancing in like, a half hour!
Anyways, it's a section C question (evaluation question) about euthanasia.
'If a murdere wants euthanasia rather than life imprisonment, he should be helped to die.'
Do you agree?
Show more than one point of view and include chrisitan views.
We also have to pee. (PointEvidenceExplanation)
I've done the for and against but now stuck on personal opinion. Which I know may sound stupid as it's my opinion but I can't repeat anything that i've already put.
If anyone has any ideas of what I can put it would be soooo greatly appreciated. It doesn't matter whether it's for or against, we can lie thankfully!
So really just ideas - doesn't matter if it's not a full explained point :D
Thanks in advance guys x
CrazyLea
16-06-2008, 19:48
Just so we can help you more.. what sort of things did you put for the for and against arguement (so that we don't repeat what you've written).
Or maybe... how many points have you written for each? Maybe you could take one out and use it as your own opinion..
'If a murderer wants euthanasia rather than life imprisonment, he should be helped to die.'
Do you agree?
Show more than one point of view and include chrisitan views.
No. Two reasons: the person has taken somebody's life. Murder doesn't just affect the victim, it affects the victim's family, friends and to some extent, the offender's family. To help him die would be to absolve him of his crime, and possibly cause more heartache to those who are left behind. Euthanasia for offenders' is just an out so they don't have to spend years inside. They did the crime, they should pay for it (not with their life, that achieves nothing).
Secondly, one of my favourite quotes: the problem with an eye for an eye is that the world ends up blind. In this case, euthanasia is murder (I do agree with it for terminal illness though). Considering that quote, if everybody who ever killed someone had to die then there wouldn't be many people left.
If you help a murderer die, where do you stop? Do we help convicted paedophiles or terrorists die? (Rhetorical)
I know euthanasia is a controversial subject; this is my opinion and I don't want to get into a debate about the ethics, morals and whatever else you can think of on my opinion :)
di marco
16-06-2008, 22:01
Just so we can help you more.. what sort of things did you put for the for and against arguement (so that we don't repeat what you've written).
Or maybe... how many points have you written for each? Maybe you could take one out and use it as your own opinion..
i was gonna ask that
erm well obviously youve got the whole points of no one has the right to decide when someone can die so you shouldnt help them (think thats a christian view as they believe god should only have the power to decide when someone dies), they will suffer more if theyre kept in prison cos dying is the easy way out and they should be punished for what theyve done, both of those were for against. for for you could say that he deserves to die cos he killed someone else, and maybe it sets an example to show other people not to murder? cant really think of anything else
i think for your own point you just need to write what you think and as lea said, if youve written more than one opinion for for and against then take out your opinion from there and write it after. hope that helps :)
Hollie-x
17-06-2008, 16:56
Thanks for the advice guys :D
Asked my teacher (Although she's crap. No offense to her but she's on cover for our teacher as she's on maternity leave until October. Gutted as she's my fave teacher in the whole wide world! hehe) And she gave me a few points but to be honest I think I'll stick with the one's you've given :D
x
StarsOfCCTV
10-09-2008, 22:20
I have to think of an idea for my 50 mark coursework...(Physics - this year all we have to do is this and an exam) So it matters a lot that I come up with a good idea I can do different experiments on and that I can do a lot of research and planning on.
E.g. Finding out the amount of caffeine in different drinks (too complicated experiment I already checked :p) or...what is the best material for use in e.g. rackets. But something interesting. :p Because I'm going to be spending until Christmas doing this...it's meant to be like a proper science paper.
It can be to do with Biology, Chemistry or Physics (Although we will be carrying out investigations in physics lab). Which is kind of why I'm stumped because it's so wide..
So yeah...any ideas would be great. She gave us a sheet to help us but it's just physics..and they're not great examples.
I do have until Tuesday though.
Thanks in advance :D
I did AS physics coursework on the resistivity of constantan wire and A2 on the inverse square law for light. They're not fiddly but they are time consuming. I got good marks in them though.
For biology AS I did the effects of ethanol on the heart rate of daphnia; A2 was on the relationship between the number of fronds and the length of the longest frond of seaweed. I would not advise you do the daphnia one, I copied somebody else's results from a previous year because I couldn't get the daphnia to stay alive long enough to count their heart rate.
You would need to go to a beach where there is seaweed to do the ecology one. It was a relatively easy piece of coursework and didn't involve too much work (probably because I made me results up). I enjoyed doing that.
If you're going to go for biology, ecology is probably the best area to look at unless you're comfortable with enzymes and biochemistry.
samantha nixon
15-09-2008, 20:36
Hiya, ive got some questions about world war one for english lit, and I have tried gogling them, and have managed to find some, but am struggling on these ones, so was wonering if anyone knows them, (maybe people who did/do history)
1. Give one reason why britain declared war on germany in october 1914
2. what was the name of the german king
3. why was there a rush to volounteer to fight in 1914
4. how were germans depicted in the british press
5. name one other country fighting for the allies and the central powers
7. what famous, never repeated event took place on the western front on december 1914
8. name of the battle on the western front in 1916 in which 60000 british soldiers died on the first day
9. what googey substance led to many accidental deaths
13. name the famous british field marshall who many later accused of needlessly squandering human life
14. wat shocking event first takes place in london in 1916
15. name 3 new forms of weaponary that made ww1 different from previous wars
16. give 2 examples of how life for women alters as a result of the war
17. front wall of a trench that has now become synonymous with risk-talking
18. name given to style of ww1 warfare- where men in trnches try to wear down the enemy: war of a ..........
8 is Battle of the Somme I think, I remember doing something about it under WW1 medicine for GCSE History.
7 I think was the Christmas where they all decided to stop fighting for the day, I can't remember the name though.
13. Field Marshall Douglas Haig
1. They thought Germany were getting too powerful and wanted to stop them
17 could be going over the top
2. Kaiser Wailheim II
StarsOfCCTV
15-09-2008, 22:11
9. Mustard Gas. Made their lungs fill with fluid so they effectively drowned. :S It killed loads of people accidentally because of wind direction. If it was going the wrong way it blew back on them.
di marco
16-09-2008, 17:21
7 I think was the Christmas where they all decided to stop fighting for the day, I can't remember the name though.
yeh its the only time during a war that both sides have stopped fighting cos of it being xmas day, i think they even joined together and were friendly to each other
5) id guess at france
Haven't done history in a while but some of it i kind of remember ;
1. Give one reason why britain declared war on germany in october 1914 - To do with alliances, and strong economic competition between Britain and Germany and i think something to do witha Rhineland *GCSE History flashback*
3. why was there a rush to volounteer to fight in 1914 Seen as the right thing to do, made a big deal out of cowards - enlisting?
4. how were germans depicted in the british press BAD!
5. name one other country fighting for the allies and the central powers France
7. what famous, never repeated event took place on the western front on december 1914 - Christmas truce in which a game of football was played
8. name of the battle on the western front in 1916 in which 60000 british soldiers died on the first day - The battle of The Somme
9. what googey substance led to many accidental deaths - Mustard gas?
15. name 3 new forms of weaponary that made ww1 different from previous wars - Tanks, Machine guns
16. give 2 examples of how life for women alters as a result of the war Took over men's job and the vote?!
Hiya, ive got some questions about world war one for english lit, and I have tried gogling them, and have managed to find some, but am struggling on these ones, so was wonering if anyone knows them, (maybe people who did/do history)
1. Give one reason why britain declared war on germany in october 1914
2. what was the name of the german king
3. why was there a rush to volounteer to fight in 1914
4. how were germans depicted in the british press
5. name one other country fighting for the allies and the central powers
7. what famous, never repeated event took place on the western front on december 1914
8. name of the battle on the western front in 1916 in which 60000 british soldiers died on the first day
9. what googey substance led to many accidental deaths
13. name the famous british field marshall who many later accused of needlessly squandering human life
14. wat shocking event first takes place in london in 1916
15. name 3 new forms of weaponary that made ww1 different from previous wars
16. give 2 examples of how life for women alters as a result of the war
17. front wall of a trench that has now become synonymous with risk-talking
18. name given to style of ww1 warfare- where men in trnches try to wear down the enemy: war of a ..........
Have a look at this website (http://www.firstworldwar.com/origins/causes.htm).
I googled quite a few of those questions and found the answers easily.
StarsOfCCTV
30-11-2008, 13:15
The evil people of Edexcel made the first part of this current coursework to be on environmental morals and ethics. :rolleyes: :lol: I have to write 4 marks worth. I think I have enough on ethics but I think I need a few more on morals. Can anyone suggest any more points on either? :)
Morals
Stewardship
We have a duty to protect animals and plants that can't protect themselves
we have a duty make sure there is enough resources for the future generations
We need to stop 'The sixth extinction' - (current extinction of species)
a lot of the destruction is unnecessary
we need to do good in the world, let it flourish, not keep putting chemicals into it and carry on unsustainable ways of living
moral duty to conserve the natural resources, choices we make affect the world, further limits resources, we have to stop being greedy
we have to recycle, as we are using resources faster than they can be replaced e.g. oil, aluminium
we have a duty to look at the types of energy we use – coal, oil etc are not renewable, we have to invest more in renewable resources that will provide us with green energy
Ethics
we have a responsibility to provide a habitable world for future generations.
Conserve for future generations to enjoy
we have to conserve the environment for people who do not have the money or resources to do so themselves
We cannot knowingly let species be extinct
We have to be more responsible where we plant crops and farm animals, and what areas of land we use
Every living thing has the right to exist, if we were in the situation of all the animals and plants, wouldn't we want to be saved
If we keep on cutting down all the trees, won't the o2 level in the world decrease
Humans are leading themselves into extinction not only of animals but of ourselves
We need to create more sustainable resources e.g. tree planting where there has been deforestation
encourage people in developed countries to be responsible with energy and more green so that the developing countries that are most affected by climate change will be better off
we need to stop humans from destroying environments for short term gain, e.g. deforestation
we cant let people with power e.g. George bush, from rushing through last minute laws that will drastically affect the environment
we should be teaching people sustainable methods of living alongside the environment
make sure there is as much biodiversity as possible, make sure food chains remain
we shouldn't ignore the environment for the sake of short term greed
Does anyone happen to know how to reference a speech in Harvard APA style? I have a transcription of a speech, but not the original recording, so i'm not sure what form the referencing should be in...
Do you mean APA as in American Psych Association? Harvard and APA are two different systems as far as I'm aware.
How to reference a sound recording (http://www.staffs.ac.uk/uniservices/infoservices/library/find/references/harvard/index.php#sound_recording) in Havard.
Harvard APA is a system too, i think. Google it.
The thing is, i don't have the recording, i have a transcript of the recording. So i can't reference it as a sound recording, because it's not. So it must be some kind of written form of referencing, but i don't know which.
di marco
07-01-2009, 12:17
Harvard APA is a system too, i think. Google it.
The thing is, i don't have the recording, i have a transcript of the recording. So i can't reference it as a sound recording, because it's not. So it must be some kind of written form of referencing, but i don't know which.
abi do you still need help with this? we have to use the harvard system for referencing so i might be able to help :)
Nah i'm ok now. I just referenced the website i downloaded it from, because i couldn't find anything about speeches on anything. Thanks anyway :)
Right im starting my english coursework soon, I need to record my dad in different situations, can people help think of different situations.
One is gonna be teaching, then maybe on the phone? At home
I need more though, any help?
How'd you mean ... what like working? Gardening? Shopping? Driving? Watching sport?
Im basically doing a study on how my dads lanuage changes in different sitautions, and cos we live in a nother region one of the things im going to be looking at is how his accent changes too
di marco
07-01-2009, 22:18
Nah i'm ok now. I just referenced the website i downloaded it from, because i couldn't find anything about speeches on anything. Thanks anyway :)
glad you got it sorted :) i would have suggested just referencing the website, and if the website referenced anywhere write that down too. also we are told to write down the date we accessed the website, dunno if you need to do that or not
:crying: I have no idea what to do for biology coursework, does anyone know any good sites that will give me ideas?
StarsOfCCTV
02-02-2009, 22:33
What is it on? I may be able to help. :)
Thats the thing I need to choose an investigation to do, I can pretty much do anything :(
StarsOfCCTV
02-02-2009, 22:35
Do you have to do a practical experiment with it?
well yeah....... we pick an investigation to do, we do the investigations/practicals in the lab in class and then do our conclusions, anylsis, evaluation
Not forgetting the intro, planning, implenting and all that jazz
:crying:
StarsOfCCTV
02-02-2009, 22:41
Blimey! Well...
You could do something with testing the sugar and acid content of a fruit. I remember for one of mine we had to do a plan on something like that with grapes from two different varieties. And you can do the benedicts test etc.
Edit: Or you could test the different aspect of a pond environment. Light levels, PH, number of organisms, plant life etc. How pollution affects etc.
Hmm could work, cos I really need to have quantative data
Not sure on the pond stuff, we need pondweed today and we cant do that we are not allowed to experiemnts that we have already done on the spec
StarsOfCCTV
02-02-2009, 22:47
You should ask your teacher about the grape thing. It was last year so I don't remember what we did - we only had to do a plan for the cw - but I think there's around 5 tests you can do..
Also you could do it with white grapes and red grapes, and then two different types of each of those colours. It depends on how many results you need. :p
what sort of results is it gonna gave me though?
StarsOfCCTV
02-02-2009, 22:53
Sugar content. I'm not sure what else, we only did sugar content. Should tell you where its grown, type of soil, how much pollution and that sort of stuff perhaps..depends what tests you are allowed to do.
Hmm I would only focus on what thing
Like what kind of units would I measure in and compare to give data and results and graphs
StarsOfCCTV
02-02-2009, 23:03
Well my table looked like this for my plan:
(Benedicts test I think)
Type of grape
Concentration of grape juice (%)
Time the solution took to become colourless (sec)
Average time the solution took to become colourless (sec)
Reading 1
Reading 2
Reading 3
Merlot
Shiraz
Graphs:
Bar chart
Horizontal axis – Merlot...Shiraz
Vertical axis - Time (sec)
I guess you could do a pie chart and scatter graph too. Units would be volume and time I think. Its more about how quickly/if the solution changes colour and what colour it changes too that tells you stuff about this experiment. You could compare concentration of grape with concentration of sugar. e.g. in cheap wines you might get a low concentration of grape because its been diluted. Get a wine bottle and look on the back. :p
Oh so its about wine
Ive been looking through my notes and I really need something where I can show a relatiosnship between
StarsOfCCTV
02-02-2009, 23:12
Hmm....not sure :s
You could do it on anything to do with enzymes.
Mine was on the effects of ethanol on daphnia heart rate. Not recommended at all. Was the most fiddliest and pointless intvestigation I have ever done. Most people did theirs on emzymes.
I'd stay away from live things and look at things like plants and enzymes.
Yeah on the sheet I have daphnia is on there but theres no way I wanna do that
I dont want to do anything really on plants unless I can find a relatively easy one
I could look at enzymes but I cant work out half the things on this sheet
di marco
04-02-2009, 18:51
i did something on enzymes for my biology cw, but that was for unit 3 though so dunno if you could do it for unit 6 as well
di marco
05-02-2009, 18:33
does anyone know of any activities people used to do in england in 1100 - 1600ish, like fair/festival type things (like today we have carosels (sp?), hook the duck, ice cream vans etc) or know of anywhere i could find this out, cos ive tried searching google but cant find anything. and ive got a presentation tomorrow about a performance idea and we only added this part in today lol! thanks in advance if anyones able to help :)
StarsOfCCTV
16-02-2009, 16:21
Anyone know...or point me in the right direction for current GM crop controls on scientists.
Google is not cooperating with me. :p
StarsOfCCTV
11-03-2009, 19:30
Ignore above post Defra sorted the problem :lol:
Basically just wondered if there was any more I'm missing from the below?
Methods of separating products. I have got suction filtration, filtration and distillation.
Ways of reducing the cost of materials, I have got buy in bulk and re-use/recycle.
Four ways of separating things: distillation, filtration, evaporation, condensation.
Reducing costs: economies of scale, different supplier, buy direct from the manufacturer, imports, buy online.
Fractional Distillation? Don't know if that just comes under distillation but as you have two types of filtration there I thought I'd post it.
And for the materials one, use materials that you/family members/friends already have so you don't have to buy in as much. That's what we did in YE anyway :p
StarsOfCCTV
11-03-2009, 20:56
Thanks you two, great suggestions I can use. :D
I'm writing an assignment on the Macpherson report. Should I reference this as a book? It's a report really but I can't find a way of referencing a report using Harvard.
di marco
25-03-2009, 19:27
I'm writing an assignment on the Macpherson report. Should I reference this as a book? It's a report really but I can't find a way of referencing a report using Harvard.
i would think so. i have to use the harvard system as well, in our student handbook it lists how to properly reference different sources. if you still need to know, ill look it up for you and see if it says anything about reports
StarsOfCCTV
28-03-2009, 19:20
So....does anyone know anything about U-values? :p
I need to do some calculations for my physics. Its about thermal insulation any idea on types of calculations? I've tried searching but nothing that makes sense so far...
This might sound silly but is U-values got anything to do with a Stats test?
StarsOfCCTV
29-03-2009, 18:55
Kind of...I have this so far :p
For the basic calculation..
Heat loss
Side/Inside of insulation box: Loft insulation experiment
Temperature side:
5 minutes = 22.0oC
Temperature inside:
5 minutes = 23.4oC
U-Value of loft insulation: 0.16W/m2K
Area of top: 30 x 60 = 120 cm2
Temperature difference: 1.4oC
Heat lost per second (W) = U-Value x area x temperature difference
= 0.16 x 120 x 1.4
(And I have worked this out one of the experiments - found the U value of aluminium online lol)
U-Value
The lower the U-value, the better an insulator the material is. It is measured in W/m2K and shows the amount of heat lost in watts (W) per square metre of material when the temperature (K) is one degree lower outside.
The term “U” value represents overall thermal conductance from the outside to the inside covering all modes of heat transfer. It can be defined as the heat flow over unit area of any building component through unit overall temperature difference between both sides of the component. The U-value is an important way of showing how well an element conducts heat from one side to another, which makes it the reciprocal of its thermal resistance. So, if the thermal resistance is worked out, it can be inverted to obtain the U-value.
U = 1 / Rt
U = 1/ (R so + ∑Rn + Rsi)
See how I'm confused :rotfl:
di marco
29-03-2009, 19:18
that completely confused me just reading it lol! i was never any good at physics
Kind of...I have this so far :p
For the basic calculation..
Heat loss
Side/Inside of insulation box: Loft insulation experiment
Temperature side:
5 minutes = 22.0oC
Temperature inside:
5 minutes = 23.4oC
U-Value of loft insulation: 0.16W/m2K
Area of top: 30 x 60 = 120 cm2
Temperature difference: 1.4oC
Heat lost per second (W) = U-Value x area x temperature difference
= 0.16 x 120 x 1.4
(And I have worked this out one of the experiments - found the U value of aluminium online lol)
U-Value
The lower the U-value, the better an insulator the material is. It is measured in W/m2K and shows the amount of heat lost in watts (W) per square metre of material when the temperature (K) is one degree lower outside.
The term “U” value represents overall thermal conductance from the outside to the inside covering all modes of heat transfer. It can be defined as the heat flow over unit area of any building component through unit overall temperature difference between both sides of the component. The U-value is an important way of showing how well an element conducts heat from one side to another, which makes it the reciprocal of its thermal resistance. So, if the thermal resistance is worked out, it can be inverted to obtain the U-value.
U = 1 / Rt
U = 1/ (R so + ∑Rn + Rsi)
See how I'm confused :rotfl:
What do you need to work out? It kinda makes sense.
StarsOfCCTV
29-03-2009, 23:07
My investigation was about thermal efficiency of insulation. I wanted to work out the U value and I couldn't find anywhere that made sense. I did that heat loss calculation which is the only one I could find - there's nothing online! Tbh I've given up now. :lol: I've already got a C in coursework this was improvements; and the other half is a written exam so I'll just have to ace the exam. ;) :p
Have you asked your teacher if she/he can give you any direction?
I have an A level physics textbook which probably has it in. It's at home though and I'm not going until the weekend.
When is your coursework due?
Has anyone got any tips in how to write an abstract?
I need to write one for my biology coursework :(
StarsOfCCTV
18-04-2009, 17:30
An abstract is basically a brief summary of the experiment that you write at the end. :)
This is what I wrote for my last coursework.
Abstract
This study was carried out to find out the effect of temperature one enzyme activity. Preliminary experiments were carried out with peas. As the peas did not contain enough catalse for the reaction to happen, this was changed to potatoes which were more successful. In the immobilised enzyme experiment, the aim was to find out how temperature affected the enzyme activity. An experiment with different types of milk was also carried out to see if this would also affect the outcome.
Thank you :D
I have a checklist for it so I know what to put in it, its just knowing me, mine would have been too long! :lol:
Just a brief overview of what you did and the results.
This was mine:
Many different types of seaweed are found on rocky shores in the UK.
In this investigation the length and number of fronds on Serrated Wrack (Fucus Serratus) was examined on two different shores to see if there was any relationship. The hypothesis was that longer fronds would be found on the exposed shore and a higher number of fronds would be seen on the sheltered shore.
F. Serratus was examined at Filey Brigg on the north and south shores. The length of the longest frond on each plant was measured and the number of fronds per plant were counted.
The results show that the fronds are longer on the exposed shore and there are more fronds per plant on the sheltered shore.
Calculations of the t-test show that there is no relationship between the length of the frond and the number of fronds on F. Serratus.
Just wanted to say again thanks for the abstract help, it was great! I found it so much easier to write mine :D
Ok now another question
Anyone know any good revision websites for A level geography?
There's the s-cool (http://www.s-cool.co.uk/alevel/geography.html) one. I found it useful for my A level biology, not sure how good it is for other subjects. Also revision-notes (http://revision-notes.co.uk/A_Level/Geography/index.html).
What exam board are you on? You could get some past papers from their website (except Edexcel, cheapskates).
Ive already been on those webistes, they are good to a certain extent for my geography but its very limitted
Im on AQA Ive already been on and saved all the past papers and stuff, I was more interested in revsion notes and stuff cos the text book I have to good but in places hard to udnerstand cos its soooo long winded
I have no idea how to refrence webistes properly.
Can someone help? I can do books just not websites.
http://www.vegsoc.org/info/cheese.html
http://www.britannica.com/EBchecked/topic/498176/rennin
http://www.vivo.colostate.edu/hbooks/pathphys/digestion/stomach/rennin.html
http://www.foodsci.uoguelph.ca/dairyedu/chem.html
http://class.fst.ohio-state.edu/FST822/lectures/Cafunc.htm
Those are the ones I need to do really
If you're using Havard http://www.staffs.ac.uk/uniservices/infoservices/library/find/references/harvard/index.php#website
Author – Surname, initials or name of website if no author is available. (Year - in brackets). Title of website – in italics or underlined. Any numbers if website is part of a series – if needed. [Online –in square brackets]. Available from - URL. [Accessed: followed by date in square brackets]
EG:
The Vegetarian Society (2009) Cheese & Rennet [Online]. Available from: http://www.vegsoc.org/info/cheese.html [Accessed: 26 April 2009]
Thankyou thats a great help! :D
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