What Is Carbon Monoxide And Its Effects Environmental Sciences Essay

What Is Carbon Monoxide And Its Effects Environmental Sciences Essay Carbon monoxide (CO), also known as carbonous oxide, is a colourless, odourless, tasteless gas produced by incomplete combustion of the fossil and carbon-based fuels, when there is not enough oxygen to produce Carbon Dioxide. Normally, carbon (C) and oxygen (O2) combine to produce carbon dioxide (CO2), when combustion of carbon is complete, in the presence of plenty of air. When combustion of carbon is incomplete, there is a limited supply of air, and only half as much oxygen adds to the carbon, forming carbon monoxide (CO). Many sources of carbon monoxide include: Unvented kerosene and gas space heaters; leaking chimneys and furnaces; back-drafting from furnaces, gas water heaters, wood stoves, and fireplaces; gas stoves; generators and other gasoline powered equipment; automobile exhaust from attached garages; and tobacco smoke. Carbon monoxide is not only formed from incomplete combustion, it is also formed as a pollutant when hydrocarbon fuels (natural gas, petrol, and diesel) ar e burned. Carbon Monoxide gas is produced from the partial oxidation of  carbon-containing compounds and it consists of one carbon atom and one oxygen atom. Carbon Monoxide is also the simplest oxocarbon, and is an anhydride of formic acid. The symbol equation for the formation of carbon dioxide is: (hydrocarbon) + O2 CO + H2O Effects on humans Despite Carbon Monoxide being perfectly harmless to humans at low exposure, it is extremely poisonous, often fatal, to humans at higher levels. When Carbon Monoxide enters the body through the respiratory system, it binds very strongly to the  iron  atoms  in haemoglobin, the principal  oxygen-carrying compound in blood. Haemoglobin, a protein present in the red blood cells, normally binds oxygen to form oxyhemoglobin and transports it to all parts of the body. When Carbon Monoxide enters the bloodstream, it competes with oxygen and binds to haemoglobin to form carboxyhemoglobin.  Carbon monoxide is attracted to haemoglobin over 200 times more strongly than oxygen. Therefore, in the blood, the presence of carbon monoxide prevents some of the  haemoglobin  found in red blood cells from carrying sufficient oxygen around the body, sometimes resulting in death. Symptoms of Carbon Monoxide poisoning The symptoms of mild carbon monoxide poisoning may be non-specific and similar to those of viral cold and flu infections, food poisoning or just simple fatigue. But, unlike flu and many viral infections, carbon monoxide poisoning doesnt result in a high temperature. At low concentrations, the poisoning produces symptoms such as abdominal pain; dizziness; sore throat; dry cough; fatigue in healthy people and chest pain in people with heart disease. At higher concentrations, the effects many include: impaired vision and coordination; headaches; dizziness; confusion; and nausea. At extreme levels of exposure, fast and irregular heart rate; hyperventilation; difficulty breathing; Seizures and loss of consciousness may occur. Some symptoms can occur a few days or even months after exposure to carbon monoxide, and may include confusion, loss of memory, problems with coordination; and unusually pinkish skin and cheeks, or bright red lips. Most of the symptoms and effects produced by exposure to carbon monoxide are generally reversible, as the effects disappear following removal from exposure. Despite this, if extremely high exposure does not result in death; permanent damage to the body is likely to occur, mostly to the nervous system. Many of the serious effects include:  · loss of memory  · increased irritability  · impulsiveness  · mood changes  · violent behaviour  · verbal aggression  · personality changes  · learning disabilities  · mental deterioration  · instability when walking Many people are more at risk of Carbon Monoxide poisoning; due is to their greater need for oxygen or an impaired ability of their bodies to provide an adequate supply. Those at most risk include:  · pregnant women  · the physically active  · older workers  · heavy smokers  · sufferers from respiratory diseases  · sufferers from heart disease Prevention Even though carbon monoxide poses a big threat to human health, the effects of exposure to it, both short-term and long-term, can be prevented if all the necessary precautions are carried out. The most important measure to protect yourself from carbon monoxide poisoning, is to have a Carbon Monoxide detector fitted in your home. The detectors can come in an alarm form, similar to fire detectors, or a passive form, which are adhesive detectors with a circle on the indicator that will turn grey or black, depending on the concentration of CO in the room. According to the National Fire Protection Association 93% of homes have smoke alarms, yet the Consumer Product Safety Commission estimates that only 15% have carbon monoxide alarms, which greatly contributes to the high numbers of poisonings. The second precaution that you should take to protect yourself is to have your heating system; water heater; chimney and flue; and any other gas, oil, or coal burning appliances to be serviced by a qualified technician every year. You should also make sure that all your cooking appliances and furnaces are inspected for adequate safety and ventilation. Another precaution to take is to make sure not  use a generator, charcoal grill, camp stove, or other gasoline or charcoal-burning device inside your home, garage or near a window, as charcoal is very susceptible to producing carbon monoxide when burned. To prevent carbon monoxide poisoning, you should not run a car or any other automobile inside a garage attached to your home, or any enclosed space, even if you leave the door open, as Carbon Monoxide could become trapped. Making sure not to burn anything in a stove or fireplace that isnt vented, is also another life saving precaution to take. With a combination of all of the advice and techniques to prevent carbon Mmnoxide exposure within your home, you can protect yourself and others from the deadly and life threatening problem of Carbon Monoxide poisoning.

History of Streptococcus Pyogenes :: Biomedical

History of Streptococcus Pyogenes Abstract: With the earliest recordings coming from the Fifth Century B.C., streptococcus pyogenes, and more frequently, its symptoms have been prevalent among doctors and historians for hundreds of years. The first mentioning of streptococcus pyogenes is to be credited to Hippocrates, in which he describes the relative symptoms of the flesh-eating bacteria in its early stages. Then depicted by Billroth in 1874, patients carrying erysipelas were determined to have this certain bacterial infection. In 1883, the chain-forming bacteria were isolated by Fehleisen; and in the following year, Rosenbach applied the S. pyogenes name. Further advances in hemolytic and non-hemolytic studies were made by Lancefield in the 1930’s, in which the alpha, beta, and gamma subgroups of the hemolytic structures – detailed and defined by Schottmueller and Brown - were divided into serotypes. Although he lived four centuries before the birth of Christ, a man named Hippocrates recorded the symptoms of diseases we still see to this day. Known as the â€Å"Father of Medicine† (Hippocrates), Hippocrates was an ancient physician who studied and recorded his observances of the body’s infections and physiology. He set forth the foundation for future physicians, and in doing so, is accredited for our knowledge of infectious diseases in earlier centuries. During this time however, many believed the earth and its inhabitants were composed of four general elements: air, water, fire, and dirt. They also believed that any one person who fell ill was being punished by the gods. As a foresighted thinker though, Hippocrates encouraged the idea that humans became ill due to natural causes. In that wisdom, he recorded all his observances of his patients and their illnesses, taking careful note of the bodily symptoms and their progression. Described in his works, Hippocrates mentioned scarlet fever-like symptoms, 2 those that correlate to the flesh-eating bacteria now known as streptococcus pyogenes. Due to Hippocrates’ acts as a pioneer in the medical field, these chronicles are the first recordings we have of the existence of the bacteria. Centuries later, another man began to outline more thoroughly the features and symptoms of several afflictions. Theodor Billroth, a Viennese surgeon described streptococci, staphylococci, diplococci, and even rods found in pus as intervals regarded in a distinct species: Coccobacteria septica (Breed). He investigated the roles of the bacteria and entwined their origin. Billroth noticed specific bacteria in those with erysipelas; he named the bacteria streptococcus from the two Greek words strepto meaning a chain formed of links, and coccus meaning berry.

Lesson Plan – Pop Art

LESSON PLAN for 8F: Pop Art – Roy Lichtenstein P4&5| CLASS: 8F| DATE: 07/06/12| LEARNING OBJECTIVE/S: * To create a piece of pop art in the style of Roy Lichtenstein. * To be able to understand what pop art is and recall information about Roy Lichtenstein. * To be able to make positive comments on your own and others work to boost confidence and self-esteem. EXTENSION TASK: Begin to create your own piece of Pop Art representing something you enjoy or a person you idolise.Success Criteria: * Students will be able to show a basic attempt at producing a piece of work with some similarity to the original (Level 4) * Students will be able to show a satisfactory attempt at the task with good similarity to the original and appropriate choice of colour and technique (Level 5) * Students will show a strong attempt at the task with strong similarity and technique. A personal touch may be applied to the end product to improve it’s appearance. Level 6)| RESOURCES REQUIRED * PowerPo int on Roy Lichtenstein and his Pop Art (True or false quiz for starter) * White boards, pens, board rubbers * Working SmartBoard and remote * 3 sets of colour images of Roy Lichtenstein’s work for reference * Pre-outlined images on cartridge paper plus photocopies for other students. * Plain cartridge paper * Pencils, felt tips, rubbers, scissors (+2 left handed pairs for AB and JC) * Coloured paper| LESSON OUTLINE:| Structure| Groupings| Activities|Starter(10 – 15 mins)Introduction(5 mins)Main(first part)2nd partBreak(2 period lesson)1st part(5 mins)MainPlenary (20 mins at end of lesson)| Whole ClassWhole ClassIndividual workWhole ClassWhole classIndividual workingWhole class| True or false fact quiz on Roy Lichtenstein and Pop Art. Ask students to write their answer on their whiteboard and hold up in the air when prompted to compare with each other. Ask students to recall a fact for a merit. When starter completed ask LSA to collect equipment to avoid distraction du ring explanation of main task.Put pictures of Roy Lichtenstein’s work up on the board and ask students to tell me what is different about these pieces (composed of dots and lines). What do they like about them? What don’t they like? Discuss as a group. Show students example piece (created by me) to show what their end product may look like. Explain equipment used and techniques, varying ways to approach and variants in colour. Refer back to work on Andy Warhol and how the use of colour is reflective in the overall product. Offer outlines to students but discuss how to approach completing task from scratch also.Remind students to refer to colour copies for inspiration Answer any questions, begin task. Circulate the room, ask LSA to do this also so that any questions can be answered. Focus on SB and AB to ensure they are feeling confident and are aware of what they need to do. Monitor approaches and understanding by allowing students to discuss ideas. Line all students u p and allow time for quick toilet break Ask students if they have any questions regarding the task and remind them to ask if they need anything.Continue to circulate, spending extra time with SB and AB to ensure focus. Check on BE, CA and SS to make sure they are remaining focussed on the task. If any students are near completion, explain extension task. Bring focus back to front of the class by asking students to come up in twos and place their art work on the board in an exhibition for reviewing. Once all pieces up, ask the class to walk around and decide one thing they like about someone else’s work on the board. Once seated, ask each student to share their compliment with the rest of the class.Ask students if they can recall a fact from our earlier PowerPoint and finish by asking for a thumbs up/middle/down approach to the task they completed today. | ASSESSMENT/DIFFERENTIATION:Where does diff. occur? What learning, and whom, will be assessed? Differentiation will take pl ace in a number of ways throughout the lesson: * Teacher and TA interaction with pupils – helping those who are finding the work difficult, asking extension questions to more able pupils. * Teacher to take in to account some short term memory issues within the group and allow time to recall facts with hints where needed. Pre-drawn outlines for all students to access if they feel unable to complete a piece from scratch which several members will. Assessment will take place informally with the teacher noting how well the students can complete the task, and more formally through peer and self assessment. | Strategies to ensure effective learning takes place: * Ensure all students are aware of and understand the task in hand by asking the class on a whole and then walking around the room (LSA also) once the task is set to answer any questions one on one. Make sure students have correct equipment available for the task. * Refer back to the facts learned at the beginning of the les son by offering merits as reward for recollection of facts. * Allow time at the end of the lesson to see how students felt overall about the task. * Tackle any behavioural issues if they occur without disruption to the rest of the class. * Discuss the new technique with students and how they are finding it. |

What Is Liberty - 1383 Words

What is Liberty? When being purposed the question â€Å"What is liberty?† one can only delve into the many different avenues that is possible to form the answer. Each of the philosophers we studied has a different outlook on what exactly the word liberty means and how it correlates with society, these are the avenues in which we will venture through to form our thought. Historically and politically speaking, liberty is one of the most controversial philosophies brought to the table and the arguments that have followed have been numerous and scattered out across a political spectrum. Its important when discussing liberty and all that entails it to first understand that not all philosophers are talking about the same concept of liberty in their stances. Positive liberty and negative liberty are the two different notions to an overall thought. These two approaches to liberty could be seen in some light as two parallel thoughts that ultimately lead to the same rhetoric. But, they are complete riva ls politically, and philosophically. Within the two aspects you have several different philosophers and their contrasting views that follow. From Locke to Bentham and Mill these philosophers explain that there are many interpretations of what liberty is, and could be. When looking at history in retrospect the word liberty can almost be pinned to every event in some fashion. But, before you can understand those events and what liberty meant in the context, you must understand bothShow MoreRelatedWhat Is The Status Of Liberty Is It?958 Words   |  4 PagesOctober 6th, 2014 Question 2: What is the status of liberty in Hobbes’ argument? What kind of liberty is it? According to the Merriam-Webster dictionary, liberty is defined as, â€Å"the state or condition of people who are able to act and speak freely (Merriam-Webster).† Very similarly, In the Leviathan, Thomas Hobbes defines liberty as a man who can act freely. 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While the author’s voice is often confused amidst the frequent references to other political philosophies from Platonic to Millian theories, Berlin successfully argues that both of these notions can be misconstrued to the point where liberty itself is sacrificed. Although reasonable, Berlin’s assessment of the twoRead MoreWith Liberty and Justice for All1579 Words   |  7 Pagespower and liberty, but in order to produce such a government the fifty-five delegates would have to answer a couple questions first. A huge theme that had emerged throughout the preceding revolution had been the importance of liberty. The supporters of the revolution had stressed on multiple occasions that all men have certain liberties that they are entitled to, but the questions that lacked an answer during this session of the Constitutional Convention w ere â€Å"What exactly were those liberties?† and