Taxes and tariffs on imports Essay Example | Topics and Well Written Essays - 2500 words

Taxes and tariffs on imports - Essay Example Second, they create tax revenues for the governments imposing them. In spite of what the goals are, tariffs may not be the most direct or efficient means attaining them. For instance, foreign sellers may reduce their prices to counteract any tariff increase. The net effect is for the consumer-paid price to be different only to some extent, if at all, from the price before the tariff was imposed. As a result, the nation has larger tariff revenues but slight additional protection for the domestic producers. When tariffs do elevate the price of an imported good, consumers are put at a disadvantage, while the import-competing industries are put at an advantage. On the other hand, tariffs can have wider implications. For example, when the U.S. Department of Commerce imposed a high duty on complex flat screens used on laptop computers, the duty was an advantage to some small U.S. screen manufacturers (Salvatore 2005). But it damaged companies such as Apple, Compaq and IBM, who disagree tha t the high duty exaggerated the cost of their products, destabilized their ability to compete abroad and forced them to shift production to other countries. This papers looks at the impacts of tariffs or taxes on imports on a large economy (the U.S.) and a small economy (Kenya). Import tariffs may be of the predetermined variety or they may be ad valorem. Characteristically the importing firm pays the tariff as a tax to the government of the importing country. In order to recover the cost of the tariff the importer charges customers a price at least equal to the import plus the tariff. Because of the tariff, the domestic price of the imported item becomes higher than it would have been with free trade. Imposing taxes or tariffs on foreign products is a form of controlling trade; they are enforced by governments for a variety of reasons. One purpose is simply to create revenues. Another purpose is to lessen the competitiveness of foreign products by

Reverberation Time and Absorption Coefficients Lab Report

Reverberation Time and Absorption Coefficients - Lab Report Example In any enclosed space the sound remains in air even after the source of sound is taken off. This 'hanging on' of the sound in a room is known as Reverberation and the time required for the sound to decay to one millionth of its initial value (or 60 dB) after the source has stopped, is termed as 'Reverberation Time'. The R/T of any room depends upon the shape and size of the room, sound frequency, and the amount of absorption offered by the boundary surfaces. This experiment aims to find out how the boundary wall formation and other parameters affect the R/T and absorption coefficients of a room and its significance in acoustic treatments. Step-4: Set the analyser to excite the room with a stationary broadband noise, which is suddenly stopped. This will provide relevant information to the analyser from which the reverberation time, in one-third octave bands can be calculated. The Octave bands could be centred at 125, 250, 500, 1000, 2000, and 4000 Hz. From the above mentioned experiment it is quite evident that reverberation and absorption are inextricably linked with each other. Reverberation figures in a room with bare walls are more than a room fitted with absorbent surfaces. During the experiment it was also observed that the volume of sound increases due to the reverberation, which at times complements the audibility of the sound, but at the same time it has been observed that quality of sound suffers adversely when there is too much of reverberation. Prolongation of sound was observed with the reverberation. In fact if we can make use of reverberation in the most efficient manner, particularly during musical or theatre performances, it results in a soothing blending of one sound with the next, thus producing a very pleasant continuity in the flow of music. It is worthwhile here to mention that if the extent of prolongation increases it results in quality deterioration. It is also worth mentioning here that during entire lab experiment all positions of the microphones, the equipment, furniture and other

The spirits in a christmas carol

The spirits in a christmas carol A Christmas Carol was written in 1843 by Charles Dickens, who today remains the most widely known novelist of the Victorian period. Dickens was born in Portsmouth and his farther had a constant struggle to keep order of his finance. His farther was put into prison whilst Dickens was put into a work house for the majority of his school years. These events contributed together to give Dickens a first class view of Poverty and how the general children of England lived during the 1800s. These themes can be easily associated with A Christmas Carol. They had a great influence on his writing and made him into the novelist he was. The main character in the novel is Ebenezer Scrooge. The protagonist starts off as a wealthy but extremely grumpy and cantankerous business man. He is the sort of person that only thinks of himself and no ones else. The action of four spirits, change the way he acts and feels and turn him into a respectful member of the community. Jacob Marley, The Ghost of Christmas Past, Present and Yet to Come all have a different effect on Scrooge. From seeing what Scrooge was like as a young boy, to what the future awaits for him. Dickens uses different techniques and methods for each of the spirits to accomplish this. Each of the spirits are also presented differently because they resemble and mean different things. Dickens uses Scrooges old business partner, Jacob Marley, to warn Scrooge of what the future holds for him unless he changes his ways. Marley is the first spirit Scrooge encounters because he is the only person Scrooge would trust. Marley makes a dramatic entrance and astonishes Scrooge. Marley has to look similar to what he looked like seven years ago, to convince Scrooge that he is real. The same face: the very same à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. and the hair upon his head. Scrooge to begin with, refuses to believe that the phantom he is seeing in front of him is real, despite the fact Marley has hardly changed after death. As Marleys appearance has not really changed, this idea slowly convinces Scrooge that the phantom is really Marley because of its likeness. Scrooge has to know what and who has entered his house to haunt him, so a detailed description of Marley is needed. Scrooge first sees Marleys face in the door knocker, after he has come back from a evening meal. Only the rich used to be able to go out for meals, so this shows that Scrooge is wealthy and can afford expensive luxuries. In the 1800s the modern door bell was not invented so the majority of doors had door knockers instead. The face on the knocker catches Scrooges attention, but when he goes back to look, the face has gone. Scrooge then comes to the conclusion that his eyes must have been playing tricks. It is not until Marleys main entrance that Scrooge believes it is really Marley. Dickens uses onomatopoeia to describe Marleys dramatic entrance. The cellar-door flew open with a booming sound. The experience Scrooge has with Jacob Marley is full of suspense and tension. The use of the word flew indicates that the involvement of Marley is dramatic. This helps to evoke fear because of its suddenness. When the reader reads it, the suspense which has been built up is released in one sentence. The onomatopoeia helps the reader to understand what the situation was like for Scrooge. The cellar door could also represent the opening to the changing of Scrooges character. It opening could resemble another chance to go down it, in other words another chance to change the way he lives his life. It is only when Marley takes off the bandage around his head that Scrooge believes that the figure in font of him really is real and is Jacob Marley. à ¢Ã¢â€š ¬Ã‚ ¦when the phantom taking off the bandage round its head, as if it were too warm to wear in-doors, its lower jaw dropped down upon its breast! Scrooge fell upon his knees, and clasped his hands before his face. In the 1800s when somebody passed away a bandage was wrapped and tied below the jaw. This was so when the body decomposes the jaw skeleton is still attached to the rest. When Scrooge sees the lowered jaw, he is shocked and in dismay. This was proof that it was Jacob Marley and that everything he had been saying was true. Scrooge could not bear to see what had happened to his best friend. The taking off the bandage evokes fear into Scrooge and makes the said much more real and chilling. This makes Scrooge emotional to the whole visit of Jacob Marley. This tells and shows the reader that Scrooge still has some sort of heart inside of him and it just needs more work and acknowledgement to begin to make Scrooge change. From the text Dickens has given you the idea that the Jacob Marley has not made as big of effect as he wished. It tells us Marley wanted to make a bigger impact to Scrooge and maybe Marley had a little bit of good left in him when he died, so now he is trying to help his old business partner. Jacob Marleys spirit has now left Scrooge and it is the turn of The Ghost of Christmas Past to haunt and teach Scrooge how he must change. The Ghost of Christmas Past has heavy description and takes him back first to his old boarding school and several other important places. Dickens has used similes to describe the strange look of Ghost of Christmas Past. It was a strange figure like a child, yet not so like a child as like an old man. Scrooge can not make out the strange look of the ghost. There is a lot of description about this first of the three spirits. The description Dickens gives for the spirit is peculiar suggesting it is like that to help Scrooge understand the things he is going to see. A simile is a different technique for the reader to take in, other than a lot of description, so this gives the novel a better flow. The spirit could be described like a child, as this spirit is about how Scrooge used to be. The ghost takes Scrooge back to when he went to boarding school, so seeing a child like figure would give you an impression that you are going to re-visit your former self. The fact that it has the appearance of both a child and old man, also symbolises that the spirit is ageless. This indicated that Scrooge is in the presence of the supernatural. After much waiting and confusion over the entrance of the spirit, it suddenly appears in front of Scrooge. Light flashed up in the room upon the instant, and the curtains of his bed were drawn. During the 1800s central heating was an item people could have only wished for. So they would have a curtain which went round the bed to try and keep the warm in and the cold out. A hand of the ghost suddenly opens the bed curtains, this could represent the ghost opening a new opportunity for Scrooge to change into a better person. Again the ghost makes a dramatic entrance, filling the room of light. The light filling the room and the opening of the curtains could resemble getting up at the beginning of the day signifying Scrooge and the ghost are soon to be busy revisiting Scrooges former self. The spirit is described as wearing the purest white gown, this can be linked to several religious figures, the sudden explosion of light also supports this. In that time the majority of English people followed some sort of the Christian religion, so its more than likely Scrooge was a Christian. Although it is not mentioned in the text, Scrooges attitude suggests he is a little startled by the entrance of the strange figure. These points combined give the impression that Scrooge thought the first spirit was a religious figure as he had not encountered any of the other spirits at that point. Scrooge is reminded of the life he used to live through the use of the senses, in this case smell. A thousand odours floating in the air, each one connected with a thousand thoughts, and hopes, and joys, and cares long, long, forgotten. In this instance Dickens has used the senses to describe thoughts which were going through Scrooges mind. This is a different technique which has been used, which helps to engage and involve the reader. The senses are a great way to remember different things. People associate different smells and sounds to different memories through out their lives. The Ghost of Christmas Past is all about Scrooge remembering how he used to be and how jolly he was before his greed for money kicked in. So for Dickens to involve the sense of smell, it is a very effective technique. After Scrooge has met The Ghost of Christmas Past, he encounters The Ghost of Christmas Present. Scrooge recognises The Ghost of Christmas Present to be jolly and kind, but he is still a little nervous about meeting the spirit. He was not the dogged Scrooge he had been; and though the Spirits eyes were clear and kind, he did not like to meet them. Scrooge timidly enters the room the ghost is in, this shows Scrooge is not yet settled with meeting the paranormal. On the other hand, perhaps he fears where the ghost is going to take him and what it is going to show him. One of the first mentions of this spirit is that his eyes are clear and kind, straight a way this give the reader an idea of what the spirit is going to be like. Dickens uses developed and detailed description to explain to the reader what The Ghost of Christmas Present represents. Scrooge did as he was told, and held it fast. Holly, mistletoe, red berries, ivy, turkeys, geese, game, poultry, brawn, meat, pigs, sausages, oysters, pies, puddings, fruit, and punch, all vanished instantly. So did the room, the fire, the ruddy glow, the hour of night, and they stood in the city streets on Christmas morning, One second Scrooge is in his house with spirit, the next he is on a busy street. The suddenness of this event really grips the reader, as there is a dramatic change in plot in such a small part of text. All of the description gives the reader a detailed picture of what the scene is like and helps to understand how Scrooge could have been feeling. In the 1800s the butcher would have animals hanging up in the shop, no pre cut, packaged meat. 1800s shops would be a lot different to what they are today, so it also gives the reader an insight to what a Christmas used to be like. All of this food could represent the wealth which Scrooge has, as it is the Ghost of Christmas Present. The spirit points out to Scrooge a boy and a girl whos family do not have much money, but still manage to stay happy. They were a boy and a girl. Yellow, meagre, ragged, scowling, wolfish but prostrate too, in their humility. The ragged description of the children shows the family do not have much money. Despite this the children still manage to remain humble and humane. Dickens has shown the children are happy with what they have through a lot of description, mainly adjectives, at the time when it was written children had to live through poverty, so the description is extremely relevant. The spirit points out how they have no money but are happy, and that he is rich and remains full of grumpiness, signalling to Scrooge money is not everything. ________________________________ The last of the three spirits, is the ghost of Christmas Yet to Come. This spirit is the most noticeable from the rest. The spirit has no speech at all but communicates to Scrooge through simple action such as pointing. No speech confuses Scrooge and he starts to fear the ghost. Dickens has personified death for the spirit, this is represented in the way he looks and his general movements. The phantom slowly, gravely, silently approached. Death comes with no warning. It is inevitable and can happen in a flash with no warning what so ever, so death could be described as silent. The word slowly could be used to give the significance of from the time your born, to the time you die, it is a long time. At the present day we maybe wouldnt say gravely but it contains context to what was happening at that point during the novel. The phantom does not speak, wears a black garment from head to toe, if you saw this kind of being gravely walking towards you, you would not believe it is alive but the supernatural. This really evokes fear into Scrooge and makes him think really what he has become. To the reader this also builds up suspense and tension to what the spirit is going to do to Scrooge. Dickens has presented the final spirit so it has a clear representation to the grim reaper. It was shrouded in a deep black garment, which concealed its head, its face, its form, and left nothing of it visible save one outstretched hand. The grip reaper wears a black garment, with its face not visible, and so does The Ghost of Christmas Yet to Come. A clear comparison can be made. The term the Grim Reaper came around after the 15th century, so Dickens may have taken ideas from that. Scrooge had more than likely heard of the Grim Reaper, so he might of thought thats what had visited him. What the spirit didnt say, Scrooge got the messages through the spirits actions. The Ghost of Christmas Yet to Come had a clear effect on Scrooge as he is terrified of the spirit. Scrooge feared the silent shape so much that his legs trembled beneath him. The spirit has a very frightening appearance and is used to help Scrooge think about what he has done. Scrooge is completely terrified by the ghost, it strikes fear into him and almost forces him to think differently. The final spirit rounds of the work of the first two, and cements in the ideas he has come across because of the spirits. The work of the three spirits changes Scrooges attitude to Christmas and to those who are less fortunate as he is. He becomes a very generous person, giving his clerk a pay rise, giving a lot of money to charity, sends Christmas meals to unsuspecting recipients and most of all and most important he revitalises his true Christmas spirit. By writing A Christmas Carol, I feel Dickens was trying to send a clear message out to society. In 1843 there were two levels of social status, the poor and the rich. Dickens had experienced both, so he knew what a small difference could make. He was trying to join the poor and the rich, so everybody could live a joyful and happy Christmas. When the book was published it re-birthed the low Christmas spirit, it also started Christmas conditions such as general good will to all. I think The Ghost of Christmas Past affected Scrooge the most, as sees how he used to live and compares it to how he lives now. Dickens uses a different technique for this spirit, he uses a big method of using the senses to represent Scrooges past memories. Along with the senses, Dickens long and intense descriptions help the reader picture the situation Dickens was trying to create. I feel overall the best technique was the description of the spirits. Dickens varies techniques make the novel much more exciting and give the book a much better flow. Different methods are needed because the different spirits have different ways of explaining to Scrooge that he must change his ways. For example, The Ghost of Christmas Past has a few similes whilst The Ghost of Christmas Yet to Come has no speech.

Robert Frost Biography :: essays research papers

Robert Lee Frost, born in San Francisco, California on March 26th 1874 was named after Robert E. Lee, the commander for the Confederate armies during the American Civil War. He’s an American poet, who drew his images from t he New England countryside and his language from New England speech. Although his images and voice often seem familiar and old, his observations have an edge of skepticism and irony that makes his work, never as old-fashioned, easy, or carefree as it appears. He was one of America’s leading 20th century poets and a four-time winner of the Pulitzer Prize.   Ã‚  Ã‚  Ã‚  Ã‚  After his father’s death of tuberculosis in 1885, when young Frost was 11, the family left California and settled in Massachusetts. Frost attended high school there, entered Dartmouth College, but remained less than one semester. Returning to Massachusetts, he taught school and worked in a mill and as a newspaper reporter. A year later he married Elinor White, with whom he had shared valedictorian honors at Lawrence High School. From 1897 to 1899, he attended Harvard College as a special student but left without a degree. In 1912, at the age of 38, he sold the farm and used the proceeds to take his family to England, where he could devote himself entirely to writing. His efforts to establish himself and his work were almost immediately successful. A Boy’s Will was accepted by a London publisher and brought out in 1913, followed a year later by North of Boston. Favorable reviews on both sides of the Atlantic resulted in American publication of the books by Henry Holt and Company, Frost’s primary American publisher, and in the establishing of Frost’s transatlantic reputation. Much of his poetry is concerned with how people interact with their environment, and though he saw the beauty of nature, he also saw its potential dangers. Frost disliked free verse, which was popular with many writers of his time, and instead used traditional metrical and rhythmical schemes. He often wrote in the standard meter of blank verse, but ran sentences over several lines so that the poetic meter plays subtly under the rhythms of natural speech. Frost listened to the speech in his country world north of Boston, and he recorded it. He had what he called â€Å"The ruling passion in man †¦ a gregarious instinct to keep together by minding each other’s business.† Frost continued to mind his neighbors’ speech and business in his volume Mountain Interval (1916), which included the poems â€Å"The Road Not Taken†, â€Å"An Old Man’s Winter Night†, â€Å"Birches† and more.

The Character Building through Character Education

Nowadays, several people need the improvement in intensity and quality of character education implementation in formal educational institutions. This claim is based on the growing social phenomenon, namely the Increasing juvenile delinquency In society, such as a mass brawl and various other cases of moral decadence. Even in certain large cities, these symptoms have come to the extent that is very disturbing.As the example, several educated people doing corruption In high Institutions such as in attorney. These phenomena are obviously not expected to happen in the society. Therefore, the formal education institutions which are functioned to create the younger generation Is expected to Increase its role In the formation of personality of students through increased intensity and quality of character education. Before we continue the discussion about the need of education nowadays, it is better to know the definition of character itself. Character is attributes or features that make p a nd differentiate one individual from other individuals.It is the most important essence a person can possess, as it defines who a person is and frequently measured to refer to how good a person Is. On the other words, a person who shows signs of personal eminences which are suitable to what society expect, might be considered to have a good character. Character building is the way to strengthen one's character by molds oneself Into a productive person within one's sphere of influence. Developing such personal qualities seems as a purpose of education. It is commonly mphasized qualities that include trustworthy, respect, and responsibility.Those pillars of character building should be learned from the early age In order to devote the strong foundation of character. In this essay, we will converge with the concept, the application, and the effect of character building in the schools. First of all, we deal with the concept of character building In the schools. Character building In sch ool, we call this term as character education, is applied to the national curriculum method that turns around developing â€Å"good character† in students by practicing and eaching moral values and decision making.On the other word. character education is an investment system of the character values to the citizens of schools that include components of knowledge, awareness or volition, and actions to implement those values. As Theodore Roosevelt expresses that to educate a person In mind and not In morals is to educate a menace society. His statement implies that if we want to make students good at not only cognitive aspect but also have a competent in moral aspect, we should educate them In a pleasurable condition. Character education is not a â€Å"quick fix.It provides long-term solutions that address moral, ethical, and academic issues of growing concern to our society and key to the safety of our schools. Character education presupposes that schools have the responsibil ity to facilitate students to encourage fundamental moral values to conduct their behavior throughout life other than help them to be smart in the lesson. According to Ramli (2003), cnaracter eaucatlon nas tne essence ana tne same meaning as moral education. The goal is to establish the students' personalities, to become a good human being, society, and citizens.This means that the teacher should facilitate to shape the character of the students in order to achieve the purpose of character education. Secondly, we cope with the application of character building in schools. Internalizing values through the curriculum in elementary school grades is one of the most workable, most used approaches. It is the most workable because we should internalize the character building from the early education, in the elementary school, in order to give strong foundations. Many schools and school systems begin with a core staff and expand gradually to include all staff.Another approach matches core v alues or character traits concepts to appropriate disciplines, for instance, freedom of conscience and expression with civics, and conservation with science courses. In most instances these concepts are addressed in segments of time, such as six-week units. Several elementary schools assign some time daily for values or character instructions. Schools should be used as venues to practice value or character traits. Students in all grade levels should have opportunities to practice values and character traits that range from role playing and decision making exercises to actual ommunity service.As schools implement values and character education, the implicit curriculum should not be ignored or underestimated. The manner in which teachers and administrators relate, how teachers relate to parents and communicate with students all provide invaluable opportunities for modeling behavior based on the values and character we seek to develop in students. This modeling process should permeate the total school climate, including the way discipline is administered. Classroom management strategies, such as cooperative learning, can encourage the development of such values as trustworthiness, respect, and esponsibility.Furthermore, these values will be explained below. First of all, we deal with the how to internalize to be trustworthiness. Trustworthiness has four basic values for children which are be honest, be reliable, have the courage, and be a good friend. The teachers teach the students to be honest through class management that they do not allowed to cheat from their friends' work or their own notes when taking the quiz. In addition, the teachers also give the students chances to be reliable. They are learned to keep their promises such as to collect the assignment on time.To have the courage, the student be taught to do what is right in the society based on norms and laws, even it seems difficult. For instance, when the students take the final examination, the teac her asks them to inform while the other students are cheating. On the other word, the teacher should internalize good condition in the classroom. Moreover, the teachers educate their students to be a good friend. The teachers can conduct the class as a group discussion and each group has a leader. Through this method, the students can learn how to cooperate and do not betray the trust in the roup.Then, we contend with the second value of character building which is respect. This value has three domains which are respect for the environment, respect for others, and respect for self. The teachers educate the students to respect for the natural environment by care for and conservation of land, trees, clean air and pure water, and of all living inhabitants on the earth. This particular way can be accomplished in school day through voluntary labor service to make the school envlronment nealtnler. Yurtnermore, tne teacners ralse tne students to respect Tor others.As the example, the stude nts listen to what other students have to say when they are in the discussion. They should appreciate what their friends have done. Not only that, they also should be courteous and polite to all of the people, especially for the teachers in the school. Afterward, the students can respect themselves. They should be taught to have self control of cleanliness. They learn to have good habits of personal hygiene and grooming. As the example, they throw the trash in the dustbin. In addition, the students should respect for their physical, mental and fiscal health.They learn about the awareness of the importance and conscious activity toward maintaining fitness and exercise in the school. Lastly, responsibility is the most important value to be taught. The students are learned to take responsibility for their action. They are not allowed to make excuses or blame others. Evidence demonstrates that mostly, students still do not have enough responsibility in school environment. Students who d o not finish their homework usually blame other person that actually does not include in their problem. They make a pretext of their fault because of their parents do not remind to finish the homework.It is the ironical condition. Properly, the students should make their own notes to remind them about their task in school. In this case, the teachers also have contributions to avoid this particular event. After the class ends, the teachers should form the habit of prompting the students about the homework and the next lesson in the class. By doing this method, the students learn to take care of their own business and reach the goal to get the responsibility person. Afterward, we deal with the effect of character education. Embedded in character education are guidelines for successful living.Trustworthiness, respect and responsibility navigate the students to the journey to better person. The students explore education as life and life as learning positive approaches for setting and a chieving the goals. They also learn that living each day to its fullest means more than waiting for moments here and there. Character education presents life with context, inviting them to listen, share, explore, and reflect. Cultivating knowledge for purposeful living, students learn through literature, art, humanities and throughout the existing school curriculum the benefits and consequences of behavior.They learn the power of choice. They learn to appreciate the qualities of being human and to share their appreciation at home, in school, and in the community. Based on the above explanations, it can be affirmed that the character education efforts designed and implemented systematically to help students understand the values of human behavior associated with the Almighty God, self, fellow human beings, the environment, and nationhood embodied in thoughts, attitudes, feelings, words, and actions based on religious norms, laws, manners, culture, and customs. The students need stand ards and the skills to chieve them.They need to see themselves as students engaged in a continuing pursuit of excellence. These standards of excellence in school work and behavior will encourage students to develop qualities like perseverance and determination, and those virtues will affect every aspect of the students' lives as they mature. Hopefully, the values, moral influences, and noteworthy characteristics we model and discuss will outlast academic facts and fgures.

Osmosis: Concentration

OSMOSIS and TONICITY IN POTATO STRIPS The purpose of this experiment was to make observations and conclusions about the ability of cells to adjust to varying chemical concentrations in the environment and to observe the effect of isotonic, hypotonic and hypertonic solutions on cells. Hypothesis If a solution is Hypotonic, then water will move from the beaker into the potato because water outside the cell will be in higher concentration than water inside the cell. If a solution is Hypertonic, then the solution will move into the cell from the beaker and water will move out of the cell into the water because of a difference in concentration. If a solution is isotonic, then the cells will remain the same because the solution concentration is the same as in the cell. Materials Fresh potato, knife or scalpel, three test tubes, test tube rack, dropper pipette, paper towels, electronic balance, timer, three provided solutions labeled A, B, and C. Procedure Obtain three test tubes and a test tube rack. Label the test tubes A, B, C using a wax pencil. Cut three French fry type strips of potato 7cm in length, no thicker than 5mm. Pat each potato with a paper towel. Measure the initial mass of each strip and record it before putting each in a test tube. Use a dropper pipette to cover the potato strip in test tube A with solution A, the potato strip in test tube B with solution B, and the potato strip in tube C with solution C. Place the tubes in a test tube rack and wait one hour. Remove the strips from the test tubes after one hour and pat dry with a paper towel. Measure the final mass of each strip and record it. 10. Examine each potato strip and observe any changes in texture. Results In Solution A, the potato slice in the water did not change, indicating the solution contained an equal amount of concentration. In Solution B, the potato slice in the water is larger, indicating that more molecules went into the potato than came out, because there was a higher concentration of water outside the potato. The potato slice from Solution C is much smaller indicating that more water molecules came out of the potato than went in because there was a higher concentration of water inside the potato. Conclusion In conclusion, the hypothesis was found to be correct. Solution A was Isotonic because the final mass of the potato slice was 2. 9 as opposed to 2. 8 at initial mass, which basically stayed the same. Solution B was Hypotonic because the initial mass for the potato slice was 3. 3 then expanded and weighed 3. 6 at final mass. Solution C was Hypertonic because the potato slice lost water and became much smaller in which the initial mass was 2. 8 and the final mass weighed in at 2. 2. In all three solutions, water is moving across the membrane to establish equilibrium. Based on the Diffusion-Osmosis Review on page 26, and not knowing the definite solution in each tube I am going to conclude that there was Saline in Solution A 0. 9% Sodium Chloride which makes cells neutral. In Solution B, therewas a small percentage of salt predicting . 9%. In Solution C, salt was higher than . 9%. All had salt in the tubes but different tonicity. The water could go in or out of the potato to equalize the concentration of salt in the solution. Based on this experiment and using this in real life, it taught me that when mixing the intravenous fluid for a patient to make sure only 0. 9 percent of salt is added in order for the saline to be isotonic to the red blood cells. If not, the red blood cells will expand and complications will arise.