Laundry Detergent Glowing Skull

If you have laundry detergent, you can make a glow-in-the dark skull that you can put on your sidewalk or window that will be invisible during the day but will glow at night. Heres how you do it. Glowing Skull Materials You only need a few basic household materials for this project, plus a black light. Liquid laundry detergent or else mix powdered detergent with a bit of waterSponge or paper towelArtistic talent or else a stencilBlack light Make the Decoration Download a skull stencil pattern and print it.Cut out the eyes, nose, and mouth of the skull.Select the location for your decoration. You may wish to choose part of the front walkway near a porch light so you can switch out the normal light bulb for a black light. You could also use a black light and an extension cord to put the decoration anywhere. This project works well on a sidewalk or a wall. You could put the skull on a windowpane if you wanted.Dampen a sponge or paper towel with liquid laundry detergent. You want it wet enough to deposit the color, but not dripping wet.Place the stencil where you want the decoration.Blot over the stencil with the detergent-coated sponge to fill in the shapes of the skull. If you mess up badly, just wash it off and try again.Turn on the black light when you want to see the decoration. Turn the light off when you dont want to see it. Wash away the picture when Halloween is over. How It Works Laundry detergents contain brightening agents that glow when exposed to light. They are intended to make whites appear whiter by adding a bit of blue light to them under ultraviolet light, like in sunlight or under fluorescent lights. When you shine a black light on detergent, you get a very bright glow. The glow is bright enough that you dont need total darkness to get a nice effect.

How to Deal With Discipline Problems in the Classroom

Discipline problems challenge most new teachers and even some veteran educators. Good  classroom management combined with an effective discipline plan helps keep bad behavior to a minimum so the entire class can focus on learning. Classroom rules  must be easy to understand and manageable. Make sure that you dont have such a large number of rules that your students cant consistently follow them. Set an Example Discipline starts with you. Begin each class period with a positive attitude and high expectations. Itll help create a positive learning environment. If you expect your students to misbehave, they probably will. Come to class prepared with lessons for the day. Reduce downtime  for students to help maintain order. Work on making transitions between lessons smooth. For example, as you move from whole-group discussion to independent work, try to minimize the disruption to the class. Have your papers ready to go or your assignment was written on the board so you can move quickly through the process. Many disruptions occur in transitional times during lessons. Be Proactive With Discipline Problems Watch your students as they come into class and look for signs of discord. For example, if you notice a heated discussion before class starts, deal with it then. Give the students a few moments to work things out before you start your lesson. Separate them if necessary and try to gain agreement that during your class period at least, they will drop the issue. Post a discipline plan that you follow consistently to govern student conduct. Depending on the severity of an offense, this should provide a warning or two before formal punishment. Your plan should be easy to follow and cause minimal disruption to your class. For example, first offense: verbal warning; second offense: detention with the teacher; third offense: referral. Use humor when appropriate to diffuse touchy situations. For example, if you tell your students to open their books to page 51, but three students are so busy talking with each other that they do not hear you, resist the urge to yell. Smile, say their  names and ask them calmly to please wait until later to finish their conversation because you would really like to hear how it ends but you have to get this class finished. This should get a few laughs but also get your point across. Be Firm But Fair Consistency and  fairness  are essential for effective classroom management. If you ignore disruptions one day and come down hard on them the next, your students wont take you seriously. You will lose respect and disruptions will probably increase. If you appear unfair in how you enforce the rules, the students will resent you. Address disruptions with in-kind responses. In other words, dont elevate disruptions above their current significance. For example, if two students keep talking in class, dont disrupt your lesson to yell at them. Instead, simply say the students names and issue a verbal warning. You can also try asking one of them a question to bring their focus back to the lesson. If a student becomes verbally confrontational, remain calm and remove them from the situation as quickly as possible. Do not get into yelling matches with your students. And do not bring the rest of the class into the situation by involving them in the disciplinary process. Prioritize Safety When a student becomes visibly agitated, you must maintain a safe environment for the other students. Remain as calm as possible; your demeanor can sometimes diffuse the situation. You should have a plan for dealing with violence that you discussed with students early in the year. You should use the call button for assistance or have a designated student get help from another teacher. Send the other students from the room if it appears they could get hurt. If a fight breaks out in the classroom, follow your schools rules concerning teacher involvement as many administrators want teachers to stay out of fights until help arrives. Keep an anecdotal record of major issues that arise in your class. This might be necessary if you are asked for a history of classroom disruptions or other documentation. Most importantly, let it go at the end of the day. Classroom management and disruption issues should be left at school so you have time to recharge before coming back to another day of teaching.

Compare And Contrast Marcus Aurelius And Benjamin Franklin

Marcus Aurelius and Benjamin Franklin are two men who during their time were dedicated to improving themselves. Though these two men lived in different time periods under different circumstances, it can be seen that they both endeavored to cultivate virtues within themselves. Additionally, the pair shared many virtues as well as the belief that everything one does should be virtuous and one should always use their reason. Along with the knowledge that no one is perfect and one can never actually achieve perfection. All in all, they both offer a set of virtues that they lived by to try and better themselves in order to live happier lives and what sets them apart is the way they implemented their virtues. Marcus Aurelius was a Roman†¦show more content†¦His method for implementing these virtues is by continuously subjecting himself to a mental interrogation where he asks himself what he is doing with his life, in order to know what kind of person he is becoming inside. Overall , Aurelius uses his journal to reflect as well as, giving himself a list of characteristics that he wants to live up to. Benjamin Franklin a founding father, inventor, and author among many other things wrote an autobiography for his son to give an account of his intriguing life. In his autobiography, Franklin made a list of thirteen virtues for his son and others to live by with the purpose of helping them to become a better person and to live a happier life. This list was in a particular order causing him to be mindful of his thoughts and emotions and create careful deliberation before each of his decisions. It should be noted, that he did not attempt to master each virtue at once, but rather, master one in the span of a week and move on to the next. It is through his virtues that he focused on self-development, he was able to laugh at himself and accept the fact that he would never be perfect, because, no one is. His method for implementing his virtues consisted of a daily routin e of asking â€Å"what good will I do today† along with â€Å"what good have I done today.† As a result, he made a

Determination of Water Hardness free essay sample

When neutral molecules or anion gives an electron pair and attaches itself to a metal ion center the atoms become a single complex ion, thus forming covalent bonds. These complex ions are called ligands. Some of these polyatomic ligands have lone pairs available for bonding to the central metal ion. When a ligand forms with a metal ion it is called chelation and the ligand is called a chelating agent. In this experiment we used a chelating agent called ethylenediaminetetraacetic acid (EDTA). When rain falls the water picks up impurities from dissolving the salts that are present in the soil. The water’s hardness comes from the water dissolving these salts. Water with a hardness value of less than 60 ppm is considered â€Å"soft†water and water with more than 200 ppm CaCO3 is considered â€Å"hard† water. Using the EDTA and an indicator called Eriochrome Black T we are able to calculate the hardness of water. We will write a custom essay sample on Determination of Water Hardness or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In the presence of a metal cation, Eriochrome Black T forms a pink color. But as the EDTA solution is added from the buret, the metal ions are attracted to the EDTA leaving the indicator solvated. As it looks in this equation. In this lab we are trying to find out what the water hardness of an unknown water sample is and compare it to the range of municipal water hardness in our area. Methods We used our 500ml plastic bottle and weighed out 0. 7999g of (on the scale with a serial number 12321601), and placed it in our plastic bottle then filled the bottle with deionized water and shook until dissolved. This became our standardized EDTA solution. Then using a Grade A 10ml transfer pipet and added 10ml of a 1. 000g (Prepared by BTJ, Jan 13, 2014) into a 250ml Erlenmeyer flask mixed with 30ml of D. I. water. We than added 3ml of ammonia chloride buffer inside the fume hood added 4 drops of Erichrome Black T Indicator and slowly stirred while titrating the solution with the EDTA solution until it turned from pink to blue. Then repeated two more times calculating the Molarity and average molarity. We then did the same exact thing but this time instead of using 10ml of the 1. 000g we used an unknown water sample, my unknown sample was #6. Then we used the information to calculate the hardnes of the water. We needed to make sure that we did not over titrate or under titrate, so paying close attention to the color change was a must. That is why we made sure to do each titration 3 times so we could get the averages of all the attempts. Recording all the data to the smallest possible number value was a must. We were able to learn a few things from our experiment on Water Hardness. For the first half of the experiment we see that our relative precision (parts per thousand) was 9.6 ppt. That is really high compared to what we expecting in precision. For this experiment we were expecting a precision of five parts per thousand at the most. Some reasoning why it was so high could because I did not employ careful volumetric technique and I may have been trying to titrate too long and got a different shade of blue each time. If I was to do this experiment again I would do my best to pay careful attention to the amount of liquid put in and also titrate slower and pay closer attention to the shades of the color. When it came time for the unknown water sample #6 I feel like my calculations and titrations where all well done. For each of the three trials I was at 400.0 mg / L . I was able to compare this to the city of Tempe’s water hardness range. According to their websitei they say that the range is from 150-400 mg/L. So my water sample fits on the upper end of the range. So it is possible that my unknown sample came from a City of Tempe water source.