The Hundred Secret Senses Essay Example For Students

The Hundred Secret Senses Essay In ?the hundred secret senses? by Amy Tan, it slowly shows how Olivia?s character portrays the sister she was cut out to be. Amy Tan makes the readers recognize how Olivia treated her half-sister, Kwan and also how she progressed with her relationship towards Kwan. Olivia somewhat treated Kwan with disrespect, for example, she would tell her stupid meanings of things that did not make sense because she felt irritated or annoyed by her company. Olivia basically only thought of her own needs and was deeply frustrated with Kwan living with the family but there would be times when Olivia would feel for her and treat her with respect. In the beginning of the story, Olivia was very young and confused. She had lost her father at such a young age and did not understand why he had died. Her father?s last wish to the mother was to look for his daughter, Kwan, whom he has not seen and bring her to live in America. Kwan was not that excited about having a new sister living in the house. She thou ght that her mother would have less time for her. Kwan?s relationship with Olivia was thought to be wonderful for her. On the other hand, Olivia was practically annoyed and irritated by Kwan and her stories. Their relationship grew in ways that were unexplainable because of Olivia?s actions towards Kwan. But I thought those actions of hers was her way of saying that she loved Kwan very much!Kwan was more like a mother for Olivia since her mom was hardly around. Kwan took care of Olivia through out the whole story. Olivia tried to be distant with Kwan as they grew older but Kwan always insisted on getting together or just making surprise visits. The tremendous outcome where Kwan and Olivia?s relationship with each other even more or it deepened was when they had gone to China (Simon, Kwan, and Olivia) together. A terrible thing had happened when they had arrived in China and were on their way to Changmain to visit ?Big Ma? and the rest of Kwan?s family or close friends. Big Ma had go tten into an accident along with others who were also on the same bus with her. Big Ma had answers for Kwan and Olivia that they wanted to know. Having this happen, Kwan became quiet but yet still calm. Another tragedy also happened that shut down Olivia and made her become a little on the crazy side was when she thought Simon was lost or dead. Kwan and Olivia?s relationship grew even closer than you can imagine. They camped out together hoping and waiting for Simon to appear and in that time being they were bonding with each other. Olivia recognized the love for her sister. We will write a custom essay on The Hundred Secret Senses specifically for you for only $16.38 $13.9/page Order now Bibliography:book

Parallelism for SAT Writing Tips and Practice

Parallelism for SAT Writing Tips and Practice SAT / ACT Prep Online Guides and Tips We get to add to our grammar knowledge. Get excited! Parallel structure questions on the SAT Writing section are fairly common. Fortunately, parallel structure is a somewhat easy to comprehend grammatical rule. Once you understand the rule, you should be able to correctly answer any parallel structure question on the SAT. So, let’s master another rule and boost your SAT Writing score with these tips and strategies. In this post, I’ll do the following: Explain parallel structure. Detail the types of parallel structure questions on the SAT. Offer strategies to correctly answer parallel structure questions. Provide additional practice questions to test you on what you've learned. What is Parallelism as a Grammar Rule? Parallel structure means using the same pattern of words for two or more words or ideas in a sentence. Using parallel structure shows that the words/ideas have the same level of importance and makes the sentence easier to understand. The basic parallel structure rule is that the things in a list should be in the same grammatical form. If you are listing three things, the construction of that list should benoun, noun, noun,orverb, verb, verb,orgerund, gerund, gerund,etc. Any inconsistency within the list is an error in parallel structure. Here is an example of a sentence with an error in parallel structure: Egya likes laughing, singing, and to write. The sentence is listing three things that Egya likes. The first two are in the gerund form. Gerunds are verbs that function like nouns and end in "ing". The last thing, "to write", is an infinitive. An infinitiveis also a verb that functions like a noun, but it is constructed by using the word "to" plus the verb. In order to make this list parallel, all three items should be in the same grammatical form. The corrected version of the sentence looks like this: Egya likes laughing, singing, and writing. Now all three items on the list are gerunds. So, how is parallel structure tested on the SAT Writing section? Parallel Structure on the SAT There are two primary types of parallel structure questions that appear in SAT Writing. Type #1: Parallel Lists The example from above was a parallel structure list sentence. Generally, in list questions, three things are listed and you have to ensure that all the items in the list are in the same grammatical form. This is another sentence that contains a parallel structure error: Sonia is known for her independence, her honesty, and being intelligent. Do you see the inconsistency in the list? The first two items are nouns, traits that Sonia possesses. In the last item, "being intelligent", the word "being" is a gerund and "intelligent" is an adjective that describes Sonia. We want all three items in the list to have the same construction. After we fix the parallel structure error, this is our sentence: Sonia is known for her independence, her honesty, and her intelligence. Now all the items in the list match. The sentence reads better and all is well in the world of parallel structure. Strategy To correctly answer parallel structure list questions, first identify that there is a list of items. Usually the list will look like this: x, y, and z. Make sure that the commas are separating items in a list and are not just separating clauses. Once you have identified the list, ensure that the items in the list are as consistent with the other items in the list as possible. How do we do that? Break down each item in the list by identifying the parts of speech of the words and make sure that all the items match. We want each item to be in the same grammatical form. After breaking down the list items, there should be no inconsistencies. Once we fixed our previous example sentence, the items in the list included "independence" (noun), "honesty" (noun), and "intelligence" (noun). Let's move on to the second type of parallel structure question. Type #2: Parallel Phrases Parallel structure phrase questions are slightly more complicated than list questions, but they follow the same principle. The parallel structure rule regarding phrases is that the construction of a phrase on one side of a conjunction must match the construction of the phrase on the other side of the conjunction as closely as possible. Definition of a Conjunction Conjunctions are words that connect phrases or clauses. Examples of common conjunctions includeand, or, but,andso.Some of you may be familiar with the acronym FANBOYS. It stands for For, And, Nor, But, Or, Yet, So. Those are all conjunctions. Additionally, there are correlative conjunctions, also known as word pairs. Literally, these words come in pairs. The items correlative conjunctions compare follow each word of the word pair. Examples of word pairs include either...or, not only...but also, as...as, and both...and. Example Sentences Now that we know the rule and the definition of a conjunction, we can check out how this rule should be applied. Here is a sentence with a parallel structure error: The SAT Writing section challengesstudents and frustration is found in them. So, the two items are connected by the conjunction "and". Let's break down each item by its parts of speech. The first item, "challenges students" is VERB+ NOUN. The second item that follows the conjunction is "frustration is found in them". That phrase's construction is NOUN + VERB + ADJECTIVE + PREPOSITION + PRONOUN. Even if you struggle identifying the parts of speech of certain words, you should be able to immediately recognize that the phrases are not consistent and the sentence has a parallel structure error. So, how do we correct the sentence? We change the wording in the phrase following "and" to match the VERB + NOUN construction of the first phrase. This is the corrected version of the sentence: The SAT Writing section challenges students and frustrates them. Do you see that the phrases appear more consistent and the sentence reads better after we fix the error? Also, note that it's fine to use a pronoun in the place of a noun as long as the pronoun has a clear antecedent (coming soon). Let's go through the same process with another example: Rand Paul supports the repeal of the Affordable Care Act as well as that the Department of Education should be eliminated. The two items in the sentence are the two things that Rand Paul supports. Both items are connected by the conjunction "as well as". Let's break down the parts of speech of the words in those things. Phrase #1 Is "the repeal of the Affordable Care Act". Repeal= NOUN +of= PREPOSITION+Affordable Care Act=NOUN. Phrase #1's construction is NOUN + PREPOSITION + NOUN. The basic construction of phrase #2 is PRONOUN(that) + NOUN (Department of Education)+ VERB (should be eliminated). Its construction is PRONOUN + NOUN + VERB.We want the construction of phrase #2 to match the construction of phrase #1. Here is the corrected version of the sentence: Rand Paul supports the repeal of the Affordable Care Act as well as the elimination of the Department of Education. Much better, right So, phrase #2 should now match the NOUN + PREPOSITION + NOUN construction of phrase #1. Let's see if it does. Elimination=NOUN, of=PREPOSITION, Department of Education=NOUN. Boom!! Strategy If you see a conjunction connecting/comparing two items, identify the items. Then, break down the words in each item by their parts of speech and determine the phrase's construction. Make sure that the phrases are parallel. The construction of the phrases should match as closely as possible. Also, a preposition used on one side of a conjunction or word pair must appear on the other side. Look at this example with a parallel structure error. The dancer was praised not only for her strength but also in her agility. The dancer was praised for two things. Those things are connected by the word pair "not only...but also". The two things, which are the phrases before and after "but also", should be parallel in construction. The prepositions should match for the sentences to be parallel. This is the corrected version of the sentence: The dancer was praised not only for her strength but also for her agility. Now let's apply what we've learned to examples from real SATs. Real SAT Writing Examples See if you can identify an error in parallel structure in this first example. Explanation: First, we notice that there is no grammatical error within the underlined phrase. Now, let's look at the phrase's function within the sentence. The phrase "and composing one original work" is one of three things that a student must present to complete the music program. Therefore, the phrase is part of a list and should be parallel in structure to the other two items in the list. The construction of the first two items is "ONE" + ADJECTIVE + NOUN. We want the last item in the list to match the other two items as closely as possible. So, what's the answer? The answer is B. The phrase "and one original composition" matches the construction of "ONE" + ADJECTIVE + NOUN. Answer choice C doesn't work because the word "with" is incorrect given the context of the sentence. Remember the basic list construction of x, y, and z. Here's another real SAT example for you. Explanation: Again, there is nothing grammatically incorrect within the phrase "childhood is glorified". What is the function of that phrase within the sentence? The phrase is one of two things James Barrie is noted for portraying. The two things are connected by the conjunction "and". The first thing he is noted for portraying is "adulthood as unpleasant". What is the construction of that phrase? Its construction is NOUN + "AS" + ADJECTIVE. We want the construction of the second phrase to mirror that of the first. The answer is C. The phrase "childhood as glorious" perfectly matches the construction of NOUN + "AS" + ADJECTIVE and fixes the error in parallel structure. Check out this example of an identify the error parallel structure question. Explanation: Hopefully, you identified the conjunction "and" within the sentence. What is "and" connecting in the sentence? It is connecting two things that eating nuts might help. The first thing it might help is "to lower blood cholesterol levels in humans". The basic construction of that phrase is INFINITIVE + NOUN + PREPOSITIONAL PHRASE. The second thing that eating nuts might help is "reducing the risk of heart disease". Let's break down that phrase by parts of speech. That phrase's construction is GERUND + NOUN + PREPOSITIONAL PHRASE. We know that the infinitive form is correct in the first phrase because the word "to" isn't underlined. Therefore, the word "reducing" should be changed to the infinitive form to fix the error in parallel structure. The answer is C. "Reducing" should be changed to "reduce". The "to" is implied from "to lower". Here are some tips for you to use to help you correctly answer any parallel structure question you may encounter on the SAT Writing section. General Strategies for Parallel Structure SAT Writing Questions #1: Any List Within A Sentence Indicates a Possible Error in Parallel Structure If you see the x, y, and z list construction, make sure that the items in the list have the same grammatical form. #2: Phrases Connected by Conjunctions May Indicate an Error in Parallel Structure The phrase parallel structure questions tend to be more difficult and will most likely appear near the end of the sentence improvement and identify the error subsections. If you see multiple items connected by conjunctions at the end of these subsections, look for errors in parallel structure. #3: Break Down the Construction of Phrases Separated by Conjunctions and Items in a List Identify the parts of speech of words within a list. Also, identify the parts of speech of words within phrases that precede and succeed a conjunction. Make sure the construction of the phrases and list items match as closely as possible. Now we can apply the lessons we've learned. Additional SAT Writing Practice If you've read this article closely, I hope you have a solid grasp on parallel structure and how parallel structure questions are presented on the SAT. I've created some realistic SAT Writing practice problems for you to test your knowledge of parallel structure. Use what you've learned and the strategies I've presentedto help you answer the questions. 1. I like my PrepScholar articles because not only are they informative and entertaining but also because they offer students help. A. they offer students help. B. they offers students help. C. they are helpful for students. D. they are helping students. E. their offering to help students. 2. Because I was hungry, tired, and feeling like I was sad, I did not want to go to my appointment. A. and feeling like I was sad, B. and sad, C. I had feelings of sadness, D. I felt like I was sad, E. to feel sadness, 3. Stand-up comedy, one of the least respected performing arts, is valuable to society because the performer is able to inform the audience and making it laugh uncontrollably. A. making it laugh uncontrollably. B. making them laugh uncontrollably. C. uncontrollable laughter is caused by him. D. make it laugh uncontrollably. E. he makes people laugh uncontrollably. 4. Exercising(A) enabled Joe to strengthen his(B) muscles and releasing(C) his stress. (D) No Error (E) Answers: 1. C, 2. B, 3. D, 4. C What's Next If you want an overview of the topics on the SAT Writing section, read this article about what's tested on SAT Writing. If, specifically, you want to know the grammar rules tested in SAT Writing, check out this guide to SAT grammar. Since I know many of you have lofty goals and aspirations, I assume you may be interested in knowing what to do to get a perfect score on the SAT Writing section. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Sentencing rationales Term Paper Example | Topics and Well Written Essays - 750 words

Sentencing rationales - Term Paper Example An offender violates his obligation to society to obey societal norms, and this justifies the deprivation of the offenders civil rights. This deprivation is aimed at denying the offender the opportunity to obtain any further unfair advantage and disadvantage the law abiding members of the society. Punishment is also necessary because all members of a society receive benefits as long as they agree to live within the law. Offenders impose on other members of the society and cause them a disadvantage. This disadvantage is an extras benefit that is not available to the law-abiding members. Sentencing is, therefore, intended to offset this unfair advantage obtained and restore the society to its equilibrium (Hofer and Mark 19). Literature research When sentencing it is imperative that the punishment must be proportionate to the disadvantage caused in order to correctly regain equilibrium. Although punishment can be justifiable, the justifications of sentencing do not provide a clear guide line on the appropriate punishment for particular cases. The justifications do not set out the rights that an offender should forfeit for violating certain norms and what punishment will eliminate the unfair advantage caused by the offense. If punishment is to restore the equilibrium disturbed, then it is imperative that the punishment must be proportionate to the offense. Therefore, the guiding principle in determining the severity of the punishment must be in proportion to the seriousness of the crime. This then implies a hierarchy of sentences and offences and sets the principle that similar offenses must attract similar sentences. This view applies concepts of common-sense and equity which dictate that serious crimes must attract more severe sentences than less serious offenses (Henham 69). The retributivists approach to the concept of punishment argues that punishment is and must be justifiable for its purposes while the utilitarians, assert that punishment is and can be justif iable for some ulterior consequence or benefit, for example, social good. Retributivism approach can be either positive or negative. Positive retributivism believes that sentencing is a sufficient and necessary precondition while the negative retributivism regards punishment as a necessary precondition. Utilitarians, on the other hand, have several varieties. There are different theories on how crime should be prevented. Rehabilitation checks crime by treating the offender of the abnormal criminal tendency for the sake of both the offender and that of the society (Henham 770). Incapacitating the offender prevents the offender from committing the offense by making it impossible for the offender to act on his or her tendencies. This perspective requires the law to intervene immediately an individual poses a threat to the society to an extent requiring sanctions to prevent the offender from accruing unfair advantage. This approach supports intervention even before the commission of an offense, and punishes attempts that might not have succeeded. It is also noteworthy that the incapacitation will perceive no rational to punish fruitless attempts any less severely than successful ones. This position assumes that the degree at which offenders fail to consummate offenses implies that these offenders are less dangerous but these individuals have manifested criminal tendencies

Networking Term Paper Example | Topics and Well Written Essays - 2750 words

Networking - Term Paper Example Statistics show that the Internet usage has more than doubled over the last five years. However, research indicates that a majority of Internet users tend to assume that the transfer of data on the Internet is safe, reliable and is not at risk of forgery or hacking. Yang et al. (2012) argues that most Internet processes and services depend on data relayed by the Domain Name System (DNS) through excellent functioning and accurate mapping of domain names that can be understood easily using the IP addresses. Nevertheless, the DNS, which is mainly relied on for this function, does not provide any content protection. This implies that data remains unsecured against any manipulation when being relayed or while in the servers and caches. As a result, identification and avoidance of forged data becomes impossible. It is at this point that the Domain Name System Security Extensions (DNSSEC) becomes useful. DNSSEC, according to Yang et al. (2012) is a technology developed for the purposes of p rotecting data against attacks by digital ‘signing’ so as to provide assurance of its validity to the user. It authenticates the source data by ensuring that the path between the DNS servers and the validating DNS client are secured. The technology has proved remarkably effective in protecting Internet data from forgery, something that DNS has failed to provide. This paper will start by describing the DNSSEC technology in light of what it means and how it works. This will be followed by a SWOT analysis of the technology. The paper will then evaluate the current ethical and legal issues surrounding DNSSEC technology. The essay will also explore the improvements that have occurred over the last two years to DNSSEC technology and provide a suggestion on the improvements warranted on its current usage. Finally, the paper will predict the future role of DNSSEC for both personal and commercial use. It is an acknowledged fact that the Internet has revolutionized the world. Cur rently most parts of the world have Internet connectivity including the remotest regions, thanks to the recent technological advancements, according to Osterweil et al. (2011). Normally, for one to reach another person on the Internet, he, or she must type the recipient’s address on the computer or Internet-enabled phones. The address is usually unique to the individual, making it easy for computers to find each other. The unique identifiers are normally coordinated worldwide using the ICANN. Coordination of the identifiers is very crucial because, without it, the entire world would have a single global Internet, suggests Osterweil et al. (2011). When typing an address, it must first be translated into several systems before the final connection can be established. The translation of the address is performed by the DNS, which does the work of translating addresses such as www.google.com into Internet Protocol (IP) addresses. After the completion of the translation, ICANN then ensures that the addressing system is coordinated so as to ensure peculiarity of addresses. However, recent findings showed that DNS is extremely vulnerable and allows attackers to forge this process of searching for someone or site on the Internet using their address. The attacks are mainly committed in order to take charge of the session such as directing the user to the hijacker’s own deceptive website for a password and account collection. The vulnerability of the DNS has prompted the establishment of the DNSSEC

DBQ French Revolution Essay Example for Free

DBQ French Revolution Essay History can be seen as a series of changes people put upon one another. Throughout the years, these changes have had affected society significantly resulting in more or less conflicts. The French Revolution was one of the many changes that affected society resulting in both conflicts beginning and others being resolved. The French Revolution began in 1789 due to the inequality of French society. The French society was divided into three estates. The first two consisted of clergy and nobility respectively. The third was made up of merchants, businessmen, lawyers, and peasants. They had the least rights and privileges compared with the other estates. The third estate had to pay all the taxes imposed by the king, King Louis XVI, whereas the other estates were excused from it. This made life harder for the peasants, but also sparked the French revolution when the Third Estate began to demand more rights. King Louis XVI ignored the demands of the Third Estate. When the Third Estate wanted to form the National Assembly, this exposed Kind Louis XIVs abuse of power. The Estates General was unfair due to the Third Estates constantly being outvoting by the first and second estates. This resulted in the Tennis Court Oath which said they wouldnt give up. Instead, the people of the Third Estate turned to rioting like when they stormed the Bastille to free political prisoners. After the revolution, the peasants made sure they were heard. They started killing nobles; the guillotine was made making the death sentence faster and cheaper. Thousands were killed with the guillotine including Louis XVI and Marie Antoinette, his wife. The time after this was known as the Reign of Terror, when Maximilien Robespierre took over. During this period of famine and panic, the peasants were finally heard and released from feudalism. This French Revolution changed a lot helping commoners, but not the other people. It actually created a bigger war killing thousands of people. The people were left in fear and the commoners were still left poor and had little food. The Revolution resulted in several negative outcomes as well as positive. Negatively, the Reign of Terror broke out and its aftermath, which includes  countless deaths. Likewise, Louis XVI was overthrown fortunately, which gave the crown to Robespierre and eventually to dictator, Napoleon Bonaparte, who was able to create a stable economy and equalized taxes. I think the French Revolution definitely gave people some sense leading to stabilizing their way of life.

Sociological Perspectives and the Social Institution of the Family Essa

Sociological Perspectives and the Social Institution of the Family Society is the 'subject' of the social sciences. Generally Speaking society is that complex social organization of human beings that share an identity inhabiting dynamic relationships and a distinctive culture. Members of a society identify themselves through that society and work together with other members to ensure that the rules, generally agreed upon by all members to govern how they relate to each other, are in place. Sociological perspectives are viewpoints from which we study and understand society and its varied mechanics and elements. There are varied sociological perspectives available to social scientists for the purpose of study. What sociological perspective is used depends on the theories and purposes of the one undertaking the study. On Functionalism Functionalism, Conflict theory, and Social Interactionism are sociological perspectives that I believe can be used to study the social unit of the family. Functionalism looks at the family as if it was one mechanical entity with every member of the family taking on a role and a function affecting the whole. For example, the mother is the nurturer, support to the husband in terms of keeping the family together taking on household duties as well as economic duties; the father, traditionally is 'head' of the family whose primary function is to provide for the economic and financial needs of his wife and children; the children are dependent on their parents but take on an important role towards each other and to their parents. What these roles are vary according to the age of the children and their stage in life. In the elder years of their parents, the children are expected to become the nurture... ... for status quo will change dependent on the sway of power at any given time. From this perspective, society is continually changing and power changes hands regularly due to competition. Sources Cited http://www.cliffsnotes.com/study_guide/Three-Major-Perspectives-in-Sociology.topicArticleId-26957,articleId-26837.html http://www.ohiostatepress.org/books/Book%20PDFs/Spierenburg%20Social_1.pdf http://www.articlesbase.com/relationships-articles/the-etymology-of-family-through-sociological-perspective-76439.html http://www.criminology.fsu.edu/crimtheory/conflict.htm http://www.colorado.edu/communication/meta-discourses/Papers/App_Papers/Nelson.htm (Print) Adams, Bert N. & R. A. Sydie (2001), Sociological Theory, Pine Forge Press. Blumer, Herbert (1986), Symbolic interactionism: perspective and method, University of California Press. Sociological Perspectives and the Social Institution of the Family Essa Sociological Perspectives and the Social Institution of the Family Society is the 'subject' of the social sciences. Generally Speaking society is that complex social organization of human beings that share an identity inhabiting dynamic relationships and a distinctive culture. Members of a society identify themselves through that society and work together with other members to ensure that the rules, generally agreed upon by all members to govern how they relate to each other, are in place. Sociological perspectives are viewpoints from which we study and understand society and its varied mechanics and elements. There are varied sociological perspectives available to social scientists for the purpose of study. What sociological perspective is used depends on the theories and purposes of the one undertaking the study. On Functionalism Functionalism, Conflict theory, and Social Interactionism are sociological perspectives that I believe can be used to study the social unit of the family. Functionalism looks at the family as if it was one mechanical entity with every member of the family taking on a role and a function affecting the whole. For example, the mother is the nurturer, support to the husband in terms of keeping the family together taking on household duties as well as economic duties; the father, traditionally is 'head' of the family whose primary function is to provide for the economic and financial needs of his wife and children; the children are dependent on their parents but take on an important role towards each other and to their parents. What these roles are vary according to the age of the children and their stage in life. In the elder years of their parents, the children are expected to become the nurture... ... for status quo will change dependent on the sway of power at any given time. From this perspective, society is continually changing and power changes hands regularly due to competition. Sources Cited http://www.cliffsnotes.com/study_guide/Three-Major-Perspectives-in-Sociology.topicArticleId-26957,articleId-26837.html http://www.ohiostatepress.org/books/Book%20PDFs/Spierenburg%20Social_1.pdf http://www.articlesbase.com/relationships-articles/the-etymology-of-family-through-sociological-perspective-76439.html http://www.criminology.fsu.edu/crimtheory/conflict.htm http://www.colorado.edu/communication/meta-discourses/Papers/App_Papers/Nelson.htm (Print) Adams, Bert N. & R. A. Sydie (2001), Sociological Theory, Pine Forge Press. Blumer, Herbert (1986), Symbolic interactionism: perspective and method, University of California Press.

Caloric Content of Food

Ocean County College Department of Chemistry [Caloric Content of Food] Submitted by Jamie Kaiser Date Submitted:  Ã‚  Ã‚  10/2/12 Date Performed:  Ã‚  10/2/12 Lab Section: Chem-180 Course Instructor:  Bassa Purpose The purpose of the experiment was to take foods and to find out the energy content of the foods that we are experimenting with. By hands on burning or the food and taking the date that we find and putting it into equations to find what is needed. Procedure After organizing all the equipment necessary to perform the lab correctly and safety, I placed the empty beaker on to the scale and recorded the weight.Then I filled the beaker with 50 ml of water and measured it and recorded my results. I then place the beaker onto the burner stand. I took the temperature of the water before heating it up. I first started with the marshmallow. I put the marshmallow onto the fork and measured its weight. Then I lit the marshmallow on fire and place it under the beaker. After the fl ame was extinguished I measure the temperature of the water and recorded it. I then place the remains of the marshmallow and fork onto the scale and recorded my findings. I proceeded to do the same thing with a walnut and then with a potato trip and recording the results of each.Observations and Results Data Table 1: Food Item – Observations| Food Item Description:| Marshmallow| Walnut| Potato Chip| Mass of food & holder – initial| 40. 4g| 18. 3 g| 16g| Mass of food & holder – final| 38. 8g| 16. 3g| 13. 5g| Mass of food burnt| 1. 6g| 2g| 2. 5g| Mass of beaker| 66. 5g| 66. 4g| 66. 5g| Mass of beaker & water| 107. 2g| 108. 2g| 108. 2g| Mass of water| 40. 7g| 41. 8g| 41. 7g| Water temp. – initial| 23 degrees C| 22 degrees C| 22 degrees C| Water temp. – final| 31 degrees C| 72 degrees C| 32 degrees C| Delta T (oC change)| 8 degrees C| 50 degrees C| 10 degrees C|Conclusions From the hands on experience of doing this experiment, I have been a ble to better understand the formula to find the energy release per gram and to properly put the information into the equation. I now have a better understanding of calorimetry and how different products vary in caloric content. References 1. 1. Hands-On Labs, Inc. (2012). General College Chemistry : Physical and Chemical Properties. (Manual page 94-100) Questions A. Which of the foods tested contains the most energy per gram? The potato chip B. How do your experimental results compare to published values?Considering the only published value that I experimented with was the marshmallow, I would have to say my results were above average. C. What type of reaction is used in calorimetry? Combustion reaction D. What are the products of the reactions? Carbon dioxide and water E. Where did the products go? Into the air, a part of the atmosphere F. A student performing an experiment to determine the caloric content of a cashew nut collected the following data: ?Mass of cashew nut before bu rning: 0. 55 g ?After burning: 0. 05 g ?Temp. increase of 200 g of water: 7. 0 oC 1.Calculate the total energy released by the combustion of the cashew nut by using the water temp. increase, the mass of the water and specific heat capacity of water. 58576 Joules. Using the equation Q= delta t x m x cp 2. Calculate the energy released per gram of cashew nut consumed in the reaction. 58576 Joules/0. 55g = 106502/4. 184= 25455= 2. 5 Cal 3. Using the following standards (carbohydrates (4 Cal/g), protein (4 Cal/g), and fats 9 Cal/g), determine the caloric content of a bag of your favorite snack food. Special K cracker chips Carb = 92 Protein= 8 Fats = 22. 5 Caloric Content of Food Ocean County College Department of Chemistry [Caloric Content of Food] Submitted by Jamie Kaiser Date Submitted:  Ã‚  Ã‚  10/2/12 Date Performed:  Ã‚  10/2/12 Lab Section: Chem-180 Course Instructor:  Bassa Purpose The purpose of the experiment was to take foods and to find out the energy content of the foods that we are experimenting with. By hands on burning or the food and taking the date that we find and putting it into equations to find what is needed. Procedure After organizing all the equipment necessary to perform the lab correctly and safety, I placed the empty beaker on to the scale and recorded the weight.Then I filled the beaker with 50 ml of water and measured it and recorded my results. I then place the beaker onto the burner stand. I took the temperature of the water before heating it up. I first started with the marshmallow. I put the marshmallow onto the fork and measured its weight. Then I lit the marshmallow on fire and place it under the beaker. After the fl ame was extinguished I measure the temperature of the water and recorded it. I then place the remains of the marshmallow and fork onto the scale and recorded my findings. I proceeded to do the same thing with a walnut and then with a potato trip and recording the results of each.Observations and Results Data Table 1: Food Item – Observations| Food Item Description:| Marshmallow| Walnut| Potato Chip| Mass of food & holder – initial| 40. 4g| 18. 3 g| 16g| Mass of food & holder – final| 38. 8g| 16. 3g| 13. 5g| Mass of food burnt| 1. 6g| 2g| 2. 5g| Mass of beaker| 66. 5g| 66. 4g| 66. 5g| Mass of beaker & water| 107. 2g| 108. 2g| 108. 2g| Mass of water| 40. 7g| 41. 8g| 41. 7g| Water temp. – initial| 23 degrees C| 22 degrees C| 22 degrees C| Water temp. – final| 31 degrees C| 72 degrees C| 32 degrees C| Delta T (oC change)| 8 degrees C| 50 degrees C| 10 degrees C|Conclusions From the hands on experience of doing this experiment, I have been a ble to better understand the formula to find the energy release per gram and to properly put the information into the equation. I now have a better understanding of calorimetry and how different products vary in caloric content. References 1. 1. Hands-On Labs, Inc. (2012). General College Chemistry : Physical and Chemical Properties. (Manual page 94-100) Questions A. Which of the foods tested contains the most energy per gram? The potato chip B. How do your experimental results compare to published values?Considering the only published value that I experimented with was the marshmallow, I would have to say my results were above average. C. What type of reaction is used in calorimetry? Combustion reaction D. What are the products of the reactions? Carbon dioxide and water E. Where did the products go? Into the air, a part of the atmosphere F. A student performing an experiment to determine the caloric content of a cashew nut collected the following data: ?Mass of cashew nut before bu rning: 0. 55 g ?After burning: 0. 05 g ?Temp. increase of 200 g of water: 7. 0 oC 1.Calculate the total energy released by the combustion of the cashew nut by using the water temp. increase, the mass of the water and specific heat capacity of water. 58576 Joules. Using the equation Q= delta t x m x cp 2. Calculate the energy released per gram of cashew nut consumed in the reaction. 58576 Joules/0. 55g = 106502/4. 184= 25455= 2. 5 Cal 3. Using the following standards (carbohydrates (4 Cal/g), protein (4 Cal/g), and fats 9 Cal/g), determine the caloric content of a bag of your favorite snack food. Special K cracker chips Carb = 92 Protein= 8 Fats = 22. 5