Volcanoes and Global Cooling Essay Example | Topics and Well Written Essays - 750 words

Volcanoes and Global Cooling - Essay Example The essay "Volcanoes and Global Cooling" talks about the climate changes, the effects of greenhouse gasses blamed for the global warming experienced in the world today. However, little attention has been given to the impacts of volcanic eruptions on climate change. Gray observed from the past volcanic reactions that the gaseous emissions released to the stratosphere particularly the sulfur dioxide can cause global cooling, which has the potential of impacting negatively on the climate. At the same time, the carbon dioxide released, being a greenhouse gas, also has the potential of enhancing global warming. The impacts of volcanic erupt on climate change have triggered intense debate over the past few years, according to Self and Rampino. However, based on the past eruptions, scientists have discovered that the eruptions release gasses that later on causes global cooling. According to Self and Rampino, climatologists have discovered that the sulfur dioxide released from the eruptions is what is responsible for the global cooling. In the stratosphere, sulfur particles block the incoming radiation warming the stratosphere thereby reducing the amount of incoming radiation effectively cooling the troposphere. According to Self and Rampino, during powerful volcanic eruptions, sulfur dioxide is released into the stratosphere, where it is oxidized and mixed with water vapor to form sulfuric acid. The process, according to scientists takes about one month while the particles formed have a lifetime of up to three years. The sulfate aerosols formed prevents radiation from reaching the earthâ€⠄¢s surface thereby resulting in global cooling. Self and Rampino note that past volcanic eruptions have lowered the earth’s average temperatures by up to half a degree for a period of up to one to three years (75). Benjamin Franklin is arguably the first scientist to notice the effects of volcanic eruptions on climatic change. According to Mass and Portman, Benjamin Franklin first noticed ‘dry fog’ in the summer of 1783 during his visit to Europe (566). Additionally, he observed during the winter that followed that Europe was abnormally cold. It is then that he suggested that the abnormally cold weather witnessed during the winter was the result of volcanic eruption. According to Mass and Portman, research conducted years later showed that the Laki Volcano in Iceland had indeed erupted in 1783 (566). Later on in 1816, Europe again experienced abnormally cold summer, when the year was nicknamed â€Å"Year without Summer† (Borowski par.3). Research conducte d discovered that the cool summer was the result of a great eruption that occurred on the Mt. Tambora in Indonesia a year before (Borowski par.3). Additionally, in 1883, peculiar colors and halos were observed around the sun and moon accompanied with vibrant sunrises and sunsets. According to Mass and Portman, the occurrence was the result of the eruption of Krakatau volcano in Indonesia in July 1883 (567). Study showed that the eruption of Krakatau had other world consequences, which included the loss of about 20-30% of direct solar radiation for three consecutive years after the eruption. This resulted in a very prolonged cooling effect in most parts of Europe and Asia. The climatologists also noted the strong evidence of the volcanic eruptions on climate change following 1982’s strong eruption of El Chichon in Mexico (Mass and Portman 569). Like Krakatau, the eruption of El Chichon released large quantities of dust, carbon dioxide, ash, and sulfur dioxide into the stratosp her

HERITAGE. The Labour Hall (Now - Lighthouse Cinema) in Petone, New Assignment

HERITAGE. The Labour Hall (Now - Lighthouse Cinema) in Petone, New Zealand - Assignment Example The author discussed the building because of its design value and the cultural value. Considering that the building was contracted in those old days, its design value even to the present days has some credibility the reason it is a heritage to the City. It also reflected the cultural value of the community surrounding due to the materials used in construction as well as the design itself (Sadzak, Rizvic, Dalton, and Chalmers 2007).The part of design in the building is the most privileged as the author is interested in the evolvement of the cultural values through the design value as it changes with time in relation to the time of its construction. The lesson learnt from this exercise is that narration of a particular built environment reflects so much on the culture of the surrounding community. The design of construction and the materials used tells more about the cultural values of a community (Sadzak, Rizvic, Dalton, and Chalmers 2007). Therefore, cultural values affect the design value of construction. In future, this experience will help in the designing process where the culture of a particular community goes hand in hand with the design value. Therefore, observation and evaluation is the best step to follow this

Gender Differences in Human Development

Gender Differences in Human Development Yaqin Albirawi Abstract This paper explores the discoveries concerning gender differences in human development. All research framework has been gathered from reliable sources that base their data on statistics and scientific findings. The main objective of this report is to indicate how males and females tend to differ greatly in their brain, cognitive, social-emotional, and moral development. Brain differences across genders occur as early as prior to birth, for male fetuses have a thicker right hemisphere as female fetuses. Scientists have also discovered male brains to be generally larger, but less symmetrical than female brains. In the very first days of life, a girl’s left hemisphere responds quicker to verbal sounds. In addition, even later in life, verbal IQ tests point out that girls are at a more verbal advantage, whereas boys are more skilled in visual and spatial abilities. Many believe this superiority is associated with levels of testosterone, a hormone known to be found in higher levels in males. Hormones found in men and women also have a great impact on their social-emotional development. Females are thought to be more emotional than men, however, males are as emotional. To be more accurate, each sex tends to process mental states in a different manner. Lastly, this report will cover how rules incorporated in a boys’ and girls’ games affect their moral reasoning later in life, causing boys to lean towards law and justice while girls leaning towards empathy and relations. For further research, this subject matter aims to call into question the methods of how individuals may parent, educate, and support their children using advantages their daughter or son’s brain may provide in order to succeed in their present environment. Introduction Amidst the advancement of today’s technological innovations, researchers around the world were able to reveal nearly 100 major differences between male and female brains (Jantz, 2014, p. 2). Acknowledging these differences may â€Å"help you to understand how to best use the advantages your brain provides, what to be aware of around the disadvantages, and how to make changes that will enhance your ability to succeed in your present environment† (O’Brien, 2007, p. 4). Gender differences can be tremendously visible and viewed from various points, however, the discoveries encountered exceed past what the eye can see. Having said that, males and females tend to differ greatly in their brain, cognitive, social-emotional, and moral development. Gender Differences in Brain Development The brain of males and females differs in its structure, function and the method of processing information. These differences initiate prior to birth, for male and female brains distribute tasks to each hemisphere in a dissimilar arrangement (Jantz, 2014, p. 2). Considering this information, research has revealed that boys lean towards having a thicker right hemisphere as early as they are fetuses (Eliot, 1999, p. 434). The most evident dissimilarity found in the brain across genders is the overall size. Generally, the human brain tends to be 8% larger in males than females (Eliot, 1999, pp. 431-432), nonetheless, females have a noticeably larger hippocampus and splenium of the corpus callosum (Jantz, 2014, p. 2) (Eliot, 1999, p. 432). White and grey matter, tissues of the brain and spinal cord, are also used in different amounts across genders; male brains apply seven times more gray matter in their activities, whereas female brains make use of approximately ten times more white mat ter, which is due to more blood flow in female brains (Jantz, 2014, pp. 1-2). Although identical in makeup, the level of neurochemicals managed in human brains varies between sexes as well (Jantz, 2014, p. 1). It is also said to be that women’s brains are more symmetrical than men’s (Eliot, 1999, p. 432). Correspondingly, women tend to be at an advantage when it comes to linguistic skills because although verbal centers are commonly found in the left hemisphere, women generally have them on the right hemisphere as well (Jantz, 2014, p. 2). This cognitive ability, alongside others, is stated to be due to the dissimilar process in which the brains of men and women are wired. Gender Differences in Cognitive Development Owing to the fact that the sequence of development of the various brain regions differs in males and females, this aspect also affects various points related to cognitive development. In the initial days after birth, a girl’s left hemisphere is quicker to respond to verbal sounds than a boy’s (Eliot, 1999, p. 434). Later in life, women continue to clinch on to this quick response as they are quicker at alternating between tasks (Jantz, 2014, p. 1). Assessments have shown that females tend to attain a higher level in matching items and recalling details after reading paragraphs and stories better than males do (Kimura, 1999, p. 2). Additionally, verbal IQ tests indicate that girls are expected to be more advanced in linguistic abilities, whereas boys are more advantageous when it comes to visual and spatial tasks, such as mental rotation, navigation, mathematics, and science (Eliot, 1999, p. 430). Given these spatial and strengthened motor skills, men throughout evolutio n were chosen to hunt animals successfully as women spent most of their time nursing and caring for their children, thus enhancing their linguistic skills (Eliot, 1999, p. 431). Females may also excel in this field because they have more operative communication between both hemispheres, this enables them to involve both sides of their brain to the same degree for many types of activities (Eliot, 1999, p. 432). Visual-spatial coordination is increased in boys through their engagement in activities, such as pushing trucks around and kicking soccer balls. Whereas playing with dolls increases a girl’s verbal skills through social interaction sorts of pretense play (Eliot, 1999, p. 433). However, the causes of these differences in cognitive development do not end here. Visual-spatial abilities are also associated with levels of testosterone found in each sex. Poor ability is caused by very high or low levels of testosterone. Therefore, women with high testosterone levels and men w ith low testosterone levels do best on tests linked with visual-spatial abilities. This phase occurs in women before their ovulation, whereas it arises in men during the spring (Wade, n.d., p. 4). These testosterone levels and the abilities covered may not only demonstrate a difference in cognitive development, but also provide purpose to how one deals with society and emotions surrounding their environment. Gender Differences in Social-Emotional Development An evident gender difference recognized by many societies around the world is the social-emotional developmental aspect in both men and women. Many believe that females tend to be more emotional than males, however, studies have discovered that emotional instability not only occurs in women, but also in men at equivalent levels (Wade, n.d., p. 4). Given that girls are more verbally emotive and use the right and left hemispheres of their brains when reacting to emotional events, they are capable of describing their feelings at a more advanced level than boys, giving them an impression of being more sensitive (McBride, n.d., p. 3) (O’Brien, 2007, p. 3). On the other hand, throughout the process of analyzing emotive memory, men may unintentionally move on to other tasks that are unlinked to feelings, making it seem as though they are avoiding their emotions (Jantz, 2014, p. 2). Relating back to an earlier topic, male and female bodies contain the same hormones, but in different a mounts. That being said, men have more amounts of androgens while women have more amounts of estrogen hormones (Wade, n.d., p. 2). Relatively, women’s moods and choice of partners relates to hormones that manage their menstrual cycles (Wade, n.d., p. 4). Women with high estrogen levels have a tendency to be involved in peaceful relationships and upholding connections. Serotonin, a neurochemical that is responsible for one’s sense of calmness, desires and aggression levels, is discovered to be 30% more present in women than in men, which may also contribute to the peaceful relations some women may maintain (O’Brien, 2007, p. 4). However, aggression and sex drive are due to testosterone, an androgen hormone, which is found higher in level in men (Wade, n.d., p. 3). Testosterone in a teenage boy’s body also causes him the desire to be left alone and reduce any type of social activity, with the exception of sex and sports (O’Brien, 2007, p. 1). Due to how males process testosterone, they tend to be more impulsive, competitive, aggressive, and need different methods than girls to relief stress (Jantz, 2014, p. 2). However, statistics have also presented that women tend to be four times more anxious than men (O’Brien, 2007, p. 3). Therefore, when faced with anxiety, stress or fear, women tend to stick together by maintaining their social connection as a way of sponsoring a sense of safety (O’Brien, 2007, p. 1). As indicated, many of these social-emotional points are noted to be commonly different across women and men due to convincing developmental causes. Gender Differences in Moral Development One development difference that may not be as noticeable as the preceding matter is females and males’ moral reasoning. Kohlberg’s moral development theory states that moral reasoning is concerned with justice and consists of six developmental stages that are placed into three levels: pre-conventional morality, conventional morality, and post-conventional morality (HHG notes, 2014). By means of this theory, women are unlikely to be present at the sixth stage, generally fixed in stage three, where a person’s moral reasoning is governed by pleasing others in the society. During childhood, games played by males usually contain rules, which lead them to be more concerned with authorized rules and reasonable techniques when resolving any arguments and fights in the future. As for girls, it is more probable for them to end a game rather than continue it, for their relationships are more important to them. Unlike men and their rules, women base their moral reasoning and resolve moral dilemmas by relating their problems to their relation with the person, and giving thought to who will be least hurt in the process (Travis, 1982, p. 1). Correspondingly, Carol Gilligan, another theorists, states that females may reflect upon care, relationships, and connections, rather than justice and law, in their moral reasoning when faced with a moral dilemma (Donenberg Hoffman, 1988, p. 1). Gilligan found that women are placed at a lower level on Kohlberg’s scale than men because they put themselves in the place of the other person and account for the relation they have with that individual. On the other hand, men place higher because they detach themselves from society, making the process of relating to the dilemma that much easier (Donenberg Hoffman, 1988, p. 2). This is further proved when relating moral thinking to sexual behaviour and the outcome of it. For example, research states that when having sex, women think about the aftermath while men focu s on the activity itself. One may be able to indicate that females tend to believe that social hierarchies will ruin relationships, while males believe it will build them (McBride, n.d., p. 3). As a result, men and women seem to grow unalike when approaching a moral dilemma. Conclusion As with every other aspect of human development, researchers have proven many concrete and perceived differences across genders provided by variances found in their brain, cognitive, social-emotional, and moral development. The structure, function, and method of processing information are three of the many dissimilarities found in brains of men and women. On account of these differences, numerous cognitive ability variances, such as verbal skills favouring women and motor skills favouring men, arise. In addition, this verbal superiority reasons why many individuals believe that women tend to have an edge over men when regarding self-awareness, emotions, and empathy toward others. Consequently, unlike men, rather than forming their reasons by referring to the law, women tend to reflect upon social relations and connections. Therefore, â€Å"understanding gender differences from a neurological perspective not only opens the door to greater appreciation of the different genders, it als o calls into question how we parent, educate, and support our children from a young age† (Jantz, 2014, p. 2). References Donenberg, G. R. Hoffman, L. W. (1988). Gender differences in moral development. Sex Roles, Vol. 18. Retrieved from http://deepblue.lib.umich.edu/bitstream/handle/2027.42/45582/11199_2004_Article_BF00288055.pdf?sequence=1 Eliot, L. (1999). What’s going on in there? How the brain and mind develop in the first five years of life. United States: Bantam Books. Jantz, G. L. (2014, February 27). Brain differences between genders. Psychology Today. Retrieved from www.psychologytoday.com/blog/hope-relationships/201402/brain-differences-between-genders Kimura, D. (1999). Sex differences in the brain. Scientific America. Retrieved from http://www.ucd.ie/artspgs/langimp/genderbrain.pdf McBride, W. (n.d.). Boys will be boys, girls will be girls. Center for Recruitment and Retention of Mathematics Teachers. Retrieved from http://crr.math.arizona.edu/GenderKeynote.pdf O’Brien, G. (2007, Fall). Understanding ourselves: Gender differences in the brain. Columbia Consultancy. Retrieved from http://www.columbiaconsult.com/pubs/v52_fall07.html Travis, C. (1982, May 2). Women and men and morality. The New York Times. Retrieved from http://www.nytimes.com/1982/05/02/books/women-and-men-and-morality.html Wade, L. (n.d.). The new science of sex differences. WordPress. Retrieved from http://lisawadedotcom.files.wordpress.com/2011/02/wade-forthcoming-the-new-science-of-sex-differences.pdf

The Contributions of Adam Smith and John M Keynes to the Study of Economics :: Adam Smith, John M Keynes

Adam Smith was the founder of economics, as we know it today. His thoughts have shaped modern ideas about the market economy and the role of the state in relation to it. Smith laid the intellectual framework that explained the free market (which still holds true today) and laissez-faire. Both are connected with the underlying theme of economic growth. Smith's analysis is not confined to showing the interrelation between the different elements of a continually maintained system. It also explains how the system can generate the continual accumulation of wealth. And since, according to Smith, this process is most successful when left to the play of natural forces, his analysis leads him to urge governments to let well alone. Laissez-faire government believes commerce and trade should be permitted to operate free of controls of any kind; there should be no tariffs or other barriers. The direct translation from the French language is â€Å"leave alone to do†, which is self-explanatory. He is most often recognized for the expression "the invisible hand," which he used to demonstrate how self-interest guides the most efficient use of resources in a nation's economy, with public welfare coming as a by-product. It simply encourages businesses to provide what consumers want and at the same time it discourages government involvement. He believed that the only responsibilities of the government should be to define property rights, set up honest courts, impose minor taxes and subsides to compensate for well defined and narrowly specified â€Å"market failures†. To underscore his laissez-faire convictions, Smith argued that state and personal efforts, to promote social good are ineffectual compared to unbridled market forces. Adam Smith explained that a monopoly charges any price that it chooses, robs consumers and makes countries less efficient and poorer. Competition, he said, means that businesses try to charge the lowest price possible, so consumers get maximum value for money. If they can buy more, they support more jobs in the economy and the country grows richer. Without the police stopping competition, he said, monopolies cannot survive for long. Around the world today, government monopolies and other bad practices are under major assault from Adam Smith's ideas. Adam Smith believed that strong government was a great necessity, particularly to create and enforce laws and to ensure justice. He believed in a democratic partnership between government and the people, but knew that each should do what it does best - businessmen should not control the justice system, nor should government try to run businesses.

Belonging Essay ‘Romulus My Father’, ‘the Lost Thing’ and ‘the Catcher in the Rye’

Our search for who we are is fuelled by our innate desire to achieve a sense of acceptance and belonging. Belonging doesn’t just happen; it involves many factors and experiences in order to feel that you truly belong. Feeling a sense of inclusion can enrich our identity and relationships and can lead to acceptance and understanding. In order to understand who we are we need to belong and this is effectively represented in Raimond Gaita’s memoir ‘Romulus My Father,’ Shaun Tan’s ‘The Lost Thing’ and JD Salinger’s ‘The Catcher in the Rye. An individual’s interaction with others and the world around them can enrich or limit their experience of belonging to an environment. ‘Romulus My Father’ demonstrates this through the profound sense of acceptance that exists within Raimond. He delivers his observations in a reflective and thoughtful tone, particularly in his recollections of his father, as he â€Å"loved him too deeply†¦ no quarrel could estrange (them)† and felt a genuine sense of familial belonging. This is also evident even after Christine dies. He observed, â€Å"We came together as son and husband with the woman whose remains lay beneath us. † Juxtaposed against Raimond’s belonging is the suffering of Christine in her displacement. Christine struggles to be the mother that society expects her to be, and her inability to relate and conform is described by Raimond as, â€Å"a troubled city girl, she could not settle†¦ in a landscape that highlighted her isolation. † Raimond’s despondent tone conveys how Christine could not fit into the community and in Australia. As a result, her isolation and alienation lead her to betray the institution of family juxtaposed by â€Å"I felt awkward with her,† which shows that Raimond’s relationship with his mother has lost the familial belonging it once contained. Similar to Christine’s feelings of estrangement, Romulus â€Å"felt like a ‘prisoner’ in Australia,† that was looked down upon and unwanted, resulting in a sympathetic response from the reader. Throughout the novel, we witness Romulus facing and struggling with these opposing pressures. Feelings of estrangement and an inability to simply ‘fit in’ are similarly explored in Shaun Tan’s â€Å"The Lost Thing†. Tan explores the attitude and bitterness towards things that do not belong, and the intricacies of a world that directly reflects society and its inability to accept differences. The fundamental need to belong can consequently result in many altering themselves in order to conform to societal expectations. Feeling a sense of belonging and acceptance involves facing many pressures and difficulties, which are clearly demonstrated by Tan. The Lost Thing is largely ignored and hardly noticed by the community, despite its bright red colour and large appearance that makes it stand out to the reader as it is juxtaposed with the dull and industrialized background. However, regardless of it curious appearance and obvious presence, the community is self-absorbed, too preoccupied with their ritual habits to even notice it. Towards the end of the book, it becomes clear that there are many other lost things that regularly appear in the city, but their presence can only be measured by the minimal extent to which they are noticed. This demonstrates the negative attitudes directed towards people or things that do not stereotypically fit in with the rest of society. Tan also explores the sense of belonging created in such a detached environment. The citizens of the organised community develop a sense of identity by conforming to the rule of society and following the organised standardizations, as demonstrated through the reoccurring motif of the identical houses drawn in neat columns. Ultimately for them to be accepted, they exclude others. Attaining a sense of ‘belonging’ can act as a nurturing force for notions of identity, bringing fulfillment and enrichment of character and this is clearly demonstrated throughout JD Salinger’s novel ‘The Catcher in the Rye,’ through the protagonist nature of Holden Caulfield. Holden seems to be excluded from and victimized by the world around him. As he mentions to his professor Mr. Spencer, he feels trapped on â€Å"the other side† of life, and he continually attempts to find his way in a world in which he feels he doesn’t belong. Part of Holden’s alienation is a result of his inability, or perhaps unwillingness to grow up. Holden is fearful of adulthood, claiming that adulthood is world of superficiality and â€Å"phonies. † We are constantly reminded of Holden’s war against â€Å"phonies†, ironically reflecting on Holden’s phoney and fake personality. Like a child, Holden fears change and is overwhelmed by the complexity, but he is too out of touch with his feelings to admit it. Instead, he spends much of his time criticizing others. When are you going to grow up? † Carl Luce makes it apparent to Holden that he must grow up and move on from his issues which are holding him back. In the conclusion of his journey, Holden is able to gain a sense of belonging and acceptance within his sister Phoebe. Although losing his brother Allie was incredibly hard, Holden finds comfort in his close relationship with his sister and is able to move on willingly. The feeling of acceptan ce involves many factors and experiences. The innate desire to belong and ramifications of not belonging are clearly represented within ‘Romulus my Father’. The struggles of belonging in the self-absorbed organized society of ‘The Lost Thing’ clearly demonstrate our basic need to be accepted. JD Salinger is able to prove that a sense of belonging comes from a sense of identity within ‘The Catcher in the Rye. ’ Belonging can enrich our identity and relationships and can lead to acceptance and understanding.

Seperating Metal Cations Using Paper Chromatography

Lab #3 Separating Metal Cations by Paper Chromatography Introduction/Purpose: In chemistry, it is important to effectively analyze the components in a given mixture. In order to do so, chemists will analyze a mixture either qualitatively or quantitatively using different methods and equipment. Qualitative analyses are subjective, and only gather â€Å"non-numerical† data such as the color, appearance, and smell of the components. This data is intended to obtain physical information on the components present.While quantitative analyses are objective, and use â€Å"numerical† data to gather the quantity of the components present. Quantitative data can be given in terms of height, area, volume, weight, speed, time, temperature, etc. Each method of data analyses provides chemists with specific types of information that can be used to draw conclusions about the experiments they have performed. This lab utilized both quantitative and qualitative data by using the Paper Chroma tography method for determining the metal cations present in an unknown sample.This was performed by using reagents that reacted with the metal cations deposited on the paper. The retention factor of each known cation was calculated in order to determine which metal cations were present in two unknown samples. Objective: Effectively use Paper Chromatography to analyze quantitative and qualitative data of different metal cations, in an effort to correctly identify two unknown samples of metal cations, by comparing them against a chromatogram with known component reactions.This lab also aids in better understanding the importance of developing a chemist’s observation and data recording methods, as some of the reactions are faint, or may degrade over a short period. Material & Equipment: 1) Personal Protective Equipment (PPE) 2) 600 ml beaker 3) Plastic wrap 4) Rubber band 5) (3) Paper filters 6) (2) 11 x 14 cm pieces of chromatographic paper 7) Pencil 8) Metric ruler 9) Capilla ry tube 10) Paper towels 11) 10 ml of 6M HCL 12) 35 ml of Acetone ((CH3)2CO) 13) Metal cations- Iron(III), Cobalt(II), Nickel(II), and Copper(II) 14) Two unknown sample cations 5) Reagents: Potassium ferrocyanide, Potassium thiocynate in acetone, Dimethyl glyoxime in ethanol 16) 50 ml beaker with 25 ml of ammonium hydroxide 17) Fume hood Procedure/Methods: 1) *See the attached pre-lab outline for the procedure/order of operations used in completing this lab experiment* 2) *The procedure was altered at step #9 with direction from the lab instructor. Chromatogram #2 was not spotted with the four known metal cations. * Three pieces of filter paper were used to practice spotting with the four known metal cations.The filter paper was folded into four separate sections and a small sample of the known metal cation was spotted onto a marked point. This process was repeated for each piece of filter paper. Filter sample #1 was spotted using potassium ferrocyanide; filter sample #2 was spotted using potassium thiocynate in acetone; and filter sample #3 was spotted using dimethyl glyoxime in ethanol. Using three separate samples allowed the group to analyze the qualitative results (color change) of the interactions with each of the four metal cations.This provided preliminary data that was used to hypothesize which compound would be best to spot the known metal cations on chromatogram #1. After reviewing both the interaction results, and the retention values (RF), we then determined which reagent provided the most identifiable interaction with each of the metal cations. Equation 1. [pic] Data: *See attached Data Sheets* Results: The lab instructor reported the results of the correct unknown metal cations as follows: 1) Unknown #1 = Copper ) Unknown #2 = Iron and Nickel As shown on Data Sheet #2, our lab group concluded that the unknown metal cations were as follows: 1) Unknown #1 = Cobalt 2) Unknown #2 = Iron Qualitative Data (Chromatogram #1): The first observations made of chromatogram #1 were those of the physical changes in the color of the metal cations after they were exposed to the developing solvent. The colors observed for the metal cations were as shown by the corresponding bar graph in Figure 1 below.Copper = Light Brown, Nickel = Pink, Iron = Blue, and Cobalt = Green Quantitative Data (Chromatogram #1): After the qualitative observations were analyzed and recorded, the spotted sections of each metal cation were marked with a pencil at the highest migration distance of the substance. This measurement was then used in calculating the Rf value of each metal cation, using Equation 1 above, and represented in Figure 1 below. Copper = . 7, Nickel = . 1, Iron = 1, and Cobalt = . 5 Figure 1. [pic] Qualitative Data (Chromatogram #2):The first observations made of chromatogram #2 were those of the physical changes in the color of the metal cations after they were exposed to the developing solvent. The colors observed for the metal cations were as shown by the corresponding bar graph in Figure 2 below. Unknown #1 = Green, and Unknown #2 = Blue Quantitative Data (Chromatogram #1): After the qualitative observations were analyzed and recorded, the spotted sections of each metal cation were marked with a pencil at the highest migration distance of the unknown substance.This measurement was then used in calculating the Rf value of the unknown metal cations, using Equation 1 above, and represented in Figure 2 below. Unknown #1 = . 41 and Unknown #2 = . 91 Figure 2. [pic] Conclusion: The qualitative and quantitative data of the known metal cations from chromatogram #1 were used to determine the metal cations that composed Unknown sample #1 and #2, in chromatogram #2. Unknown #1 was developed using KSCN/acetone, and Unknown #2 was developed using K4Fe(CN)6. However, it is unknown why we chose to use that reagent as opposed to the other two available.It is also clear that a deviation from the procedure caused us to erroneously streak our chromatogram unknowns with only one reagent. Failing to spot and streak chromatogram #2 with all reagents prohibited our ability to analyze the sample after exposure to all reactions. As shown from the results of the filter paper samples, we were able to see qualitative changes on Fe, Cu, and Co with the use of potassium ferrocyanide, Fe, Cu, and Co with the use of potassium thiocynate in acetone, and Fe, Co, and Ni with the use of dimethyl glyoxime in ethanol.Although the colors in each reaction were different with each of the reagents used on the filter paper samples, the use of each reagent would have provided us with a number of visual changes to identify. Those observations would have been marked, and prompted more calculations of the Rf values associated with each reaction, allowing for a more thorough evaluation and determination of the unknown metal cations present.Although we were able to accurately detect the presence of Fe in unknown sample #2, it is evident that if the chromatogram had been exposed to the dimethyl glyoxime in ethanol, we would have detected the Ni as well. The exposure of the filter sample containing the Ni, to dimethyl glyoxime in ethanol, yielded the only visual reaction, out of all three reagents tested. This labs results further solidify the need to conduct the procedure as thoroughly as possible, and if there are feelings of inadequacy, we perform the procedures that we feel will enable us to procure the most accurate results.