How to Make a Storm Glass to Predict the Weather

You may not feel the approach of impending storms, but the weather causes changes in the atmosphere that affect chemical reactions. You can use your command of chemistry to make a storm glass to help predict the weather. Storm Glass Materials 2.5 g potassium nitrate2.5 g ammonium chloride33 mL distilled water40 mL ethanol10 g natural camphor How to Make the Storm Glass Dissolve the potassium nitrate and ammonium chloride in the water.Dissolve the camphor in the ethanol.Add the potassium nitrate and ammonium chloride solution to the camphor solution. You may need to warm the solutions to get them to mix.Either place the mixture in a corked test tube or seal it within glass. To seal glass, apply heat to the top of the tube until it softens, and tilt the tube so the glass edges melt together. If you use a cork, wrap it with parafilm or coat it with wax to ensure a good seal. An advanced version of a cloud in a bottle, a properly prepared storm glass should contain colorless, transparent liquid that will cloud or form crystals or other structures in response to the external environment. However, impurities in the ingredients may result in a colored liquid. Its impossible to predict whether or not these impurities will prevent the storm glass from working. A slight tint (amber, for example) may not be cause for concern. If the solution is always cloudy, its likely the glass wont function as intended. How to Interpret the Storm Glass A storm glass may present the following appearance: Clear liquid: bright and clear weatherCloudy liquid: cloudy weather, perhaps with precipitationSmall dots in the liquid: potentially humid or foggy weatherCloudy liquid with small stars: thunderstorms or snow, depending on the temperatureLarge flakes scattered throughout the liquid: overcast skies, possibly with rain or snowCrystals at the bottom: frostThreads near the top: wind The best way to associate the appearance of the storm glass with the weather is to keep a log. Record your observations about the glass and the weather. In addition to the characteristics of the liquid (clear, cloudy, stars, threads, flakes, crystals, and the location of crystals), record as much data as possible about the weather. If possible, include temperature, barometer readings (pressure), and relative humidity. Over time, youll be able to predict the weather based on how your glass behaves. Keep in mind, a storm glass is more of a curiosity than a scientific instrument. Its better to allow the weather service to make predictions. How the Storm Glass Works The premise of the functioning of the storm glass is that temperature and pressure affect solubility, sometimes resulting in a clear liquid and other times causing precipitants to form. In similar barometers, the liquid level moves up or down a tube in response to atmospheric pressure. Sealed glasses are not exposed to the pressure changes that would account for much of the observed behavior. Some people have proposed that surface interactions between the glass wall of the barometer and the liquid contents account for the crystals. Explanations sometimes include effects of electricity or quantum tunneling across the glass. History of the Storm Glass This type of storm glass was used by Robert FitzRoy, the captain of the HMS Beagle during Charles Darwins voyage. FitzRoy acted as meteorologist and hydrologist for the journey. FitzRoy stated storm glasses had been made in England for at least a century before his 1863 publication of The Weather Book. He had started to study the glasses in 1825. FitzRoy described their properties and noted there was a wide variation in the functioning of the glasses, depending on the formula and method used to create them. The basic formula of the liquid of a good storm glass consisted of camphor, partially dissolved in alcohol; along with water; ethanol; and a bit of air space. FitzRoy emphasized the glass needed to be hermetically sealed, not open to the outside environment. Modern storm glasses are widely available as curiosities. The reader may expect variation in their appearance and function, as the formula for making the glass is as much an art as a science.

Bus520 Week 3 Assignment Bus 520 Week 3 Assignment

BUS 520 BUS520 Complete Course Download Answer here visit www.workbank247.com http://workbank247.com/q/bus520-bus-520-complete-course-week-1-to-week-11/11582 http://workbank247.com/q/bus520-bus-520-complete-course-week-1-to-week-11/11582 BUS520 Week 1 Discussion Does diversity in the workplace really make a difference? And is it really so bad if employees aren’t satisfied with their jobs? Please respond to the following: * Watch the video titled â€Å"Diversity’s real power† (2 min 6 s) from Management Tips with Todd Dewett, located at http://www.lynda.com/Business-Business-Skills-tutorials/Diversitys-real-power/126132/174433-4.html?org=strayer.edu. Investigate two to three (2-3) reasons why diversity is important to an organization’s†¦show more content†¦Batool, B. F. (2013) Emotional Intelligence and Effective Leadership. Journal of Business Studies Quarterly, 4(3), 84-94. (Note: Available in the Strayer Library) Robbins, S. P., amp; Judge, T. A. (2015). Organizational behavior (16th ed.). Upper Saddle River, NJ: Prentice Hall. (Note: Refer to Chapter 3) Prepare an eight to ten (8-10) slide presentation in which you: Fully explain emotional intelligence, and give two (2) examples of the concept. Next, examine the concept of â€Å"emotional quotient† compared to traditional â€Å"intelligence quotient.† Suggest two to three (2-3) reasons why leaders’ need emotional intelligence to manage today’s workforce. Speculate on at least two (2) possible consequences should a leader not possess emotional intelligence. Explore the elements of emotional intelligence that leaders must be aware of to increase leadership effectiveness. Recommend a strategy that the organization could undertake in order to improve the social skills of leaders within the organization and thereby positively influence their emotional intelligence. Support your recommendation with specific examples that illustrate why the strategy would be effective. Include speaker’s notes for each slide to

World War 1 Free Essays

â€Å"Le feu tue† (‘Firepower kills’) Henri-Philippe Petain – 1916 Verdun. World War 1 is often called â€Å"the first modern war†. During World War 1 many new kinds of weapons and technology were invented and improved. We will write a custom essay sample on World War 1 or any similar topic only for you Order Now Some of these weapons included tanks, chemical gases, grenades, and machine guns. Chemical Warfare was used for the first time on a large scale in World War I. many advancements were made during the war; in the air, on the ground, and in the sea. World War 1 started by a conflict and was fought between countries that were equipped with modern weapons. Some of these weapons rose and were very powerful like machine guns and others declined like bayonets. Both weapons and technology made a drastic impact on World War 1.Land battles were mostly fought on both the Western and Eastern fronts. Soldiers were surrounded by new technology and weapons that helped throughout the battlefield but also caused danger/death. Soldiers experienced a great deal of hardship while fighting on the fronts. The western front consisted of small parts in Europe, most of the fighting took over in France and Belgium. The eastern front was made up of battlefields in Eastern Europe, especially in Russia.†But on the last day an astonishing number of English field guns opened up on us with high-explosive, drumming ceaselessly on our position, so that we suffered heavily and came back only eighty strong† (1.4). Land war started by the use of Machine guns. Machine guns were the first and most famous weapon used in war, they are claimed to be the most dangerous weapon because the killed numerous lives during the war. Machine guns were invented by the Americans, however the idea was stolen by the Germans. Machine guns at the time could fire up to 500 rounds per minute, but they were very heavy and they were very heavy. They had to be used by well trained men who knew how to setup a gun and operate it quickly. Tanks were armored steel plated, belt tired, and heavily armed combat vehicles. First use of tanks on a battlefield was the use of british mark 1 tank at the battle of flers courcelette in 1915. The french soon followed the idea and created renault FT, which established the look of tank we see today. The germans never got to producing their own tanks in WW1. The only german design of war was the A7V. Flamethrowers were first invented by a German inventor named Richard Fiedlar. The flamethrower was designed to be carried on soldiers backs. It had two tanks, one that carried flammable liquid and the other that carried propellant gas. The squeeze of the trigger would send shooting flammable liquid up to 18 meters away, it was a weapon used to shoot big flames of fire against its enemies. It was used to burn soldiers and wooden obstacles such as bunkers. The germans used these flamethrowers to attack more than 650 soldiers, mainly the British and French. Small bombs thrown by hand or shot by a rifle attachment were called grenades/bombs. Germans are the ones who created and mostly used these grenades during war. The British made their own model of a grenade but it needed more work. By the year of 1917 all troops were required to carry extra grenades to capture and hold them against their enemies. Poisonous gas was introduced by the Germans in 1915. It is toxic smoke that can be very deadly if inhaled by humans. When the gas is inhaled it burns and liquidizes your lungs which causes death. If wind currents occurred while soldiers threw the gas at their enemies then it could easily be brought back to them and kill them. The only way to avoid the poisonous gas was to urinated on a cloth and hold up to ur mouth and nose. However over time gas mask kits were provided to the soldiers. Airplanes were very recent they were invented by the wright brothers 11 years ago. Airplanes were simple machines, more like to birds than anything else. The first missions were carried out as observation. Most airplanes at the time were slow/flimsy contraptions with barely enough power to lift a single pilot and perhaps one passenger. Airplanes technology developed throughout war they became very important/useful.In the beginning of the war most soldiers used the planes to spy on their enemies strategies. These planes usually carried a pilot and a photographer who would photograph the soldiers positions. The use of planes became very popular during war, it became a crucial part in achieving victories. One of the first contributions in the war was at the first battle of marne were reconnaissance planes spotted a gap in the german lines. The allies attacked the gap and were able to split the german army and drive them back. Fighter planes came into the war when they wanted to stop the reconnaissance planes. With more planes in the skies, enemy pilots began to fight each other in the air. At first, they tried throwing grenades at each other or shooting with rifles and pistols. It was useless and it didn’t work very well. Pilots soon found out that the best way to shoot down an enemy is to mount a machine gun to the plane. However because the machine gun was mounted to the front of the plane the propeller would get in the way of the bullets. Soon a new invention called the â€Å"interredur† was invented by anton fokker, it allowed the machine gun to be synchronized with propeller, all planes started using this invention. As the war progressed, both sides began to use airplanes to drop bombs on enemy locations. The first planes used for bombings were made by the russians and could only carry small bombs and they were very powerless to attack from the ground. By the end of the war, faster long range bombers were built that could carry much larger weight bombs.Germany used zeppelins to drop bombs on targets from far away. These were slow moving but could carry a large load of explosives. Zeppelins were filled with hydrogen, so a small spark could blow up the entire aircraft. As the war continued it became useless because of the fast fighter planes that were used.The battles at sea were known as naval battles. These battles mainly took place in the northern sea and the atlantic. How to cite World War 1, Papers World War 1 Free Essays World War 1 was different than any other wars that came before it by that it was the first war fought in on many continents, as well it was the first war where chemical weapons were used, and it was the first total war. The total number of casualties in World War 1 was 37 million. There were 9 million killed, 20 million wounded and others that weren’t were most likely dead. We will write a custom essay sample on World War 1 or any similar topic only for you Order Now The expectations before the war started was a reason why the war began because people thought it was going to be a short, bloodless war and that there was going to be easy victory. According to Nial Ferguson, millions of Europeans saw war as the way to save their honor, as well as to solve internal and international problems that needed to be resolved. What were the major causes of World War 1 and could it have been avoided? The major causes of World War 1 were economic, intellectual, political, and geographic causes. If they could’ve avoided the war they would’ve avoided it because if they would’ve thought about the consequences that the war was going to bring to them, they would’ve never been involved in it. Document # 1 is a chart of comparison of France’s, England’s, and Germany’s naval forces from 1890-1910. Document # 1 shows a political, economic, and geographic cause for World War 1. All three countries believed in militarism. Militarism is the belief that a country should maintain capability and be prepared to use it to defend their country. Governments were in conflict and militarism was a way to become superior to other countries. Tension was building up between some European countries. When one country saw that another’s country’s military was becoming stronger, the country would become â€Å"scared† and work on getting their military stronger. The chain went on and on like that with several countries. From 1890-1910, France went from 2 million tons to 10 million tons, England went from 10 million tons to 50 millions tons, and Germany went from 1 millions tons to 43 million tons. In order to build there naval forces, it takes a lot of money. The countries would use their colonies and what they’ve been able to gain from the industrial revolution. Not only that, but the navy had to fight in different parts of the world. Document # 2 is a map of Europe on the eve of World War 1. Document # 2 shows a political cause for World War 1. There was two different alliance systems. There was the triple alliance system and the triple entente system. The triple alliance system was a treaty between Germany, Austria-Hungary, and Italy, these countries were known as the Axis. The triple entente system was an entente between Great Britain, Russia, and France, these countries were the central powers. Since these countries had treaties with each other, that meant that, they would have to back each other up in case of a war. As this happened, more and more tension stimulated between the counties that they weren’t even thinking what could happen if the were to really occur. Everyone expected the war to be short, bloodless, but eventually they would find out whether that was going to be true or not. Document # 3 is an excerpt that outlines accusations against Serbia by Austria-Hungary. Document # 3 shows an intellectual cause for World War 1. The authors of this document are Austro-Hungarians, and they’re criticizing Serbian nationalism. Nationalism is a patriotic feeling for your country, it was the big idea of the war. Nationalism can be seen in two different ways, a bomb and a magnet. A magnet symbolizes unification, which in this case is Serbia uniting. A bomb symbolizes destruction, which in this case is Austria-Hungary’s imperial power, which could be destroyed. The spark to World War 1 was when a Serbian assassinated Franz Ferdinand and his wife. Of course there was a lot of criticism from Austria-Hungary. â€Å"[T]he Royal Serbian Government has done nothing to repress these movements. It has permitted the criminal machinations or various societies and associations directed against Monarchy†¦Ã¢â‚¬  Document # 4 is a quote. Document # 4 shows an intellectual and political cause for World War 1. This quote shows how nationalism and resentment was a cause that led to the war. â€Å"The French wanted revenge for the loss of territory to Germany†¦Ã¢â‚¬  and â€Å"Russia resented the growing influence of Germany in Eastern Europe. † and â€Å"Germany resented the desire of France and England to keep Germany week and underdeveloped. † Each country had a lot of pride in their country, and would eventually lead to hating the other countries and not trusting them. Each and county and its government were willing to do anything to make their country look superior. You can say that all countries were very ethnocentric. Ethnocentrism is the belief in the superiority of one’s own ethnic group. Document # 5 is a political cartoon. Document # 5 shows a political and geographic cause for World War 1. The cartoon shows John Bull representing Great Britain, and he’s holding all the colonies that Britain has colonized. Next to him are other figures representing counties like Russia, USA, Italy, France, Turkey and Germany, they’re starting at him almost with hatred. Colonies were a great source of raw materials and market for goods. All of these countries governments were in competition for colonies, it was all about imperialism. Imperialism was the policy of extending the rule or authority of an empire or nation over foreign countries. As other countries saw Britain expand, they as well wanted to do the same, therefore resulting in completion, eventually even turning out to be war. Document # 6 is two quotes from two secret treaties, one from Bismarck and the other from Nicholas the second. Document # 6 shows a political and geographic cause for World War 1. Governments were uniting with other governments, forming alliances, promising to support each other. Countries kept trying to get other territories on their side, which would case a lot of tension. In one of the quotes, Germany claims that they just simply want to protect themselves from Britain, Russia, and France. Austria-Hungary was a very multi-ethnic country and in the second quote they were claiming that they would defend all Slavic peoples, because they were cousins to them. It was like each country started taking sides, creating a lot of tauten. Document # 7 is a chart showing colonial possessions in Africa in 1914. Document # 7 shows a geographic, political, and economic cause for World War 1. Germany was very resented with how many colonies France and England had taken over, they felt as though they were getting the â€Å"leftovers†, which resulted in them feeling humiliated and being angry. All the countries wanted to colonize because colonies were a great source of raw materials and market for goods. Germany wanted an empire, and Germany and Italy got late because at first they were divided into city-states. Later on in the mid-19th century, Germany and Italy, alone united their countries, but unfortunately France and Britain had already colonized many countries. As the chart shows, France had colonized 7 countries and England had colonized 9 countries. Germany was left with 4 counties and Italy was left with 3 countries. In conclusion, the powers that fought the war didn’t really know what the consequences of the war would be. Millions of people ended up dead and wounded because of World War 1. The economic consequence was that the countries were so destroyed that there was starvation. The consequences for the Tsar of Russia and his country were that, he was killed along with his family and there was a socialist revolution. Empires like Austria-Hungary and Germany collapse. There as a legacy for the world from the Armenian massacre, it was the first time that genocide was committed against them. The intellectual cause for the lost generation was that they all loose the will to live and they’re afraid of another war. The war sew the seeds for another world war, because of the unfair treaty of Versailles, there was a lot of anger and Hitler used it to gain power, eventually leading to World War 2. How to cite World War 1, Essays

Earthworms Essay Example For Students

Earthworms Essay EARTHWORMSEarthworms are classified as Annelida. Annelida mean little rings which refers to the many segments in their body. The structure of an earthworms body is made up of more than one hundred segments separated by partitions that divide the coelum. All segments are identical except by the anterior and posterior ends. The anterior segments reflect the cephalization that is an adaption of burrowing. The head of the earthworm contains the sense organs. The muscle lines that make up the interior body wall are circular and longitudinal. Earthworms move by anchoring some segments by their setae and contracts the circular muscles in front of those segments, producing fluid pressure in the anterior coelom cavities. The anterior setae grip the ground, the longitudinal muscles contract pulling the posterior along. Earthworms burrow and feed on soil and organic matter at the same time. They digest the organic matter and eliminate wastes and undigested matter as dirt and feces called castings. Earthworms are good for the soil because they sucked up soil into the by the muscular pharynx. The soil then passes through a tubelike esophagus to a temporary storage called a crop, and from there to the gizzard. The gizzard walls grind the soil, releasing and breaking up organic matter. Through the earthworms body via a closed circulatory system it transports oxygen, nutrients, and wastes. The blood travels from the anterior to the posterior through ventral blood vessel and then forward through a dorsal vessel. Aortic arches are five tubes that link the major vessel near the anterior. Smaller vessels branch into each segment of the body. Earthworms have no respiratory system or no gills. Carbon dioxide and oxygen diffuse directly across the skin. This process can only happen if the skin is moist. Earthworms secretions of mucus and a thin cuticle help keep the skin moist. Through a long tube called nephridia the earthworms eliminate nitrogenous wastes. Earthworms are sensitive to touch, light, vibrations, moisture, chemicals, and temperatures. Other sense organs and the nerves that control individual muscle contractions are present in each segment. Earthworms are hermaphrodites, but one worm cannot fertilize it own eggs. When earthworms are join to head to tail its called mating. Together they form a mucus around each other. They both inject sperm into the mucus. One of their sperms goes to a pouchlike seminal receptable. After a several days a mucus and chitin sheath is secreted by the clitelllum a swelling around the sex organs. When the worm wriggles to slip the sheath off its body, eggs, and sperm are joined and fertilization occurs. Animal Science