Wuthering Heights Essays (1316 words) - British Films,

Wuthering Heights In Bronte's novel Wuthering Heights the idea compensation for love lost is discussed. Wuthering Heights is a quiet house in the country where the Earnshaw's and Heathcliff live. Heathcliff loves Catherine Earnshaw very much but, she decides to marry another man, Edgar. Heathcliff marries Edgar's sister just to make Catherine jealous. At the end Heathcliff abandons his plan for vengeance and professes his love for Catherine only to see her die soon after. In the novel Wuthering Heights Bronte shows that revenge is not the key to happiness through irony, through plot, and through characterization. Irony is used over and over in the novel Wuthering Heights to express the notion of revenge. The main ironic incident in this novel is that no one ends up with the person they want to be with despite the fact that they can be with the one they love. For example Catherine loves Heathcliff. Catherine and Heathcliff are soul mates, and she even remarks to Nelly that, ? I [Catherine] am Heathcliff!? (142). She is angry at Heathcliff for not leaving sooner to make something of himself. Catherine could have had Heathcliff, but she chooses not to and ends up miserable. Another example of irony is that Heathcliff and Isabella do not love each other. Heathcliff thinks that he is with Isabella to get back at Catherine. He sees Isabella as an unsuspecting ?young lady?(91). However, Isabella married Heathcliff for spite. She resents the fact that her Catherine married her brother and wanted to get back at Catherine. Neither Isabella nor Heathcliff find happiness in each others arms, and they both die miserable and unsatisfied with each other. The fact that Edgar wants to get back at Heathcliff after Catherine's death is very ironic. Edgar won. Catherine marries him and not Heathcliff. Edgar is always jealous of Heathcliff. Before Catherine's demise Edgar tells her that, ?It is impossible for you to be my friend and his at the same time? (99). When Catherine does not p. 3 respond to this Edgar goes on to tell her, ?I absolutely require you to choose? (100). When Catherine does die Edgar seeks revenge. He knows that Catherine died of a broken heart torn between Edgar and Heathcliff. Edgar in a ranting rage tells Nelly, ?I'll crush his ribs in like a rotten hazel nut?(158). He seeks vengeance on Heathcliff, but never gets it. A final example of irony is with Heathcliff and Hindly. A few years after Hindly condemns Heathcliff to a life of servitude Heathcliff runs off and makes a living. He comes back a wealthy and proper man. Heathcliff helps Hindly out of debt. However, Hindly owes so much money to Heathcliff that Heathcliff takes Wuthering Heights from Hindly. So, just when Hindly thinks that he got back at Heathcliff for ruining his life Heathcliff takes his revenge and lets Hindly died a poor, miserable old man. The plot in Emily Bronte's Wuthering Heights reflects the concept of revenge. Mr. Earnshaw meets a poor boy on one of his trips. Because Mr. Earnshaw is such a ?capital fellow?(9) he takes pity on the boy, Heathcliff, and invites him to live with the Earnshaw's. Mr. Earnshaw has an alterior motive for the boy. He wants his children, Hindly and Catherine, to understand what it is like to share their wealth with someone who is less fortunate than themselves. Mr. Earnshaw figured that the children would learn and grow from this experience. The truth is that the children did not. Hindly grows up miserable and resentful of Heathchiff. And Catherine eventually turned her nose up to Heathcliff only to find that she is cheerless without him. The novel takes a turn when Catherine has to decide whether or not to marry Edgar. She knows that she has ?no more business marrying Edgar Linton than I [Catherine] have to be in heaven? (64). Yet Catherine marries Edgar anyway for p. 4 wealth, but more importantly revenge. She wants to get back at Heathcliff for never making something of himself. But at the end Catherine is the one who suffers. Heathcliff desires Linton and Cathy to be wed. This plan is curtailed by Edgar. Cathy falls in love with Linton and tells Edgar. When Edgar finds out he

Aplastic Anemia Essays - Transplantation Medicine, Stem Cells

Aplastic Anemia Essays - Transplantation Medicine, Stem Cells Aplastic Anemia Aplastic anemia is a disease of the bone marrow? the organ that produces the body's blood cells. Approximately two thousand people in the U.S. are diagnosed each year with aplastic anemia. The symptoms of aplastic anemia are fatigue, bruising, infections, and weakness. Although these symptoms are much like those associated with leukemia, aplastic anemia is not a form of cancer. In patients with aplastic anemia the bone marrow stops producing, or produces too few red blood cells, white blood cells, and platelets. Without sufficient red blood cells, oxygen cannot reach organs and tissues throughout the body. A decrease in the number of white blood cells causes the body's ability to fight infection as well as it should. Platelets are needed to help blood clot (Bone). Although the exact cause of aplastic anemia is not known, most evidence points to a combination of factors. The first factor is damaged stem cells. These are the primitive cells in the bone marrow that produce blood cells. Another factor is damage to the bone marrow environment in which blood cells develop (Aplastic). Other factors include abnormalities in the proteins that regulate blood cell production and a malfunctioning immune system that interferes with the normal blood cell production (Bone). Certain environmental factors have been associated with the development of aplastic anemia. Chemotherapy drugs such as busulfan or antibiotics such as chloraphenicol can cause temporary or prolonged aplastic anemia. Chemicals such as benzene and pesticides, infections such as viral hepatitis and mononucleosis, autoimmune disorders and ionizing radiation also have been linked to the development of aplastic anemia. Although exposure to these agents increases the risk of developing aplastic anemia, it is proven that they are not the sole cause of aplastic anemia (Aplastic). Aplastic anemia was once considered incurable. Today, more than fifty percent of patients diagnosed with aplastic anemia can be cured. For patients under the age of fifty and those over fifty that are in good health, the treatment of choice is a bone marrow transplant (National). However, more than half of the patients that are diagnosed are ineligible foe a bone marrow transplant because of age or the lack of a suitable bone marrow donor. For these patients, the preferred treatment is immunosuppressive therapy consisting of injections of antithymocyte globulin (ATG), with or without oral closporine. ATG therapy boosts the production of red blood cells, blood cells, and platelets in thirty to fifty percent of patients. In some cases, blood cell production returns to normal, while in others it returns to a level that allows the patient to have a normal lifestyle (Aplastic). Approximately ten to fifteen percent of patients who initially respond to ATG therapy have the disease relapse during the first twelve months following treatment. Another round of ATG therapy may be administered in an effort to bring blood cell production back to an acceptable level. Some patients who respond to ATG therapy eventually develop another bone marrow disorder such as myelogenous syndrome or acute nonmyelogenous leukemia. These disorders may be temporarily treatable, but are seldom curable. Overall, between thirty and forty percent of patients treated with ATG therapy become long term survivors and the majority of these long term survivors appear to be cured (Aplastic). Patients who have a relative with matching bone marrow have a seventy to ninety percent chance of being cured following a bone marrow transplant. Patients transplanted with marrow from a related donor whose marrow type nearly matches the patient's have a fifty percent chance of being cured. If marrow from a matched unrelated donor is used, the likelihood of a cure is twenty to thirty percent (Bone). Physicians determine whether a donor's marrow type matches the patient's by examining genetic markers on the surface of white blood cells called HLA antigens. These are the antigens that help the body identify invading organisms, and trigger an immune system attack on any substances that do not belong in that particular person's body, such as viruses and bacteria (Severe). If the patient's and donor's HLA antigens do not match, the patient's body will perceive the donor's bone marrow as foreign material to be destroyed. This condition is called graft rejection and results in a failed bone marrow transplant.

Book Summary Essay Example for Free

Book Summary Essay The book I chose to read was â€Å"When I Say No, I Feel Guilty† by Manuel J. Smith. The first thing to stand out to me in this book was it seemed a little outdated. Even though the writing style and the examples appeared to be from a different era, I was still able to see how different points were relevant today and to me personally. This title screamed my name when I was browsing the list of choices because no matter what I am saying no to, I always feel guilty. From the first moment that we can feel and translate emotions, we have been manipulated by others. We have grown up under the sense that we should feel certain ways about particular actions. We forget to a chore when we are young, we should feel guilty. We bring a bad grade home on out report card, we should be scared of getting in trouble. Many activities are labeled either good or bad and we should portray emotions to match. As a manager, you should try to keep commands or statements neutral. A neutral statement is one that doesn’t assign the label of good or bad to a behavior so the recipient will not feel manipulated. Everyday, people try to manipulate you into doing what they want by making you feel nervous, uninformed, or blameworthy. If you let them push you around you will feel frustrated, angry or depressed. When you permit others to control your actions, you renounce your sense of personal responsibility. Smith states that the first step in fixing the situation is to know that â€Å"no one can manipulate your emotions or behavior if you don’t allow it to happen. † Also, following the Bill of Assertive Rights will help lead to non-manipulative relationships in all situations. The rights are the basis for all healthy relationships and are listed as: You have the right to judge your own behavior, thoughts and emotions, and to take the responsibility for their initiation and consequences upon yourself. You have the right to offer no reasons or excuses for justifying your behavior. You have the right to judge if you are responsible for finding solutions to other people’s problems. You have the right to change your mind. You have the right to make mistakes – and be responsible for them. You have the right to say, â€Å"I don’t know†. You have the right to be independent of the goodwill of others before coping with them. You have the right to be illogical in making decisions. You have the right to say, â€Å"I don’t understand†. You have the right to say, â€Å"I don’t care†. The first right is the foundation of all of the remaining rights. When you become your own judge, you help to build a barrier against manipulation. Judgements should be based on your values and not external systems of what is right or wrong. People base their manipulative actions on the belief that you should live up to their rules. If you are accepting of this situation, you open yourself up to a limitless variety of manipulation. Criticism is a common tool people use to get someone to behave according to their standards. Reactions to criticism can be negative with anxiety, denial, and defensiveness. Learning to take criticism in a constructive manner helps to avoid manipulation. Verbal coping methods to help accept criticism effectively are fogging, negative assertion, and negative inquiry. Fogging is when you only agree to the truths in a statement and respond to what someone has specifically stated rather than what is implied. A negative assertion is statement that takes responsibility for something you have done wrong. It takes courage to make a negative assertion and say, I’m sorry. Last, using negative inquiry encourages the critic to reply assertively instead of manipulatively. This tactic is typically used to ask for additional information about a critique. There are also different types of relationships that fall into three categories, commercial, authority, and equality. Basic verbal skills used to minimize manipulation do not change as problems are handled throughout these different relationships. Commercial relationships are clearly defined with a contract. Since this type of relationship follows a defined structure an assertive verbal skill works most effectively. In an authority relationship there is one person in charge while the other is not. Authority based relationships emphasize finding compromises that grow on existing interpersonal dynamic. Both parties are equal in an equality relationship. This relationship is the most informal and tends to have everything open for discussion. Thoughtful open communication reassures people that you will not hinder their decision making, even if you may disagree. The main concept I took away from this book is, it’s my life and what happens in it is completely up to me! I will not cower when I face manipulation. My reactions to particular situations can pave the way for a disaster or a triumph. We must always be in touch with reality to promote our own well-being and happiness. We also have to accept the possibility that changing our mind is completely normal and healthy. Keeping the Assertive Bill of Rights in mind will help to stand up against manipulation and keep our dignity, self-respect, and control over our own behavior. Book Summary. (2018, Oct 21).

Business Analysis Research Paper Example | Topics and Well Written Essays - 2000 words

Business Analysis - Research Paper Example This being the case, a proper review and assessment of the financials of Donna Karan ought to start with a review of the LVMH financials (Google, 2012). It is noteworthy that the key competitors listed for Donna Karan International are ANN Inc .and Giorgio Armani (Hoovers, 2012). Most of the other firms that are grouped with Donna Karan, meanwhile, are private firms, including Calvin Klein, Marc Jacobs, Louis Vuitton North America, Roc Apparel Group, and Lands' End Inc. (Google, 2012). As with ANN and Giorgio Armani, given the private nature of the entities, there is a dearth of information relating to their financials (Hoovers, 2012; Google, 2012). The data on LVMH is more comprehensive financially, and it is from the parent firm that we are able to glean insights into the nature of the financials of LVMH, and indirectly Donna Karan, from the financial statements. From the perspective of the parent firm a few players stand out as the real competition, with comparable market capitali zations. LVMH has the most recent valuation of about US 82.73 billion dollars. This compares with its competitors Christian Dior, at US 25.9 billion dollars; TSI Holdings, at US 56.27 billion dollars; and Hermes, at US 30.45 billion dollars. We can see that among the competitors, LMH has the largest market capitalization, and therefore the largest clout among the firms. A look at the movement of the share price of LVMH over the past five years shows that the share price is about 25 percent off the highs it achieved in 2008, but generally the price is on an upward trend from its lowest points in 2009. At the current price/earnings ratio of 18.63, the share price is undervalued in comparison to competition, such as Lancy, with a P/E ratio of 25.7, even as it is overvalued in comparison to Shejiang Semir, with a P/E ratio of 14.63. Given the high P/E ratio of Lancy, one can make the assumption that there are elements in the underlying financials of LVMH/Donna Karan that has resulted in analysts undervaluing the share price to the level that it stands at present, commanding that kind of P/E ratio. The table below details the comparison of top competitors in the space of Donna Karan/LVMH. It is surprising that LVMH is not commanding a higher share price and P/E ratio, given that its EPS is high in comparison to Lancy (Google, 2012b): Valuation Company name Earnings per  share P/E ratio Mkt Cap LVMUY LVMH Moet Henness... 1.78 18.63 82.73B CHDRF CHRISTIAN DIOR S A F 25.90B MMO1V Marimekko Oyj 0.26 55.63 116.82M 002612 Lancy Co Ltd 1.27 25.70 6.55B 3608 TSI Holdings Co Ltd -204.41 56.27B HESAF HERMES INTL SA 30.45B LTAN Le Tanneur & Cie SA -0.13 27.43M DPT S.T. Dupont SA 0.01 64.86 153.22M 002563 Zhejiang Semir Ga... 1.54 14.63 15.13B TAM Etam Developpemen... 1.83 7.89 115.27M 065060 GNCO Co., Ltd. Table Source: Google, 2012b From the growth ratios, meanwhile, one can see that LVMH has been on a growth tear, plowing back money into growing the business, with the att endant advantages that such growth can bring, including economies of scale, and the ability to rapidly expand profits in the future, from a large revenue base (Reuters, 2012)..    Company Industry Sector Sales (MRQ) vs Qtr. 1 Yr. Ago 25.98 13.75 14.56 Sales (TTM) vs TTM 1 Yr. Ago 22.41

Incident at Morales Essay Example | Topics and Well Written Essays - 500 words

Incident at Morales - Essay Example In addition, Chuck the vice leader of the engineering at the Phaust persuades Martinez to decrease the cost of building in order to save funds for built-up of their products. However, the engineer identifies environmental and technical challenges that could result to health problems to the members of the staff, and to the society around. In this regard, Martinez has no option but to abandon the challenges in order to regulate the construction cost to be able to leave behind funds for the manufacture of paint remover. For instance, Martinez deviated from the engineering principles which demand engineer’s to report to their superiors whenever they identify a hazard. In this regard, Chuck the vice president advised Martinez to reduce the construction cost as much as possible in order for the company to have manufacturing funds (Applegarth). As a result, the engineer ignored many ethical stuffs associating to protection, wellbeing, and the atmosphere. On the other hand, Martinez did not inform his fellow colleagues when the ethical decision was to be made, procedure for the project was not presented in an honest channel, and employee’s contributions were not considered. In this regard, the engineer neglected the environmental issues when acquiring different ingredients for the plant. For instance, he purchased less expensive pipes and connector for construction in order to be able to save money and ignored the repercussion it would cause (Applegarth). By doing this, Martinez failed to apply the engineer’s principles, which require engineers to consider the well-being of the individuals operating in the premise. In this regard, he purchased materials that could not hold out far above the ground hotness, and stress for a long period. In addition, Martinez failed to purchase the best quality sensors from Lutz and Lutz. The sensors failed to

Wollstonecrafts A Vindication of the Rights of Women Essay -- Gender

A woman’s job is to cook, clean, and bear children. Although it may not remain true now, many thought this for most of history. A woman had her duty to her husband and that served as almost all of her worth. During the Enlightenment, some women began to question this norm and to voice their unhappiness. The Enlightenment period was an intellectual movement that sought to reform society and advance knowledge (â€Å"Age of Enlightenment†). Even with all of the Enlightenment’s great advancements, women still did not possess many rights. Women continued to be â€Å"oppressed and kept to the private sphere,† separated from men (â€Å"Women in the Enlightenment†). Few women challenged these social norms, but a few existed such as Mary Wollstonecraft. Wollstonecraft changed European thought on women through the writing of her essay â€Å"A Vindication of the Rights of Women.† Her essay proposed controversial ideas on a womanâ€⠄¢s position as a wife, right to education, and rights in society. During the Enlightenment, a pamphlet war began called the Revolution Controversy. Edmund Burke started the Revolution Controversy when he published an essay that sparked debate over the French Revolution. After the publication, many authors such as Wollstonecraft responded and disagreed with Burke’s views. Wollstonecraft’s response was titled â€Å"A Vindication of the Rights of Men† (â€Å"Revolution Controversy†). Two years later, she also responded to Charles Maurice de Talleyrand-Pà ©rigord’s report to the National Assembly of France. His report stated that women â€Å"should only receive a domestic education† (â€Å"A Vindication†). Wollstonecraft became infuriated at this claim and quickly began to write her essay â€Å"The Vindication of the Rights of Women.† She set out... ...pedia, the Free Encyclopedia. Wikimedia Foundation, Inc., 11 Oct. 2011. Web. 20 Oct. 2011. . "Timeline of Women's Rights (other than Voting)." Wikipedia, the Free Encyclopedia. Wikimedia Foundation, Inc., 7 Oct. 2011. Web. 17 Oct. 2011. wiki/Timeline_of_women's_rights_(other_than_voting)>. Van Doren, Charles. A History of Knowledge: Past, Present, and Future. New York, NY: Ballantine, 1991. Print. Wollstonecraft, Mary. The Vindication of the Rights of Women. Boston: Peter Edes, 1792. Bartleby.com: Great Books Online. Bartleby Books, 1999. Web. 16 Oct. 2011. www.bartleby.com/144/>. "Women in the Enlightenment." Wikipedia, the Free Encyclopedia. Wikimedia Foundation, Inc., 17 Nov. 2011. Web. 21 Nov. 2011. Enlightenment>.

Sodium Thiosulfate Reaction

eLearning 2009 Publication No. 91860 Rate of Reaction of Sodium Thiosulfate and Hydrochloric Acid Rate Laws Introduction The purpose of this demonstration is to investigate the effect of sodium thiosulfate concentration on the rate of reaction of sodium thiosulfate with hydrochloric acid. The reaction, which produces solid sulfur, will be followed by measuring the time needed for the reaction mixture to become opaque. The results will be analyzed graphically to determine the order of reaction— the mathematical relationship between the reactant concentration and the rate.Concepts †¢ Kinetics †¢ Order of reaction †¢ Rate law †¢ Concentration Materials Hydrochloric acid solution, HCl, 2 M, 25 mL Sodium thiosulfate solution, Na2S2O3, 0. 15 M, 150 mL Distilled or deionized water Beakers, 100-mL, 5 Graduated cylinders, 50- or 100-mL, 2 Graduated cylinders, 10-mL, 5 Overhead projector or light box Permanent marker Stirring rods Stopwatch or timer Safety Precaution s Hydrochloric acid solution is corrosive to eyes and skin. It is moderately toxic by ingestion and inhalation. Sodium thiosulfate solution is a body tissue irritant.The reaction of sodium thiosulfate and hydrochloric acid generates sulfur dioxide gas, which is a skin and eye irritant. Perform this demonstration in a well-ventilated lab only. Avoid contact of all chemicals with eyes and skin. Wear chemical splash goggles, temperature-resistant gloves, and chemical-resistant apron. Please review current Material Safety Data Sheets for additional safety, handling, and disposal information. Procedure 1. Label five 100-mL beakers 1–5 and clean the bottom of each beaker. 2. Draw a large â€Å"X† across the bottom on the outside of each beaker.Place the beakers on an overhead projector stage or a light box so that students can view the â€Å"X. † 3. Using separate graduated cylinders for the solution and water, measure and add the required amounts of 0. 15 M sodium th iosulfate and distilled water to each beaker. Be as precise as possible. Beaker 0. 15 M Na2S2O3 Distilled Water 1 50. 0 mL 0 mL 2 40. 0 mL 10. 0 mL 3 30. 0 mL 20. 0 mL 4 20. 0 mL 30. 0 mL 5 10. 0 mL 40. 0 mL 4. Have students calculate the final concentration of sodium thiosulfate in each beaker 1–5. 91860 011509 Flinn Scientific—Teaching Chemistry eLearning Video Series 5.Record the following information in a data table: Beaker, volume of Na2S2O3 solution, volume of distilled water, concentration of Na2S2O3, reaction time (sec), and 1/reaction time (reaction rate). See the Sample Data and Results table in the Discussion section. 6. Measure 5. 0 mL of 2 M hydrochloric acid into each of five 10-mL graduated cylinders. 7. Starting with beaker #1, carefully add the HCl all in one pour to the sodium thiosulfate solution. Stir the solution once with a stirring rod and immediately start timing. 8. Stop timing when the black â€Å"X† is no longer visible. Record the rea ction time in seconds in the data table. . Repeat steps 7 and 8 with beakers 2–5. 10. Calculate 1/reaction time for each trial. Plot concentration vs. time and concentration vs. 1/time on separate graphs. Disposal Please consult your current Flinn Scientific Catalog/Reference Manual for general guidelines and specific procedures governing the disposal of laboratory waste. Collect the leftover reaction mixtures and filter to separate the solid sulfur product. The sulfur may be disposed of in a landfill according to Flinn Suggested Disposal Method #26a. The filtrate may be neutralized and disposed of down the drain with excess water according toFlinn Suggested Disposal Method #26b. Tips †¢ This activity may be performed as a chemical demonstration with classroom participation or as a student activity. The contents of the beakers project well on an overhead projector and the time to the disappearance of the black â€Å"X† is easily seen and measured. †¢ The reac tion may be downsized for a student lab activity. Carry out individual trials in separate wells in a 6-well reaction plate or in small medicine cups. If students will be doing the experiment in the lab, it is a good idea for them to start with beaker #5, because it takes the longest time. The activity may also be performed as a cooperative class exercise with different groups investigating different variables, including the effect of HCl concentration and the effect of temperature. The reaction rate is zero-order with respect to HCl. †¢ Empty the beakers and clean them thoroughly using paper towels to remove the sulfur. If the colloidal sulfur is allowed to sit in the beakers for an extended time, it will be much more difficult to remove the deposits from the glass. †¢ To achieve better mixing of the reactants, add the hydrochloric acid using a 10-mL luer-lock plastic syringe (without needle).Squirt the acid using a fair amount of force. †¢ When lower concentrations o f sodium thiosulfate are used, the rate law does not appear to be as simple as predicted in this experiment. At lower concentrations, the reaction appears to be closer to 3/2-order in sodium thiosulfate and 1/2-order in hydrochloric acid. The reaction time is more difficult to measure at lower concentrations because the onset of turbidity is more gradual. †¢ Both the overall chemical equation and the mechanism for the decomposition of sodium thiosulfate are more complex than suggested by Equation 1.The reaction is acid-catalyzed, which means that the acid concentration must have some bearing on the rate in terms of producing an equilibrium concentration of HS2O3– ions, The HS2O3– ion is a reactive intermediate, reacting further with additional S2O32– ions to produce polymeric ions containing multiple S atoms. When the chain of S atoms in a polymeric ion becomes long enough, it â€Å"closes† in on itself to form a ring of elemental sulfur (S8). â€⠀œ — S2O32– + H+ < — > HS2O3 —— – H—S—SO3– + nS2O32– > H—S—(S)n—SO3 + nSO32– – — – – H—S—Sn—SO3 < — > H+ + S—Sn—SO3 —— – S—S7—SO3 > S8 + SO32– –2–  © 2009 Flinn Scientific, Inc. All Rights Reserved. 91860 Discussion Sodium thiosulfate reacts with hydrochloric acid to form sulfur and sulfur dioxide (Equation 1). Na2S2O3(aq) + 2HCl(aq) > S(s) + SO2(g) + 2NaCl(aq) Equation 1 The kinetics of the reaction can be analyzed by graphing the concentration of Na2S2O3 as a function of both reaction time and 1/time. A plot of concentration versus time gives a curved line, which levels off as it approaches the x-axis—the reaction slows down as the reactant concentration decreases. The rate of a reaction is inversely proportional to reaction time.A plot of concentratio n of versus 1/time gives a straight line. The rate is directly proportional to concentration, and the reaction appears to be first order with respect to sodium thiosulfate concentration. Sample Data and Results Beaker 1 2 3 4 5 Volume of Na2S2O3 (mL) 50 40 30 20 10 Volume of H2O (mL) 0 10 20 30 40 [Na2S2O3], M 0. 15 0. 12 0. 090 0. 060 0. 030 Reaction time (sec) 22. 5 27. 3 35. 1 60. 0 159. 1 Reaction rate (1/time, sec–1) . 0444 . 0367 . 0285 . 0167 . 00629 180 160 140 120 100 80 60 40 20 0 0. 00 Effect of concentration on reaction time 0. 05 0. 10 0. 15 0. 20 Na 2 S2 O3 Concentration, M 0. 07 0. 6 0. 05 0. 04 0. 03 0. 02 0. 01 0 0. 00 Effect of concentration on reaction rate 0. 05 Na 2 S2 O3 Concentration, M 0. 10 0. 15 0. 20 –3–  © 2009 Flinn Scientific, Inc. All Rights Reserved. 91860 Connecting to the National Standards This laboratory activity relates to the following National Science Education Standards (1996): Unifying Concepts and Processes: Grades Kâ €“12 Evidence, models, and explanation Constancy, change, and measurement Content Standards: Grades 9–12 Content Standard A: Science as Inquiry Content Standard B: Physical Science, structure and properties of matter, chemical reactions, motions and forcesFlinn Scientific—Teaching Chemistryâ„ ¢ eLearning Video Series A video of the Rate of Reaction of Sodium Thiosulfate and Hydrochloric Acid activity, presented by Annis Hapkiewicz, is available in Rate Laws, part of the Flinn Scientific—Teaching Chemistry eLearning Video Series. Materials for Rate of Reaction of Sodium Thiosulfate and Hydrochloric Acid are available from Flinn Scientific, Inc. Materials required to perform this activity are available in the Reaction Order and Rate Laws—Student Laboratory Kit available from Flinn Scientific.Materials may also be purchased separately. Catalog No. Description AP4864 H0034 S0114 AP1572 GP1010 GP2005 GP2015 Reaction Order and Rate Laws—Student La boratory Kit Hydrochloric Acid, 3 M, 500 mL Sodium Thiosulfate Pentahydrate, Reagent, 500 g Timer, Stopwatch, Flinn Beaker, Borosilicate Glass, 100 mL Graduated Cylinder, Borosilicate Glass, 10-mL Graduated Cylinder, Borosilicate Glass, 50-mL Consult your Flinn Scientific Catalog/Reference Manual for current prices. –4–  © 2009 Flinn Scientific, Inc. All Rights Reserved. 91860