Photosynthesis Lab Report Essay Example for Free

Photosynthesis Lab Report Essay An experiment to investigate the effects of carbonate concentration in water on the rate of photosynthesis. Aim: The aim is to investigate how increasing carbonate in water can affect the rate of photosynthesis. Introduction: The rate of photosynthesis can be increased or decreased in many different ways. For example, by adding substances like alkaline or salt to the water, you can increase or decrease the acidity or basics, if the water has too much acidity, it can often delay the rate of photosynthesis, often stopping the rate of photosynthesis in the plant, which will possibly lead to killing the plant. Another option is to control the strength of the light by controlling the distance of the light from the plant. If the light is a far distance from the plant, the strength of light for the plant would be very weak, therefore decreasing the rate of photosynthesis. Another alternate but simple way is to change the colored light by comparing different colored ï ¬ lters and their effects to change the rate of photosynthesis. Some colors like red and blue increase the rate of photosynthesis, while colors like yellow and green decrease the rate of photosynthesis. Many people would choose the factors that have just been listed, however there are so many other interesting possible factors when investigating other ways in which you can affect the rate of photosynthesis, Therefor, for this experiment the independent variable chosen is the amount of carbonate in water. Hypothesis: Carbonate is known to increase the rate of photosynthesis when mixed with water, this is because plants inhale carbon dioxide which is what carbonate is made from along with other bases. By diluting carbonate in the water, this increases the amount of carbon dioxide in the water, which then increases the rate of photosynthesis, technically increasing the amount of bubbles within the experiment. However, too much carbonate might slow down the rate of photosynthesis within the plant. This is because, if too much carbonate is added within a small concentration of water with only one small plant, the amount of carbon dioxide released might be too overwhelming for one plant to handle, increasing the rate of photosynthesis to such a high extent can eventually make the plant loose itÊ ¼s energy to photosynthesize. Apparatus/Materials †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Science apron Large Beaker (1000mls) Tap water Long wooden ruler(preferably 30cm) Scissors 12cm of  fresh Elodea plant Large lamp- 60wat bulb Carbonate powder Mettle spoon/spatula Skewer Scale Paper stop watch book or laptop to collect data Method 1. Find a clean, safe and flat working space to do your experiment, leave your workbook or laptop used to collect data on your working space 2. Put on a safety lab apron or coat 3. Grab all the equipment thats on the equipment list and place it on your working space 4. Take a large beaker(1000mls) and carefully fill it with 500mls of tap water 5. Place the large beaker on your working space, bend down at eye level in line with the water and check that the bottom of the waters meniscus curve is touching the ‘500mls’ point 6. If there is too much water, pour out some of the water into the sink, repeatedly doing step 3 to check if the measurement is correct 7. Turn on your lamp and make sure the bulb is 60 wats 8. Take your ruler and make sure the length distance between the lamp and the beaker is 1 cm, and make sure the height distance between the bulb and the beaker is 0 cm 9. Take the Long wooden ruler (preferably 30cm) and some scissors to measure and cut 12cm of fresh Elodea plant 10. Turn on the lamp 11. Get ready your stop watch and your source used to collect data 12. Drop the 12 cm Elodea plant into the water 13. Quickly start the timer when you see the first bubble and record it in your data table for ‘Trail 1’ 14. When watching the plant, watch it from birds eye view(above the beaker) so that you can see the whole plant 15. Let the stop watch run for three minutes(1 minute for each trial) and record how many bubbles there are for each trial for each trial. 16. After finishing the three trials, if the plant floats to the top, push the plant down with a skewer 17. For the next test, rip a section of paper thats about the size of your palm, place it on the scale 18. Turn on the scale 19. Take a spatula and the tub of carbonate powder and spoon some carbonate onto the paper that is sitting on the scale. 20. Keep on adding and taking away till you get 0.5 grams 21. Take the paper with the 0.5 grams of carbonate and pour it inside the water 22. Quickly stir the carbonate with a spatula so that it is fully dissolved into the water equally 23. Start the timer when your done stirring and repeat from step 14 to step 22 24. Once the data is finished collecting, add up the data for the 3 trials  for the first test, divide the sum by 3 to get your average. Do this for a the rest of your tests till you get 5 averages for each of the 5 tests 25. Make a table on ‘Exle’, write test 1, 2 and so on in each cel and the amount of carbonate, then write the averages for each of the tests under 26. Highlight all of this then click whatever graph you think would be best Fair Testing Variables Independent variable Variable details Variables you will change Description †¢ The Mass of carbonate powder increases by 0.5grams within each test †¢ To Count the amount of bubbles released within each trial †¢ Time frame for each trial 60sec †¢ Distance in length and height between the lamp and the beaker is 0cm in height and 1cm in length. †¢ Bulbs wattage-60wats †¢ Mass of water in the beaker for every test is 500mls

Determination of Glucose Concentration Using Trinder Method

Determination of Glucose Concentration Using Trinder Method The Trinder method is used to determine glucose concentration only, (Lott et al, 1975). This method was first described by Trinder in 1969 thus named after him, (Lott et al, 1975). It uses an enzyme glucose oxidase for the first reaction and peroxidase for the second reaction thus the name of the enzyme Glucose oxidase/peroxidase (GODPOD), (Meiattin, 1973). Enzymes are biological or any chemical catalysts that speed up a reaction without it being used up, (Jan, 2010). It functions to catalyse a reaction by lowering the activation energy of the reaction. Activation energy is the energy needed to initiate the reaction. It is a point of high energy and requires more energy than the substrates. An enzyme also contains an active site for the substrate to catalyse the reaction. Its efficiency depends on the concentration of the substrate and conditions like temperature or pH, (Hames et al, 2005). The Trinder method, is based on two sequential enzymatic reactions, the first one involves the oxidation of glucose to gluconic acid and H2O2, (Casabnon et al, 2005). This reaction is catalysed by the enzyme Glucose oxidase. Then, the H2O2produced is quantified by a chromogenic reaction with peroxidase (POD), as the enzyme that catalyses the reaction with the reduced dye, (Casabnon et al, 2005). The oxidised dye changes colour to pink or red according to the glucose concentration. The colour formed is stable at room temperature for at least two hours after development, (Anon, 2010). The main advantage of this method is that it is very specific. It doesnt target other sugars except glucose. It is also simple straight forward and easy to manipulate. Its results are very reliable and specific, (Bauninger, 1974). Its final products are stable as they are not reactive at room temperature. Other colorimetric methods to identify glucose include, oxidation of glucose in the presence of Cu+2 to give Cu2O, and different types of Chromatography, (Casabnon et al, 2005). Glucose can be detected with o-toledine or other amines, (Casabnon et al, 2005). The experiment had to check for the specificity of the assay thus other carbohydrates were assayed. These were galactose, fructose, maltose and ribose. Maltose is a disaccharide which is made up of two glucose molecules joined together by a glycosidic bond. Galactose is a major sugar found in milk, (Hames et al, 2005). Its structure consists of six carbons with a glycosidic bond to join the next glucose molecule, (Berg et al, 2007). Fructose is abundant in fruits. It is a monosaccharide with six carbons as its structure. Ribose is a pentose sugar molecule with 5 carbons. It is mostly abundant in the nucleotides. The aim of the experiment was to determine glucose concentration in different concentrated solutions and unknown solutions. The specificity of the assay was to be determined by application of the assay on different sugar molecules. A standard curve was to be drawn from the absorbencies acquired from the spectrophotometer at 515nm Materials 12 Test tubes 2 Long pipette tips 1ml of 0.5mM Fructose 1ml of 0.5mM Maltose 1ml of 0.5mM Galactose 1ml of Unknown Glucose 1ml of 0.5mM Ribose 5ml of 0, 5mM Glucose 5ml of Distilled water 7ml of 0.1% Phenol 20ml of GODPOD Reagent 9 pipette tips 8 Disposable Cuvettes Black Marker Stop watch P100 Pipette Automatic pipette Recoding paper and pen Spectrophotometer at 515nm Water bath at 37oC Test tubes rack Blotting paper Method The test tubes were marked T1 to T6, for those that had to be inoculated with glucose and S1 to S6, for those that had to be inoculated with different types of sugars. They were arranged in order of concentration on the rack. One row was left out for agitating the test tubes. Inoculation commenced by transferring glucose into different test tubes T1being the least concentrated. 0.5mM of Glucose was transferred using a P100 pipette and not changing the tip. 0.2cm3 was inoculated into T2, 0.4 cm3 into T3, 0.6 cm3 into T4, 0.8cm3 into T5 and 1.0 cm3into T6. Distilled water was then inoculated into the test tubes using a different tip to avoid cross contamination. One centimetre cubed was inoculated into T1, 0.8 cm3 into T2, 0.6 cm3 into T3, 0.4 cm3 into T4 and 0.2 cm3 into T5. There was no water inoculated into the last tube T6. Phenol was then inoculated into all the twelve test tubes. It was transferred using a different tip to avoid cross contamination. One centimetre cubed of different sugars were inoculated in specific S tubes. 0.5mM of Galactose was inoculated into S1, 0.5mM of Glucose was inoculated into S2, Glucose unknown was inoculated into S3, 0.5mM of Fructose was inoculated into S4, 0.5mM of Maltose was inoculated into S5 and then 0.5mM of Ribose was inoculated into S6. These transfers were done with different tips for different sugars. One and half millilitres of GODPOD reagent was then inoculated into all the test tubes using an automatic pipette and a long pipette tip. The test tubes were then agitated on the rack and incubated in the water bath for forty minutes. The temperature was constantly checked during incubation. After forty minutes, the solutions changed colour from colourless to light pink according to the concentration. These different solutions were then read on a spectrophotometer in a cuvette. The spectrophotometer was zeroed at first then absorbencies of Glucose and other sugars were read and recorded. A cuvette was wiped on the soft side to minimize absorbencies caused by contamination. These different absorbencies were recorded on a table. Discussion The reactions of glucose with the GODPOD were slow due to the fact that the enzyme was stored in ice thus it took long for the reaction to take place. The enzymes structure was disrupted because it was kept in cold thus it took time to equilibrate with the conditions. The reason why GODPOD was slow to react was because it is sensitive to its environment, (Teal et al, 1985). Enzymes are sensitive to pressure, temperature and pH. This added to the fact that the colour produced was not very dark because the enzyme was adjusting to the conditions. The enzyme also didnt denature because it was kept in ice at 4oC not in the heat above 40oC. On the graph, the points that are not on the line of best fit might have appeared because there might have been a competitive inhibitor thus the reaction didnt go on well owing to reduced absorbance. The inhibitor might have been so because of cross contamination. The same pipette might have been used to transfer the solutions thus cross contamination. The specificity of the enzymes might have caused the other solutions not to produce reliable results. Enzymes are sensitive to pH, (Jan, 2010). The pH of the test tube might have been so low or higher than the required thus some of the points are not in the line of best fit. This might have been avoided by carrying out the experiment repeatedly and then getting average values. When the enzyme was applied to the other sugars, there was no absorbance at all because the enzyme is specific to one substrate thus it didnt catalyse the reaction of other sugars and GODPOD. There might have no absorbance because these sugars might have their own wavelengths they absorb the light. This might have been avoided by scanning the various wavelengths and determine the exact wavelength. The unknown glucoses were determined by the use of the graph. The line of best fit was used to determine the glucose concentration. An equation was used also to determine the concentrations. The other points not on the line of the best fit might be there because the transitional state might have been great, thus when thirty minutes had passed, the enzyme had not gone past the transitional stage. This might have been characteristic of the colours produced according to the concentration of the different solutions. The unknown glucose solutions showed to have the same concentration as the stock solution. It might have the same compounds and properties as the stock solution. The results of the experiment were according to the literature values. This was highlighted by the absorbencies of stock solutions and different sugars. The specificity of the reaction was achieved. In conclusion, the aims of the experiment were achieved by obtain reliable data and results. The standard curve showed the absorbencies of the different solutions and unknowns.

Determination of Substance through Density

Determination of Substance through Density DExperiment #1 DENSITY OF SUBSTANCES Prepared by Paul Okweye and Malinda Gilmore Purpose of the Experiment To learn about the properties of matter such as density that are used as a method of physical identification. In this experiment the objectives are: To teach the correct use of a balance and graduated cylinders, To determine the densities of solids, pure liquids and solutions, To determine percent errors during experimental analysis, and To teach the use of graphing of experimental data. Background Information Density, like boiling point, color, odor, solubility, and melting point, is a physical property of matter. Therefore, density may be used in identifying matter. Density is defined as mass per unit volume and is expressed mathematically as d = m / v (Equation 1: d is density, m is mass, and v is volume). The density of a sample of matter represents the mass contained within a unit volume of space in the sample. The units of density, therefore, are quoted in terms of grams per milliliter (g/ml) or grams per cubic centimeter (g/cm3) for most solid and liquid samples of matter. The density of a sample represents the mass of the specific sample divided by its volume. density (g/ml) = mass (g) à · volume (ml or cm3) Eqn. 1 Often, a density varies with temperature because of the volume of the sample such as gases. Therefore, densities are usually determined and reported at room temperature (about 25oC; see Table 1). References such as chemical handbooks always specify the temperature at which a density was measured. As previously stated, density can be used as a method of identification. Various things that density can be useful for are listed below: Table 1. Densities of various substances at room temperature, 25oC. Density is often used as a point of identification in the determination of an unknown substance. The density of the unknown might be used to characterize the unknown from a list of known substances. It is very unlikely for two substances to have the same density, and when added with boiling point and melting point it adds even more validity to the identity of the substance. Density can also be used to determine the concentration of solutions in certain instances. When a substance is dissolved in water, the density of the solution will be different from that of the pure water itself. Handbooks list detailed information about the densities of solutions as a function of their composition (typically, in terms of percent substance in the solution). If a sample is known to contain only a single substance, the density of the solution can be measured experimentally, and then the handbook can be consulted to determine what concentration of the substance gives rise to the measured solution density. Several techniques are used for the determination of density of substances. In general, a density determination involves the determination of the mass of the sample divided by the determination of the volume of the sample. However, the method used for determining mass or volume depends on whether or not the sample is a solid or a liquid. For solid samples, the volume of the solid can be determined using Archimedes’s principle, which states that an insoluble, nonreactive solid will displace a volume of liquid equal to its own volume. Typically, a solid is added to a liquid in a volumetric container (such as a graduated cylinder) and the change in the liquid level is determined. For liquids, very precise values of density may be determined by measuring an accurate volume of liquid in a container that can then be weighed and then determining the mass of the liquid that was measured. A convenient container for determining the volume of a liquid is to weigh a particular volume of liquid in a graduated cylinder. The density of substances is very important especially when talking about buoyancy the tendency or capacity to remain afloat in a liquid or rise in air or gas. Often one asks the question, â€Å"Why does ice float in water?† The answer to that question depends totally on density of the substances involved. When dealing with water, water can be in the form of ice, liquid or solid (Table 2). The density of ice is 0.917 g/cm3 and then density of water in its liquid state at 25oC (room temperature) is 0.999 g/cm3. Therefore, the density of ice is less than the density of water so that is why ice floats in water. Temperature (oC) Density of Water (g/cm3) 0 (ice) 0.91700 0 (liquid water) 0.99984 2 0.99994 4 0.99997 10 0.99970 25 0.99707 100 0.95836 Table 2. Temperature Dependence of Water Density Safety Precautions Safety goggles and lab coat / apron are required for this lab The solutions used in this lab are flammable. Use them only as directed Materials and Chemicals Graduated cylinders (25 mL, 50 ml, and 100 mL) Balance Regular Solid Sample Irregular Solid Sample Liquid Sample (Isopropyl Alcohol) Distilled Water Sodium Chloride (5%, 10%, 15%, 20% and 25% solutions) Procedures A. Determination of the Density of Solids Obtain a regular shaped solid (cubic metal). On your data sheet, write down the name of the solid and describe its appearance. Using a balance, weigh the regular shaped solid. Weigh it on a balance to the nearest 0.01 g. Record the weight on the data sheet in the section labeled â€Å"Weight of the Solid.† Using a 100-mL graduated cylinder, add 75 mL of distilled water. Record the exact volume of water in the graduated cylinder to the precision permitted by the calibration marks on the cylinder. Record this volume on the data sheet in the section labeled â€Å"Initial Volume of Water for the Solid†. Gently place the regular solid (cubic metal) into the cylinder (do not drop the metal because it could splash the water in the graduated cylinder). Read the level of the water in the graduated cylinder, again making your determination to the precision permitted by the calibration marks on the cylinder. Record this volume on the data sheet in the section labeled â€Å"Final Volume of Water for the Solid.† The change in the water (Vsolid = Vf – Vi) level represents the volume of the solid. Calculate the density of the regular solid (cubic metal) using Equation 1. Record the calculated value (experimental value) of the density on the data sheet in the section label â€Å"Experimental Value of Density of Solid.† Compare the calculated (experimental value) density of the regular solid (cubic metal) with the actual density value provided in Table 3. Record the actual density on the data sheet in the section labeled â€Å"Actual Density of the Solid.† Calculate the percent error of your measurement. Record value on the data sheet in the section labeled â€Å"Percent Error of Solid†. Note: Percent Error = Experimental Value – Actual Value x 100% Accepted Value Dry the regular solid (cubic metal) with a paper towel and return the sample to your instructor. B. Density of Pure Liquids Pure Water (Distilled Water) Clean and dry a 50 ml graduated cylinder. Accurately weigh the dry graduated cylinder using a balance. Record weight on the data sheet in the section labeled â€Å"Initial Weight of the Graduated Cylinder (Water).† Add 45 mL of water to the graduated cylinder. Record the exact volume of the water in the cylinder, to the level of precision permitted by the calibration marks on the barrel of the cylinder on the data sheet in the section labeled â€Å"Volume of Water†. Weigh the graduated cylinder and water as accurately as possible. Record weight on the data sheet in the section labeled â€Å"Final Weight of the Graduated Cylinder (Water).† Calculate the density of the water using Equation 1. Record the calculated value (experimental value) of the density on the data sheet in the section labeled â€Å"Experimental Value of Density of Water.† Determine the temperature of the water in the cylinder. You will use the temperature of the water to determine which density value of water to use from Table 2. Record the temperature on the data sheet in the section labeled â€Å"Temperature of Water.† Compare the calculated (experimental value) density of the water with the actual density listed in Table 2. Record the actual density on the data sheet in the section labeled â€Å"Actual Density of the Water.† Calculate the percent error. Record value on the data sheet in the section labeled â€Å"Percent Error of Water†. Clean and dry the graduated cylinder. Rubbing Alcohol Obtain a sample of rubbing alcohol (isopropyl alcohol = rubbing alcohol). Clean and dry a 10 ml graduated cylinder. Weigh the dry graduated cylinder as accurately as you can with the balances you have available. Record weight on the data sheet in the section labeled â€Å"Initial Weight of the Graduated Cylinder (Rubbing Alcohol).† Add 5 mL of rubbing alcohol to the graduated cylinder. Record the exact volume of the alcohol in the cylinder, to the level of precision permitted by the calibration marks on the barrel of the cylinder on the data sheet in the section labeled â€Å"Volume of Rubbing Alcohol.† Weigh the graduated cylinder and rubbing alcohol as accurately as possible. Record weight on the data sheet in the section labeled â€Å"Final Weight of the Graduated Cylinder (Rubbing Alcohol).† Calculate the density of the rubbing alcohol using Equation 1. Record the calculated value (experimental value) of the density on the data sheet in the section label â€Å"Experimental Value of Density of Rubbing Alcohol.† Compare the calculated (experimental value) density of the rubbing alcohol with the actual density listed in Table 3. Record the actual density on the data sheet in the section labeled â€Å"Actual Density of the Rubbing Alcohol.† Calculate the percent error. Record value on the data sheet in the section labeled â€Å"Percent Error of Rubbing Alcohol†. Clean and dry the graduated cylinder. C. Density of Solutions Chemical solutions are often described in concentrations and most times in terms of the solutions’ percent composition on a weight basis. For example, a 1% sodium chloride (NaCl) solution contains 1 g of NaCl in every 100 mL of solution (which corresponds to 1 g of NaCl for every 99 mL of water (H2O) present). Obtain 50 mL solutions of NaCl in H2O consisting of the following percents by weight: 5%, 10%, 15%, 20%, and 25%. Make the weight determinations of NaCl and H2O accurately as possible. Using the method described earlier for samples of pure liquids, determine the mass, volume and density of each of your NaCl solutions. Record that information on the data sheet under the specified section. Compare the calculated (experimental value) density of the NaCl solutions with the actual density listed in Table 3. Calculate the percent errors for each solution. Record value on the data sheet in the section labeled â€Å"Percent Error of NaCl Solutions†. Using Excel, construct a graph of the calculated (experimental value) density of your NaCl solutions (y-axis) versus the percent of NaCl the solution contains (x-axis). Obtain the straight line equation (y = mx + b). Record this equation in the designated area on the data sheet. Name_______________________________________________________________________________ Lab Partner____________________________Section/Day/Time_______________________________ Experiment #1 DENSITY OF SUBSTANCES DATA SHEET A. Determination of the Density of Solids Sample Name ______________________________ Appearance of Solid ______________________________ Weight (g) of the Solid ______________________________ Initial Volume (mL) of Water for the Solid ______________________________ Final Volume (mL) of Water for the Solid ______________________________ Volume (mL) of the Solid ______________________________ Experimental Value of Density (g/mL) of Solid______________________________ Actual Density (g/mL) of the Solid ______________________________ Percent Error of Solid ______________________________ B. Determination of the Density of Pure Liquids Pure Water (Distilled Water) Initial Weight (g) of the Graduated Cylinder (Water) ______________________________ Final Weight (g) of the Graduated Cylinder (Water) ______________________________ Weight (g) of Water Sample______________________________ Volume (mL) of Water ______________________________ Experimental Value of Density (g/mL) of Water ______________________________ Actual Density (g/mL) of the Water ______________________________ Percent Error of Water ______________________________ Name_______________________________________________________________________________ Lab Partner____________________________Section/Day/Time_______________________________ Experiment #1 DENSITY OF SUBSTANCES DATA SHEET Rubbing Alcohol Initial Weight (g) of the Graduated Cylinder (Rubbing Alcohol)______________________________ Final Weight (g) of the Graduated Cylinder (Rubbing Alcohol) ______________________________ Weight (g) of Rubbing Alcohol Sample______________________________ Volume (mL) of Rubbing Alcohol ______________________________ Experimental Value of Density (g/mL) of Rubbing Alcohol ______________________________ Actual Density (g/mL) of the Rubbing Alcohol ______________________________ Percent Error of Rubbing Alcohol ______________________________ C. Determination of the Density of Solutions % NaCl Mass (g) Volume (mL) Density (g/mL: Calculated) Density (g/mL: Actual) % error 5 10 15 20 25 Note: Show calculations in your lab report. Name____________________________________________________________________________ Lab.Partner____________________________Section/Day/Time_____________________________ Experiment #1 DENSITY OF SUBSTANCES HOMEWORK SHEET 1. Explain density in words. 2. What error would be introduced into the determination of the density of the solid if the solid were hollow? Would the density be too high or too low? 3. An insoluble, nonreactive metal sphere weighing 18.45 g is added to 21.7 ml of water in a graduated cylinder. The water level rises to 26.8 ml. Calculate the density of the metal. 4. An empty graduated cylinder weighs 34.4257 g. A 10-ml pipet sample of an unknown liquid is transferred to the graduated cylinder. The graduated cylinder weighs 40.1825 g when weighed with the liquid in it. Calculate the density of the unknown liquid. 5. Your data for the density of the NaCl (sodium chloride) solutions should have produced a straight line when plotted. How could this plot be used to determine the density of any concentration of sodium chloride solution? 6. Examine your graph and determine the density for each of the following percents of NaCl: 3%, 9%, 15%, 21%, and 45%.

The Bottled Water Industry Essay examples -- Marketing Water Business

Markets Water is something that anyone around the world could get from the tap for free, but now it is all the rage for the beverage industry. Bottled water has become the industry's fastest growing segment, both in volume and profits. Due to the consumer's needs and wants for a healthier lifestyle, the beverage industry provides a necessary product to the consumers, which is bottled water. Water is essential and with the demand to participate in a healthy lifestyle, the water industry will be successfully profitable. The market size for this industry has been growing and will continue to grow in a rapid pace. Over the past ten years, bottled water has moved from being the preserve of a relatively small market into the U.S. mainstream, with sales of about $7.5 billion, and that's only for water in bottles of 1.5 liters or less (Durr). According to the International Bottle Water Association, Americans spend $5.6 billion in 2000 on bottled water. By 2005, Americans will consume 7.2 bil lion gallons of bottled water, up from about 5 billion gallons in 2000, the association reported. A factor that will continue to drive the bottled water market is foremost the desire to live a healthy lifestyle. Which leads to the concerns of contaminants found in the tap water. People will pay high prices for water, just to be ensured that it is safe to drink the water that they purchased. Drinking lots of water also prevents dehydration. According to the Bottled Water Web (www.bottledwaterweb.com), 75% of Americans are chronically dehydrated. Most people know the health benefits of drinking water, which will drive the consumer to hit the water bottles more. At the same time, packaging in a portable plastic bottles and greater ... ...are looking for a beverage that combines rehydration with vitamins and minerals, and 75 percent said they would buy fortified water if available (Durr). According to Stephen Kay of the International Bottle Water Association in Alexandria, Va, People are demanding more from their foods and beverages, so, they're choosing water with added functions and attributes (Durr). With Americans focusing on fitness and a healthier lifestyle, companies are positioning these fortified water as something better than water. It's just like water but with better attributes, and provides more than what water does. Aquafina Essentials is touted as "enhanced water", and the label on Propel, a new product from Gatorade describes the clear beverage as "fitness water." While Propel is targeting towards athletes, Aquafina Essentials is targeting those who are very health conscious.

Briar Rose :: essays research papers

Jane Yolsen produces a powerful and moving novel that deftly blends the legend of Sleeping Beauty with the historical tragedy of the Holocaust. To Rebecca, Sylvia and Shana, "Briar Rose" was simply a bed time story but in all reality the story they grew up with was an actual event in Gemma's life. Although Gemma always identified strongly with Briar Rose, the sleeping princess, no one had thought it anything but a bedtime story. But when a mysterious box of clippings and photos turns up after Gemma's death, hinting that the accepted version of Gemma's origins is untrue, Becca begins tracing the real story, which bears striking resemblance's to Gemma's fairy tale. Becca then sets off on a journey to Europe to discover her grandmother's true identity. I felt this book was more for adults than for young adults. It was complicated and probably difficult for a young teen to follow. It had language that may not suitable for a young adult. Such as a line like, "Stan expertly braked and simultaneously turned the wheel slightly to the right. "Asshole!" he muttered." (Jane Yolen, 67). It was a remarkable book. I usually don't enjoy reading what I "have" to, but I truly adored this book. When I first started the book I wasn't very enthused but once I read the first four chapters (for the second time) I started falling into the novel. I became so emotionally involved with the characters and the story that I had to finish it. It made me recall everything I had learned in history class about the Holocaust. At that time it did not seem to "click". Now that I read this story and all of its frightful horrors it all comes rushing back. Now that I think about it, this is actually a great book for young adults to read. It teaches them a little about the holocaust and the terrible tragedies that had occurred. It even teaches them a bit about homosexuality. Though the gays were not treated very well in Yolen's novel. I loved the detail that Yolen put into "Briar Rose". It felt like I was actually there, staring down at the mountain of bodies below. Smelling the putrid smell of week old rotting corpses. Sleeping in a trench covered with branches and leaves, with nine to thirteen other escapees, aching for a shower and food in my stomach.

Janet Fitch Essay

Over the years, Janet Fitch has enjoyed wider and more diverse audience. Her works were appreciated by critics, regular readers and even by celebrities. One of the popular followers of Janet Fitch is the celebrity television show host and philanthropist Oprah Winfrey who â€Å"fell in love† with Janet Fitch’s works particularly White Oleander, a story which, according to Oprah herself, is something that moved her (Oprah Talks to Janet Fitch 2). But the power of Fitch’s works is appreciated even by ordinary individuals. One of the very good examples illustrating this fact is the numerous comments among readers and prospective readers found in the Amazon. com section for Paint It Black. The readers/bloggers also pointed to the fact that the stories depict a certain high degree of realism in comparison of real life and the story. It was enveloped in a wide range of emotions (Hughes 4), a sense of closeness to real life that others describe as stories told by characters, the story and the characters both ring with authenticity (West 2); While other critics believe that the talent of Fitch involves the creation of characters which possess distinct and believable characteristics typical of an ordinary human individual (Ginsberg 4). Janet Fitch’s works is considered as praiseworthy and notable by many critics. One of the reasons why this is the case is because of how Janet Fitch’s works transcend the literary realm and impact real life. The lessons and realizations derived from her works are constructed in a design that maximizes and optimizes the ability of the works to touch the senses of the readers through Fitch’s discussion of life, death and finding life’s paths (not before losing the sense of direction first) in her works, particularly in the White Oleander and Paint It Black. An essential approach that Janet Fitch takes in tackling the issues of real human life, that makes her works and stories appreciated by the readers and touches the emotions of the readers, is her use of contemporary setting (or close to contemporary setting) and tackling about issues that almost every individual is vulnerable to suffer or is constantly suffering. The readers are more attached to the stories that Fitch paint. There are many cases that the aspect of life as tackled by Fitch through her character are issues that are seldom addressed by society and issues that many individuals are easily vulnerable to, wrapping it up around a very emotional life not just for the protagonist but also exposing the depth of the serious emotional vein found in other major and minor casts in her stories. For example, the â€Å"White Oleander† is a work that breaks off from the traditional feel good reading that gives readers an escape. Through the White Oleander, Fitch does not provide escape from reality as fairy tales do, but instead, remind the readers of the social problems and real life as reflected in White Oleander and its characters, a story described by Laura Miller as something that is â€Å"no fairytale (Miller 1). † The impact of the stories Janet Fitch wrote is centered largely on realizations which readers often can relate to, particularly during the realizations happening in the end or close to the end of the story. It is an aspect of Janet Fitch’s writing style and design which is considered by some readers as one of Fitch’s strengths as an effective writer (West 1). One of the prevailing realizations about life is how the characters eventually end up getting enough courage to face the past and the present. This was the case of Astrid in White Oleander and the case of Josie in Paint It Black (Hughes 3). But the lessons and realizations is not just facilitated by the aspects of life, of being alive and living. The instances of death also often touch a raw nerve among the readers who are affected by the works. Death, especially the death of someone special or important to one’s life, is something that everyone experienced or will soon experience. Fitch has effectively painted the emotions engulfing the person during the time of death, like the anguish Astrid felt after the death of Claire Richards in White Oleander. Depiction of death-related emotions in Paint It Black involving the suicide of Michael and the impact it has on the state of emotional and mental stability of Josie immediately after the tragedy. It is an analogy of powerful emotions including anger and dislocation something considered as beautifully described by Fitch (Campbell 3). There are also other subplots and aspects of the stories Fitch creates that are constantly present like drug addiction and sex, issues that face many individuals today. It can be one of the linchpins that allows readers to relate to the story and to the main characters, like Astrid in White Oleander and Josie in Paint it Black, who tried to cope with emotional problems through alcohol and drugs (Boulter 1). It is the same predicament of Astrid and the same predicament of many individuals in today’s life. The greatest source of emotional impact that readers can easily detect and relate to is the presence of significant mother-daughter relations as well as problems (Oktay 256) and the strong role of family in the stories written by Fitch, and with focus as well to the narcissistic tendencies of mothers both in White Oleander and in Paint it Black (Valby 1). It was revealed in the musings of the lead characters like when Astrid noted how her mother â€Å"was not herself in the time of the Santa Anas (Fitch 1),† noting the central role of the mother in the daughter’s life, not just in White Oleander but also in Paint It Black. In White Oleander, the struggle of Astrid in her emotionally unstable relationship with her mother Ingrid, who she still loved in the end, despite how Ingrid treated her when she was young, provides many instances that many mother-daughter relationships experience. Astrid’s journey around several foster homes and the perpetual need to be loved, accepted and taken care of is also a perennial emotional issue many individuals struggle with openly or in their own private recluse. A more distorted or more complex mother-daughter relationship is found in Paint It Black (Campbell 4). In these two stories, several roles of the mother and the daughter and several different situations allow readers to pick points wherein they can relate to, allowing Fitch’s fanbase to grow because of this sense of attachment to the characters/story/predicament presented in Fitch’s works. In a way, it makes Fitch a catalyst or even a channel for individuals to find someone (even fictional) that they can relate to and share similar experiences with, in the hope that the later realizations can assist the readers towards certain realizations and closures in their own personal lives and in their own personal struggles, challenges and problems. There is no doubt that in the analysis of what critics, observers, analysts and even the ordinary individual reader, Janet Fitch is a writer above average. This is because of what she wrote, how she wrote it, how she developed characters, and how these characters and stories have the power to influence the emotions of the readers as it reflected real life, real death-related issues and the process and journey towards self discovery and the unfolding of the path for the individual despite what the characters have undergone in the story, despite Josie â€Å"couldn’t settle anywhere (Fitch 8). † It is, in its own way, inspiring the readers and empowering them towards inward personal values that can make them better individuals and cope better with their own personal challenges like how the characters of Fitch did in the stories, doing in a manner considered as masterful storytelling. Boulter describes Paint It Black as â€Å"well written† (Boutler 4). Ginsberg believed that Fitch was able to make an â€Å"indelible literary mark† because of her opus White Oleander (Gindsberg 1). Farr discussed in the book about the personal connections the reader has on the different aspects of White Oleander like story and characters and how these affected them and how they reacted to it (Farr 105). Works Cited Boulter, Maryann. â€Å"Paint It Black – Janet Fitch. † Nightsandweekends. com. 2006. 16 May 2009 . Campbell, Karen. â€Å"’Paint It Black’ is a compelling tale of suicide, memory, and perception. Boston Globe. † Globe Newspaper Company. 18 September 2006. 16 May 2009 . De Turenne, Veronique. â€Å"’White Oleander’ Author Returns with ‘Paint It Black’. † NPR. 4 October 2006. 16 May 2009

My High School English Experience Essay

My high school English Class experience I was born in Beijing where it is difficult for me to get in touch with English. At that time, It is impossible for me to meet foreign people on Beijing. I didn’t know English until I was ten years old, but I was not interested in it. Therefore, my grades on English were not good all this time. However, after graduating from junior high school, I decided to study abroad on America so that I must be absorbed in studying English. Hence, I started to expect the English class on senior high school. Unfortunately, the English class was more than I thought it would be. In high school, I just met one English teacher who called Meng Ying. She abandoned all of my classmates include me. Admittedly, there were some student who never studying on my high school class. However, as a teacher, she never enlightened those naughty students. On the contrary, she detested those bad students, deciding to abandon the class. During the high school year, she seldom taught us, and most of the time, we have to self-studying English. At first, I was so disappointed that I even had a mind to transfer school because it is impossible for me to gain knowledge. On the other hand, she gave me a lot of time to explore the English world on my own and read my favorite novels such as The Great Gatsby. To a certain extent, I will say thank you to my English teacher because she made me more independent than used to be.