How to Build a Baking Soda Volcano Science Fair Project

Step by step instructions to Build a Baking Soda Volcano Science Fair Project The heating pop and vinegar spring of gushing lava is what might be compared to a fountain of liquid magma. Clearly, its notâ the realâ thing, however its cool no different! The heating soft drink well of lava is likewise non-poisonous, which adds to its allure. It is a great science venture which can assist kids with finding out about compound responses and what happens when a spring of gushing lava emits. This venture takes around 30 minutes to finish. Did You Know? The cool red magma is the aftereffect of a concoction response between the heating pop and vinegar.In this response, carbon dioxide gas is delivered, which is additionally present in genuine volcanoes.As the carbon dioxide gas is created, pressure develops inside the plastic container, until the gas bubbles (on account of the cleanser) out of the fountain of liquid magma. Fountain of liquid magma Science Project Materials 6 cups flour2 cups salt4 tablespoons cooking oilwarm waterplastic soft drink bottledishwashing detergentfood coloringvinegarbaking dish or another pan2 T preparing pop Make the Chemical Volcano To begin with, make the cone of the preparing soft drink spring of gushing lava. Blend 6 cups flour, 2 cups salt, 4 tablespoons cooking oil, and 2 cups of water. The subsequent blend ought to be smooth and firm (more water might be included if needed).Stand the soft drink bottle in the heating container and form the batter around it into a fountain of liquid magma shape. Dont spread the opening or drop batter into it.Fill the container almost the whole way full with warm water and a touch of red food shading (should be possible before chiseling on the off chance that you dont take such a long time that the water gets cold).Add 6 drops of cleanser to the jug substance. The cleanser helps trap the air pockets created by the response so you show signs of improvement lava.Add 2 tablespoons preparing soft drink to the liquid.Slowly empty vinegar into the container. Watch out - ejection time! Test with the Volcano While its fine for a youthful agent to investigate a straightforward model well of lava, youll need to include the logical technique in the event that you need to make the spring of gushing lava a superior science venture. Here are thoughts for approaches to try different things with a preparing soft drink fountain of liquid magma: Make a forecast about what occurs on the off chance that you change the measure of preparing pop or vinegar. Record and dissect the impact, if any.Can you consider approaches to change the well of lava to cause the emission to go higher or last more? This may include changing the synthetics or the state of the spring of gushing lava. It assists with recording numerical information, for example, the volume of fluid, the tallness of the magma, or term of the eruption.Does it influence your spring of gushing lava on the off chance that you utilize an alternate sort of concoction to shading the fountain of liquid magma? You could utilize gum based paint powder. Take a stab at utilizing tonic water rather than standard water to get a spring of gushing lava that sparkles under dark light.What occurs in the event that you substitute different acids rather than vinegar or different bases as opposed to preparing pop? Instances of acids incorporate lemon juice or ketchup. Instances of bases in corporate clothing cleanser and family unit alkali. Use alert on the off chance that you substitute synthetics since certain blends can be perilous and produce unsafe gasses. Dont try different things with fade or washroom cleaners. Including a touch of food shading will bring about red-orange magma! Orange appears to work the best. Include some red, yellow, and even purple, for a brilliant showcase.

Facing poverty with a Rich girls habits Essays

Confronting neediness with a Rich young ladies propensities Essays Confronting neediness with a Rich young ladies propensities Paper Confronting neediness with a Rich young ladies propensities Paper Suck Kim, the essayist of Facing Poverty with a Rich Girls Habits, endeavors to portray the battles of changing from an extravagant childhood to a destitution stricken way of life. She recounts to the narrative of how her family had to move to the ghettos of Queens from South Korea after her dads organizations dove monetarily. She had to learn numerous aptitudes that would assist her with getting by In this outside spot she had recently entered. Things like figuring out how to identify with others her age, setting off to the Laundromat, and riding open transportation were everything she needed to become acclimated to. Likewise, she portrays how school life was so not the same as back home. Children were Infinitely isolated by social class and at times even ethnicity. She states how instructors werent as regarded In America as they were In South Korea. She felt Like the main spot where she could genuinely communicate were her E. S. L classes. Little comments of bigotry from her schoolmates, for example, FOB (new off the pontoon) TLD appear to nerve her presumably in light of the fact that she didnt realize what these words implied at that point. Another issue was figuring out how to do undertakings all alone. Things Like doing schoolwork without assistance from somebody and cleaning without house cleaners were not things she was familiar with. She fought an inward clash with race. At the point when she came to America in addition to the fact that she became Asian, yet in addition a minority. Since everybody in South Korea was a similar skin tone or race it wasnt exceptionally simple to segregate. Anyway in the Unites States, its standard for one individual or even a couple of individuals to be singled out.

2 Classes For 0 Credit Beethoven to Mahler and Paradise Lost

2 Classes For 0 Credit Beethoven to Mahler and Paradise Lost Beethoven to Mahler Last semester, I took my first music class at MIT: 21M.235, or Monteverdi to Mozart. 21M.235 is offered in the fall, and as you might guess it focuses on music spanning from Monteverdi (ca. 1600) to Mozart (ca. 1800). In the spring, a class called 21M.250 (Beethoven to Mahler, for you words people) takes up the baton and covers music spanning from Beethoven (a Mozart contemporary) to Mahler (ca. 1910). I loved having a class that taught me to listen, and was all set to take 21M.250 this semester until I found out that it conflicts with one of my physics classes. My friend Ben H. 14 was in a similarly tragic situation: he took 21M.235 with me, wanted to take 21M.250, but had a conflict. What were two music nerds to do? We e-mailed Professor Neff, the WONDERFUL wonderful professor who in the past few years has taught 21M.011 (Introduction to Western Music), 21M.235, 21M.250, and 21M.295 (American Popular Music). Professor Neff! we (digitally) cried. We were hoping to take Beethoven to Mahler, since we really enjoyed Monteverdi to Mozart last semester. Unfortunately we both have class conflicts. We were wondering, we continued, whether there might be any opportunities to listen to the music ourselves and discuss it with you. Hello! Professor Neff replied, fewer than ten minutes later (I mentioned that shes wonderful, right?) That sounds wonderful to me! As a result of that e-mail exchange, I now spend one hour each Thursday afternoon with Ben and Prof. Neff. We meet in a little room in the Music Library, that has three comfy armchairs and a big TV. This week, I learned that to be a great composer in ~1800 Vienna you had to excel at writing symphonies, string quartets, AND operas. I was unsurprised to learn that Mozart made the cut, but was shocked to learn that Beethoven didnt. In Vienna, Prof. Neff told us, Beethoven was known as a pianist and not as a composer. I was also shocked to learn that Beethoven may have met Mozart. Im not sure how to describe why this seems so strange to me, but its something like this: each of those composers is, in my mind, an abstract idea and not a human being. The idea of them interacting is just bizarre. But yes, apparently Beethoven went to Vienna in order to work with Mozart. Theres controversy in the music history community about whether and for how long they actually met (an afternoon? a week?) but for some reason their partnership never took off. Beethoven went to study under Haydn instead (ahh! more weird spacetime collisions!) and theres a lot less controversy about the fact that their student-teacher relationship existed for years and was a complete disaster. Also a disaster, at least initially, was Beethovens one and only opera  Fidelio. Apparently insensitive to current events, Beethoven tried to produce an opera about wrongful imprisonment for a French-occupied Vienna. His primarily French soldier audience was not amused the first time he tried to put it on, and they were not amused the second time he tried to put it on. By the third attempt, Napoleon was gone and Fidelio was much more well-received. (Is there anyone else out there who had NO IDEA that Beethoven wrote an opera, or was that just me?) We spent the first ten minutes of class or so watching and listening to a scene from Fidelio (notable because four characters express four very different emotions using the exact same melody, in a round) and the last ten minutes listening to the Sonata Pathétique. I didnt recognize the name of the piece, but my ears recognized the melody and apparently my fingers did, too: I had the ghostly experience of feeling them begin to move on their own accord. I was suddenly very certain that I played that piece as a kid. Muscle memory is a magical phenomenon, and so are professors who are happy and excited to do an extra hour of teaching per week, just for fun. Paradise Lost I will always remember John Miltons 400th birthday: December 9, 2008. I was a junior in High School. In the morning, Mr. Potchatek got up on a table in the English pod with an apple in one hand and a copy of  Paradise Lost in the other, and I dont think he got down again until he had read the entire book  out loud from start to finish. Here at MIT, Professor Mary Fuller teaches a renown Paradise Lost seminar in the spring. Every spring, I try to fit Paradise Lost into my schedule, and every spring I fail. The thing is, its very difficult to get through any literature class without stumbling across a reference to Paradise Lost and feeling embarrassed about the fact that you havent read the original text. Tragically,  my Old English class  conflicts with Prof. Fullers course this semester. Thats tragic, Anna! Professor Bahr replied, fewer than ten minutes later, and then: Id be happy to read it with you. As a result of that e-mail exchange, I now spend one hour each Thursday afternoon with Prof. Bahr (immediately after hanging out with Prof. Neff and Ben). We meet in his office. This week, I learned that Milton was actually something of a rebel: he was a powerful influence during the English Revolution that lost King Charles I his head, and held office (he was basically the Secretary of State) in Cromwells protectorate. When the English monarchy regained power, many of Miltons friends were executed for treason. Being an acclaimed poet saved Miltons life. Milton was revolutionary in other ways: he wrote a treatise advocating for divorce and freedom of speech, one or both of which might sound completely normal to you but were about as revolutionary as 1600s England could be. By the time Milton wrote Paradise Lost, he was completely blind. So far Ive only read Book One of the poem, but its impossible to read all his descriptions about Darkness in Hell and Light in Heaven without wondering what it would be like to live in complete darkness on Earth. On the 22nd line of the poem, Milton calls on God to bless his work: What in me is dark Illumine, what is low raise and support, That to the heighth of this great argument I may assert Eternal Providence And justify the ways of God to men. and one cant read that passage without wondering whether he meant it literally. I promise that Im actually taking some science classes this semester, so stay tuned for a description of those. For now, Ill leave you with my favorite passage so far from Paradise Lost: The mind is its own place and in itself Can make a Heaven of Hell, a Hell of Heaven. (254-5)

Analysis Of The First Circumnavigators - 1163 Words

Brent Sather Professor Halavais History 376 27 September 2017 Exploration of the World Throughout Harry Kelsey’s book, â€Å"The First Circumnavigators†, as well as, Roger Crowley’s book â€Å"Conquerors†, they both explain many misfortunes and hazards that the Spanish and Portuguese explorers faced during the various expeditions that set sail on. Many misfortunes that happened on the voyages included bad weather, scarce food, individual faults, as well as attacks and invasions. One of the major misfortunes that Harry Kelsey describes is the difficulty of the changing weather. For example, Magellan accounts on his voyage that, â€Å"On 6 April 1522, the Trinidad, after undergoing extensive repairs and with fifty-four men aboard, left Tidore and†¦show more content†¦All of this was the cause of death for many and serious illness for others. In particular, many men ate the great lizards-large shiny things-and only a few of them are still alive.† The survival of the crew was one of the biggest priorities. This was one of the bi ggest hazards that the crew had to deal with. On Magellan’s Voyage, â€Å"The next day was Easter Sunday, and Magellan ordered everyone to go ashore and attend Mass. After this he invited the officers to dine with him on the flagship. None of the conspirators accepted the invitation. Instead, they waited until nightfall, then quietly boarded the San Antonio and put Captain Mesquita in chains. The ship’s master, Juan de Elorriaga, was fatally stabbed when he tried to intervene.† These individual actions by traitors on the ship created many unfortunate situations between the crew members that could have been avoided. During another part of the Magellan Voyage, it was stated that, â€Å"Finally on 18 December, the vessels were ready to sail. The Victoria left first, waiting outside the harbor. But a dragging anchor on the Trinidad opened a seam in the hull, and water rushed in. Repairs were impossible without unloading the ship.† This was an individual action that could have been avoided. If the anchor was brought in before the boat was launched, it would have saved them more time for travel, as well as more room for the crew if they weren’t piled in one boat having to come back later for

Augustus s Influence On Art And Architecture - 1930 Words

Introduction: In 27 BC Augustus began his political career with a â€Å"new policy which embodied a national and Roman spirit† (Galinksy, 1996, 225) and â€Å"represented new heights in creativity and sophistication† (Galinksy, 1996, 225). Augustus created a new political propaganda campaign that used art and architecture to promote and enhance his regime. The most fundamental message can be regarded as to establish the legitimacy of his rule and to portray him as the natural successor of Rome, as this is consistently presented throughout the visual programme. Yet factors such as the restoration of the Republic, reviving the old religion, nationalism and militaristic triumph can also be seen to be communicated prominently through art and architecture. Legitimacy of Augustan Rule: The art and architecture in the Augustan regime fundamentally reflected the new order and glorified the position and power of Augustus. Initially, at the beginning of his political career, Augustus wished to portray himself appropriately, therefore devised a new image as the first leader of the restored Republic. The academics Walker and Burnett comment that this plan included the melting down of eighty silver statues of Augustus, as the metal was â€Å"considered inappropriate for images of living persons and should be reserved for gods† (Walker and Burnett, 1981, 17); the silver was then offered to the Temple of Apollo. Nevertheless, Augustus’ intention to limit the use of his image can appear to beShow MoreRelatedClassical Roman Art Vs Early Christian There are many similarities and differences between800 Words   |  4 PagesClassical Roman Art Vs Early Christian There are many similarities and differences between Classical Roman and Early Christian Art. What particularly stands out to me is how much these two cultures have in common when it comes to their art and architecture. 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Traffic Problems Free Essays

[pic] A research Report on Traffic problems in Big Cities (Islamabad) [pic] By: Aqsa Shahzadi (100827) Basharat Jamil (100811) Kaneez Amna (100869) Sidra Tul Muntaha (100809) Hamza Ashraf (100803) Submitted to: Mr. Naveed Ahsan Business communication BBA-3B [pic] Air University Islamabad [pic] Table of Content Contents Page No 1. Introduction3 1. We will write a custom essay sample on Traffic Problems or any similar topic only for you Order Now 1 Core issue:3 1. 2 Purpose:3 1. 3 Scope3 1. 4 Methodology3 1. 4. 1 Findings5 3. Traffic jams in different areas of Islamabad city8 4. Causes of Traffic Problem. 9 5. Solutions to Traffic Problems10 6. Limitations11 7. References11 8. Interview Questions. 12 [pic] 1. INTRODUCTION 1. 1 CORE ISSUE: Our core issue is traffic problems at the entrance areas of Islamabad. Why mostly traffic jams in these area and how traffic is controlled in those areas by the traffic police. 1. 2 PURPOSE: People suffer a lot of problem due to traffic jam. We must give solutions to control traffic and avoid traffic jams. Students, teachers, office workers face problems because sometimes due to coming late they miss their meetings and face other problems as well. 1. 3 SCOPE: We are working at the entrance areas of Islamabad i. e. Barakow and Golra. Sometimes due to heavy protocols people face traffic jams. Major traffic jams are at school and office timings. We also face traffic problem on Friday. We will give solutions to the problems to solve this issue. 1. 4 METHODOLOGY: We adopted two types of methodologies which are as follow: 1. Quantitative methodology. 2. Qualitative methodology. [pic] QUANTITATIVE METHODOLOGY: We collect data through questionnaire. Our sample space is 30. We distributed 30 questionnaires among the students of Air University. We collected data from both male and female students. 15 questionnaires were filled by female students and 15 were filled by male students. We will also give the analysis report of our survey. pic] [pic] 1. 4. 1 FINDINGS After survey the responses of male and female students with percentage is given below: |Â  Q. NO. |QUESTIONS |MALE |FEMALE | | | | YES | NO | YES | NO | |1. |Buses and trucks creating traffic problem. |93. 33% |6. 67% |86. 67% |13. 33% | |2. |Signals helping to control traffic. |86. 67% |13. 33% |93. 3% |6. 67% | |3. |Tr affic police performing his duty well. |80. 00% |20. 00% |53. 33% |46. 67% | |4. |Long routes creating a lot of problems. |33. 33% |66. 67% |46. 67% |53. 33% | |5. |Traffic problems are cause of accidents. |80. 00% |20. 00% |93. 33% |6. 67% | |6. |More roads reduce traffic jam. |80. 00% |20. 00% |80. 00% |20. 00% | |7. |Small roads and number of cars are the causes of traffic |100. 00% |0. 00% |80. 0% |20. 00% | | |problems. | | | | | |8. |Are you satisfied from the process of selecting players for |100. 00% |0. 00% |93. 33% |6. 67% | | |different games? | | | | | |9. |More cars due to bank financing are also causes of traffic |60. 00% |40. 00% |66. 67% |33. 33% | | |problem. | | | | | |10. Old cars and trucks are creating traffic problems. |66. 67% |33. 33% |66. 67% |33. 33% | |11. |Lack of traffic sense among people is also a cause of traffic |100. 00% |0. 00% |93. 33% |6. 67% | | |problems. | | | | | |12. |Government is taking steps to avoid traffic jams. |33. 33% |66. 67% |40. 0 0% |60. 00% | |13. |Government is creating awareness among people about traffic. |33. 33% |66. 7% |33. 33% |66. 67% | |14. |Civil administrations fail to solve traffic problems. |66. 67% |33. 33% |66. 67% |33. 33% | |15. |Non-custom vehicles contributing to increase traffic. |80. 00% |20. 00% |100. 00% |0. 00% | [pic] The following graph is showing the responses of males in Yes/No and also in percentage. [pic] [pic] The following graph is showing the responses of females in Yes/No and also in percentage. [pic] QUALITATIVE METHODOLOGY: We interviewed one of the police officers at Golra. The questions we asked from him are attached at the end of this report. [pic] 3. TRAFFIC JAMS IN DIFFERENT AREAS OF ISLAMABAD CITY [pic] [pic] [pic] [pic] 4. CAUSES OF TRAFFIC PROBLEMS: 1. Small roads for the number of cars and motor cycles. 2. Broken roads in some areas as people don’t like to move from the broken part so traffic increases on rest of the road. 3. More cars due to bank financing. Now everyone can afford a car so more cars are there on the road. 4. Old cars and trucks. Government doesn’t have a clear policy about old cars and trucks. Even 30 years old cars are still running on roads like foxy Suzuki. . Lack of traffic sense amongst the people. People don’t have traffic sense. Traffic police and media should play their role in creating traffic sense amongst the people. [pic] [pic] 5. SOLUTIONS TO TRAFFIC PROBLEMS: 1. First we have to use more often the public transport. This is the best solution. Also we would recommend to walk a little more or to ride a bicycle. 2. Have a proper public transport system and it is in our hands to reduce the use of our car every day by using public transport. 3. Make the conditions of roads good, Make more lanes on the road and making alternative routes. 4. Create traffic awareness amongst the people though media and other sources. 5. Traffic problems can be reduced by either increasing road capacity (supply), or by reducing traffic (demand). 6. Different timing of starting and closings of offices and schools to avoid the rush in the morning, afternoon and evening on roads. 7. Make strict laws make them force able through traffic police. Government should put their best efforts to avoid traffic jams and other traffic problems. 8. Old cars should be scrapped and bank financing should be for commercial cars only. [pic] [pic] [pic] 6. LIMITATIONS: 1. Convince Problems. 2. Non availability of traffic police officer. 3. Hard university scheduled. 4. Police officer was not willing to give interview. 7. REFERENCES: ? www. google. com ? www. wikipedia. com ? Police officer [pic] 8. INTERVIEW QUESTIONS. 1. What difficulties do you face in controlling the traffic? 2. Do people follow the rules and regulations? 3. Do people cooperate? How is their behavior? 4. How do you manage the traffic when there is a rout? 5. How do you act when there is accident and what are your precautions? 6. Rush hours create a problem for you. How do you manage? How to cite Traffic Problems, Papers

When Pigs Heads Talk Essay Example For Students

When Pigs Heads Talk Essay What are you doing out here all alone? Arent you afraid ofme? asks a pigs head on a stick, covered in flies. But its more that,its an entity, which is hidden within the depths of the book,concealed for the reader to discover. The book Lord of the Flies byWilliam Golding contains symbolism all throughout the text, eachsymbol to be interpreted in its own way. The main symbol in Lord of the Flies is quite obviously, the Lordof the Flies, which as aforementioned, is a pigs head on a stick,covered in flies. The symbol represents the evil within the boys thatreside on the island. Each one corrupt in his own, fearing whatresides within them. Jack with his macho attitude, while he is aleader, has actually took part in killing someone, but then again, sohas every boy there. This evil could also be interpreted as a loss ofinnocence, in which the boys spiral from helpless little tykes tovoracious savages, living only to kill. Another symbol, is just the flies residing upon the sows head. They seem to represent people that cling to evil, as though it wouldtheir only chance of survival. An example of that would be a cannibal,whose own desires have led him to feast upon flesh, and then, evenwhen he knows that what he has done is wrong, he continues to do ituntil his disgusting gorging has ended with his capture andpunishment. Oddly enough, the flies are feeding on rotting flesh aswell. Simon, the boy murdered by his peers, can be viewed as aChrist figure. While some may say it is Ralph, Simon seems more likea savior. He comes down from the mountain, bearing news of theboys salvation from the beast that torments him and he is persecutedby them, each one taking part in the frenzy of his death. He alsoseems to be knowledgeable about things the boys cant comprehend. He is always off in his own little world, pondering something thatmost boys wouldnt even consider thinking about. Yet another symbol in Lord of the Flies would the conch, whichRalph clings to so dearly. All of the boys see that as the upholding oforder, until Jack claims it not so. With the shattering of the conch,Ralph seems to plummet into a slight depression, wherein he hasnothing to remind of the upright and strict ways of his home. Withoutit he is nearly lost in a sea of his thoughts, buses as an example. The reader could also view Piggys glasses as a symbol ofsocieties unspoken rules. They bring fire, what started the rise ofcivilization as well as power, which in turn brings authority anddiscipline. Piggy though, seems unfit to hold that position of power,so the glasses are always used by those who deserve the power tolight the fire. Only when Jack, the power-grubbing boy, is gone, doesPiggy use his glasses to light the fire. This is also when Ralph is in anunfit leader attitude, he is moping about losing his followers. PerhapsPiggy was just trying to feel like he was needed, when in all reality,he was of no practical use to anyone at all. Lord of the Flies by William Golding is an excellent novel filledwith tons of symbolism. The reader truly gets an experience fromdeciphering each one, in his or her own way.Words/ Pages : 558 / 24