Ancient Egypt: Old, Middle, And New Kingdom :: History Egypt Essays

Outline I. Thesis: Ancient Egyptians were the basis for many western traditions. Their influences are notable in art, architecture, and religion. II. The Old Kingdom A. Zoser, the first pharaoh.   Ã‚  Ã‚  Ã‚  Ã‚  1. built the famed Step Pyramid   Ã‚  Ã‚  Ã‚  Ã‚  2. brought unity to Egypt B. Religion   Ã‚  Ã‚  Ã‚  Ã‚  1. creation   Ã‚  Ã‚  Ã‚  Ã‚  2. gods C. Art D. Downfall of the Old Kingdom III. The Middle Kingdom A. Pyramids B. Middle Kingdom religion   Ã‚  Ã‚  Ã‚  Ã‚  1. Myth of Osiris   Ã‚  Ã‚  Ã‚  Ã‚  2. Similarties between the myth of Osiris and Christian beliefs C. Middle Kingdom art D. Downfall of the Middle Kingdom IV. The New Kingdom A. Valley of the Kings B. Shift in religion 1. Aton   Ã‚  Ã‚  Ã‚  Ã‚   2. Akhenaton C. New art form, naturalistic D. Downfall of the New Kingdom V. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  The ancient Egyptians are considered among many to be the civilization upon which much of the western world's views and attitudes are based. Everything from religion, to architecture, to art has been handed down, generation by generation, to us in the present day. Although many of the ancient Egyptians' traditions have been modified or altered, the majority of their core principles remains constant. Yet, despite the ancient Egyptians' conservative nature, there were some changes within the infrastructure of their society. Throughout the ages known as the Old Kingdom, Middle Kingdom, and New Kingdom, there has been alterations to their religion, art, and architecture. Internal forces, as well as outside influences, have molded ancient Egyptian civilization. This paper will attempt to determine these forces which changed the Egyptians. Modifications of Egyptian life were subtle, but noticeable and significant nonetheless. Art, architecture, and religion will be the focus of this paper. Let us begin at the beginning, with the Old Kingdom.   Ã‚  Ã‚  Ã‚  Ã‚  The Old Kingdom began in the year 2700 B.C. and ended 2200 B.C. The pharaohs, or kings, of this time include the third through the sixth dynasty, beginning with Djoser and ending with Pepi II. Djoser, who ruled from 2700 B.C. to 2650 B.C., changed his name to the more commonly known Zoser. It was Zoser who made the famed Step Pyramid, the first pyramid to be constructed.   Ã‚  Ã‚  Ã‚  Ã‚  Pyramids were erected for the pharaoh in the belief that it would serve as a stairway to the heavens, and allow the divine pharaoh to reach the Milky Way, or the Nile river in the sky. The pharaoh's afterlife was extremely dependent on a proper burial, as were the afterlives of those who served him; therefore, it was imperative that the pyramids be erected. These pyramids could not have been built through coercion or slavery, for such an architectural feat could only have been accomplished by a labor force of 70,000, and there is no possible way for a small group of rulers to force the people to labor day in and

Atomic Bomb Essay -- essays research papers

On the morning of August 6, 1945, the first Atomic Bomb in history was dropped on the Japanese city of Hiroshima. Three days later, a second bomb was dropped on Nagasaki. Soon after, on August 14, 1945, the Japanese abruptly surrendered, abandoning their ancient customs regarding honor in war. The fact that only two bombs were able to bring an entire country to its knees is a true testament to the awesome power they held. There is nothing in modern warfare that can compete with the devastating effects of nuclear weapons.   Ã‚  Ã‚  Ã‚  Ã‚  At the beginning of World War II, the Japanese were a major threat to the Asian World. On December 7, 1941, when they decided to attack Pearl Harbor (a US naval base in Hawaii), it was evident that their intentions were not limited to Asia. The United States entered World War II as a result of this attack. The war continued for six long years, and involved most of the major World Powers. During this time, there were many battles between the United States and Japan, including one of the bloodiest battles of World War II, which took place at Okinawa. If allowed to expand, Japan posed a serious threat to the allies.   Ã‚  Ã‚  Ã‚  Ã‚  During the war, one of the most brilliant scientists in history, Albert Einstein, hypothesized that if the true power of the atom were released in a weapon, the results would be devastating. This was soon confirmed by a large portion of the scientific community. Whoever possessed such a weapon would be in complete power. Many government officials felt that such a weapon could put an end to the war. For this reason, in 1942, the United States decided to pursue the atomic bomb. Later that year, Franklin D. Roosevelt began the Manhattan Project.   Ã‚  Ã‚  Ã‚  Ã‚  The Manhattan Project was a massive engineering enterprise aimed at the ultimate goal of creating an atomic bomb. At one time it employed over 129,000 workers. The United States was the only nation in the world with the capacity to work on such a high level. Though it cost approximately $2 billion dollars, many officials who knew about the Top Secret project felt it was well worth it- if the Atomic Bomb proved useful. Another major expense of the United States government was the development of the B-29, a bomber plane specifically designed for dropping Atomic Bombs. The estimated cost of this project is ... ...ioned on the ends of long-range rockets, expanding the range of the weapon. Radioactive materials essential to the construction of a Nuclear Weapon are now more readily available to small countries and terrorists. This poses the threat of Nuclear Warfare, which could ultimately end in the extinction of humanity.   Ã‚  Ã‚  Ã‚  Ã‚  Nuclear Weapons cannot be â€Å"uninvented†, so therefore we must learn to live with the possible threat of Nuclear War. The first Atomic Bombs were used to end a war, however that was in the days when the only nation in possession of them was the United States. Today, if a Nuclear War broke out, the defensive nation would most likely return fire, which could result in a global incident. It is unlikely that all of the world’s Nuclear Weapons will ever be destroyed, since the possession of them provides protection from a Nuclear Strike by another country. They are a mediating factor in times of war. Due to human nature, all we can do is hope that they are never used, and that the destruction and bloodshed brought about by the first Atomic Bomb taught us a lesson. It is even possible that this kind of power was never intended for mankind to discover.

Travelling Around the World Essay -- Literary Analysis, Jules Verne

In the nineteenth century, it seemed impossible to circumnavigate the world in only eighty days. That, however, was exactly what Phileas Fogg did in Jules Verne’s Around the World in Eighty Days. This novel follows the journey of the eccentric Englishman, Phileas Fogg, after he bet he could race around the world in eighty days. Accompanied by his faithful servant, Passepartout, and a scheming detective, Fix, he encountered many challenges he had to overcome in order to return in time to win the bet. In Around the World in Eighty Days, Jules Verne demonstrated how increased industrialization made a profound impact in travel, technology, and business. In addition, Verne shows how industrialization contributed to an increase of nationalism and European imperialism. Industrialization was an important movement of the nineteenth century. Industrialization was the process of turning an agricultural society into an industrialized one, based on the manufacturing of goods and services. This meant new technological innovation and economical development. Industrialization was important because it led to the development of new technologies and inventions that vastly improved life, such as the steam engine. It also helped to grow businesses by letting them expand their networks and reach consumers in more distant areas. Industrialization also made an impact on Fogg’s journey. Phileas Fogg’s journey was made possible by the growing industrialization of the time. One example of industrialization was the extensive use of trains in the novel. During the nineteenth century, nations all over the world built rail lines. For example, when Phileas Fogg reached India, the change from old forms of transportation to new industrialized ... ...rned with learning of the natives’ cultures. Like many European governments, he only cares that his country has obtained the land, but does not care about the people in it. Ultimately, imperialism had an extended reach throughout the world in the nineteenth century. In Around the World in Eighty Days, Jules Verne demonstrated how increased industrialization made a profound impact in travel, technology, and business. In addition, Verne shows how industrialization contributed to an increase of nationalism and European imperialism. Verne’s novel shows how industrialization, nationalism, and imperialism affected individuals. It also demonstrates how these themes interacted with each other, and how they influenced each other. Ultimately, Around the World in Eighty Days exhibits the important movements in the nineteenth century and their significance in history.

Lockheed Martin Aeronautics †F-16 Modular Mission Computer Application Software

About the Company: Although they are a global security and information technology company, the majority of Lockheed Martin’s business comes from U. S Department of Defense and Federal Agencies. In fact, they are the largest provider of IT services, systems integration, and training to the U. S Government. The remaining portion of Lockheed Martin’s business is comprised of international government and some commercial sales of products, services and platforms. Lockheed Martin’s operating units are organized into broad business areas – Aeronautics: $11. billion in 2008 sales includes tactical aircraft, airlift, and aeronautical research and development lines of business. Electronic Systems: $11. 6 billion in 2008 sales includes missiles and fire control, naval systems, platform integration, simulation and training and energy programs lines of business. Information Systems & Global Services: $11. 6 billion in 2008 sales includes C4I (stands for â€Å"Command, Control, Communications, Computers, and Intelligence†), federal services, government and commercial IT solutions. Space Systems: $8 billion in 2008 sales includes space launch, commercial satellites, government satellites, and strategic missiles lines of business. Something about the F-16 – The Lockheed Martin F-16 Fighting Falcon is a multirole jet fighter aircraft originally developed by General Dynamics for the United States Air Force. Designed as a lightweight, daytime fighter, it evolved into a successful multirole aircraft. Over 4400 aircraft have been built since production was approved in 1976 and it currently serves in the air forces of 25 nations. About the Software: The Aeronautics division of LM’s, based in Fort Worth, Texas has used the OMG’s MDA to develop Application Software for the F-16 Modular Mission Computer. This software is cross-platform compatible and has highly increased productivity and quality. Just as the highly demanding environment of avionics software development and the MMC (Modular Mission Computer) itself. What is the MMC? The Modular Mission Computer is a cost-effective MLU (Mid – Life Update) for the F-16, which combines advanced computing capabilities for both weapons and avionics in a single high performance system. Developed by Raytheon (Lockheed Martin’s F-16 team), it replaces three computers with one superior system, reducing weight by 55%, volume by 42% and power by 32%. What is OMG’s MDA? OMG (Object Management Group) – since 1989 – is a non – profit computer industry consortium. Their board of directors represents most of the organizations that shape, enterprise and internet computing today. Their membership includes hundreds of organizations, most of them representing virtually every large organization in the computer industry and many smaller ones. MDA (Model Driven Architecture) is a modeling standard, which along with UML (Unified Modeling Language), enable powerful visual design, execution and maintenance of software and other processes, including IT Systems Modeling and Business Process Management. When and why was this software developed? The MMC upgrade was a part of the MLU process of the F-16. When plans of replacing the F-16 (in operation since 1979) with its successor in 1999 stalled, they decided to modernize the aircraft, which became the MLU (Mid –Life Update). Part of this modernization process was developing software with cross – platform compatibility. The goal should be to provide cross-platform compatibility of Application Software despite any Implementation, or platform specific, changes: that is, changes to the Hardware Platform, the Software Execution Platform, or the Application Software Interface {draw:frame} The development Process – The F-16 MMC team originally used traditional CASE tools with an OO modeling notation to specify the software before manually coding it in Ada (Language extended from Pascal). When they migrated their development to Kennedy Carter’s iUML tool, they gained the ability to use a UML action language which made their UML models executable. They could then test their UML models to verify their intended behavior before hand-coding the implementation. More recently they have used Kennedy Carter’s iCCG product to specify, in eXecutable UML, an Ada code generator which can automatically generate 100% of the Ada implementation. By this means they guarantee that their UML models are entirely platform independent and portable across any future platform. {draw:frame} eXecutable UML Modeling: Overview xUML models are a complete representation of the problem space (not a top-level or preliminary design) Modeling is performed using a Unified Modeling Language (UML) representation Modeling makes use of a precise Action Specification Language (ASL) and is therefore executable (providing early validation of the models) Each xUML model is a Platform Independent Model (PIM), that is, completely implementation-independent (i. e. independent of the hardware platform, the software execution platform, and the application software interface) _Design Tagging: _Overview Whereas xUML modeling is platform- independent, Design Tagging is platform-specific (i. e. pecific to a particular Application Software Interface) Platform-specific design decisions (only those needed to support code generation) are made during Design Tagging, and are represented with design tag values that are applied to the xUML models The most standard implementation is always assumed by the code generator, such that only exceptions must be tagged Design Tagging is overlaid on (not embedded in) the xUML models, such that it may be included or excluded Desi gn Tagging: Specifying the PIM to PSM Mapping {draw:frame} Automatic Code Generation: Overview Automatic code generation is simply an extension of the code generation technique used for simulation of the eXecutable UML models on the development platform, this extension being for the target (embedded) platform The code generator is developed within the same environment as the application software using the same eXecutable MDA strategy {text:list-item} Nearly all implementation-specific design tasks (all but the design decisions represented by design tag values) are performed by the code generator, not the software developers Advantages of the eXecutable MDA Approach Increased Quality The majority of software developers are isolated from implementation details, allowing them to focus on a thorough analysis of the application space Maintenance of the application source code is eliminated, while maintenance of the xUML models is ensured Defect injection (and the resulting rework) is reduced by automating the software phase in which most defects are injected {text:list-item} Increased Productivity Rework is reduced Early validation through simulation reduces rework {text:list-item} Higher quality implementation (due to automation) reduces rework Software development span time is reduced by automating the implementation phase Application Software development schedule is reduced by at least 20% The code generator, not each software developer, performs the majority of implementation-specific design tasks 40-60% of physical source code Cross-Platform Compatibility One Application Software xUML Model database may be reused (as is) on any platform for which a mapping is defined (i. e. a code generator is developed) xUML models are compatible with any hardware platform, any Software Execution Platform, and any Application Software Interface xUML models are compatible with any implementation language References: Dr P. J. Wright, Lockheed Martin Success Story: 2002, http://www. omg. org/mda Lauren E. Clark, Power point presentation, F-16 Modular Mission Computer Application Software: 2001, Lockheed Martin Corporation. Lisa Hsu, Paper – F-16 Modular Mission Comput er (MMC), 2006, Raytheon Company

Gender Inequality Essay

Gender can be defined as the socially constructed roles and duties society constructs, assigns and expects of males and females on the basis of their biological and physical characteristics. Gender is learnt, not permanent and differs from one community to another. Gender roles and responsibilities are found in all spheres of society be it economic, social, political or religious. Gender roles are affected by age, social class, ability, ethnicity and race. The gender roles help society to determine men and women access to rights, resources and opportunities. Gender in this perspective is not just a concept, but about perceptions and understanding concerning the affiliation between males and females in society and how gender influences their attitudes, behavior and responsibilities. Gender inequality refers to unequal treatment of men and women that are against the legal and constitutional requirement such as the human rights provisions as enshrined in the Universal Declaration of Hum an Rights of 1948 & The Convention on the Eradication of all forms of discrimination against females (1979). Most countries have, however, fallen short of entitling human rights and freedoms to everyone in society regardless of their sex (Michael 12). Gender inequality varies from developed countries to developing countries. Also considering that the world is comprised of different tribes and races that have distinct values and beliefs, gender inequality will vary with the same intensity. Such inequalities include the professional obstacles that women encounter in their workplaces. It is evident that women’s lack of leadership positions because such roles are considered to be meant for men. Those who are mothers may be penalized or discriminated for taking time off to attend to their children. The controversial issue concerning gender inequality is the need to acknowledge the unequal power relations between men and women in society and to work for greater gender equality and the advancement of women. It does not only mean the identification of specific areas that are important for women’s advancements, but also attempts to introduce a dimension of gender in all activities. It also means there is recognition of how important it is to work with both men and women to change the existing gender relations. According to the United States Census data, there is a gender wage gap in which women earn 77 cents for each dollar earned by a man. The gap is a matter of concern that has prompted  President Obama to announce the Paycheck fairness Act on Equal Pay Day. However, according to the one of the lead economist the statistics behind the gender wage gap are flawed. The flawed statistics have acted hindrance and distracter to the legislator and concerned public from finding the solutions that would solve the real problem-the gender jobs gap. The Census data that give the 77 cents on dollar comparison is based on aggregate earning of men and women thus ignoring job choice, education, experience, industry, and other factors that contribute to a person’s wage. If a comparison is made between men and women with the same background such as education and experience, same employer, among other the gender gap disappears. The reasons why the gender job gap exists is the due to low number of female occupying high executive levels and director positions. Men also are earning higher than women despite being in the same senio r-level jobs. The choice of work is a major that determine potential earnings. Men tend to take relatively high-paying jobs in engineering and IT, while women take low-paying jobs like education and human resources. The gender gap persists because men and women choose to pursue different careers (Autor et al, 2008). The gender job gap can be closed, if women are encouraged to pursue high-paying career in science, technology, mathematics, and engineering. Legislation should be formulated to bridge the gap in men and women career choice. An enabling environment should create in the workplace where women can be empowered and helped to rise to top executive positions. Comparing the job to job is not tenable solution in addressing the gender wage gap; more need to be done to bring women earning close to that of men (Juhn et al, 2014). Gender inequality also involves feticide and infanticide. For instance, in India and China, a male child is more appreciated than a female child. Parents have to find out the sex of the baby they are carrying so as to decide whether to terminate the pregnancy or kill the child after its birth (Kristoff, 69). One of my family members in China, my cousin who has a bias th at boys better than girls. I was very angry that he convinced his wife went to abortion because his wife pregnant with a girl when I knew he did that. He explained that China has the birth control policy and he just want to a boy to continue his family name. In the legal area at China, it wasn’t involve in crime for what he did. However, in the ethical area, he deprive his wife’s thought and the  baby who didn’t has chance come to the world. I think he against the humanity and nature. There are also a number of organizations in society that play key roles in the construction of gender. These organizations need to be gender sensitive so as to ensure they continue in the positive construction of gender equality. Such organizations include the family, the most imperative socializing proxy, school, media and religion. Several theoretical perspectives exist that tend to explain the origin of gender inequalities. Radical feminists argue that the gender inequalities arise from the biological differences among individuals that produce a form of social organization that equip men and women with the different roles they play in society. For example, women are handicapped by their biology in terms of pregnancy, childbirth and breastfeeding that makes them dependent on men. This dependence creates an une qual power relationships and power psychology. They also argue that, in every society, a high value is placed on culture rather than nature. Through culture, supernatural forces can be sought in order to achieve success, hence it is considered a means by which humanity governs and regulates nature. Women are seen closer to nature than men because of their social roles as mothers and reproduction (Hekman 52). Men, on the other hand, participate in activities such as warfare, politics that involve culture. This makes them better to women. From a Marxist perspective, gender inequality arose during the earlier stages of development when there was ownership of private property. Men gained control over the women and property hence the patriarchal system of family where property was passed down through the male’s line. Marxists thought this would change with the capitalist system but women still continue to be disadvantaged compared to men. On the contrary, liberal feminists approached gender inequality in a more elaborate way. They argued that nobody benefits from the existing gender inequalities since both men and women are harmed by inequalities. While women do not get opportunities to develop their talents and become successful and skilled members, men are also denied the o pportunity of having a close relationship with their children. Gender inequality is caused by the general credence that males are superior to females; because of this idea, women have spent some significant amount of years suffering under their counterparts. Males also tend to be more emphatic and absolute because of their natal hormones or intuitive  intellect. Sexual discrimination is also another major cause of gender inequality where women are viewed by men as just sex objects rather than real human beings with standards and morals. Other general contributing factors of gender inequality include unequal power relations, assumptions about male and female behavior, insufficient laws against gender inequality, cultural, traditional and religious practices. I became aware of this problem through the campaigns that the government and other Non-Governmental Organizations have held. Their efforts are directed towards ensuring that gender inequality is minimized all over the world. Awareness is being created among women where they get to be educated on their rights and freedoms (Hurst, 96). The women are being empowered through sponsoring women projects as a way of generating income that makes them less dependable on women. The media is al so playing a vital role on the sensitization of ways of minimizing gender inequality in the societies. Higher education in universities and colleges also promotes women support and all levels of society. The government is doing everything in its power to increase the productivity of women by initiating income generating projects. However, they do not take into account that women are already overburdened with work, they do not control family budgets and many of them have difficulties of freedom and movement. It is evident that the informal sector has limited employment opportunities and these projects will not be taken with the seriousness it deserves despite having the ability to empower the women. It is also easy to mobilize individuals or groups for a specific goal such as a political action or assisting members who are in need. In this case curbing, the menace of gender inequality in the society will be of great help. This is because it has charged most nations more harm than good. Most people have depicted that certain duties and tasks are to be performed by certain persons making gender imbalance. Heavy duties are usually dedicated to men while the simple ones are left to the females creating a huge difference in genders. Until all these issues are addressed there is no way that the nation and the globe will ever achieve gender balance. Work cited Michael G. Peletz, Gender, Sexuality and Body Politics in Modern Asia. Ann Arbor, MI: Association for Asian studies, 2011. Kristoff, Nicholas D. (August 23, 2009). â€Å"The Women’s Crusade.† New York Times. Retrieved February 16, 2011. Burstein, Paul. â€Å"Equal Employment Opportunity: Labor Market Discrimination and Public Policy.† Edison, NJ: Aldine Transaction, 1994. Hekman, David R.; Aquino, Karl; Owens, Brad P.; Mitchell, Terence R.; (2009) An Examination of How Racial and Gender Biases Influence Customer Satisfaction. Autor, D. H., Katz, L. F., & Kearney, M. S. (2013). Trends in US wage inequality: Revising the revisionists. The Review of Economics and Statistics, 90(2), 300-323. Juhn, C., Ujhelyi, G., & Villegas-Sanchez, C. (2014). Men, women, and machines: how trade impacts gender inequality. Journal of Development Economics, 106, 179-193.

Marraige

Arranged marriage is happen a lot over seas in the western area, not so much in the United States. There is an article that is called â€Å"I’m Happy with an Arranged Marriage† by Gitangeli Sapra. In this article she discusses her view of arranged marriages. Ms. Gitangeli approves of arranged marriage, it is stated that people who get married for â€Å"love† has a 40% rate of divorce. She also states that arranged marriages have a lower rate of divorce for the fact that the couples do not want to start a wrath between their families. Is arranged marriage right or wrong?Everyone is entitled to their own opinion, I disagree with arranged marriage; I believe that families should not have the right to set up their children with who they think best suits their child. I believe marriage is about two people who love, support and respect each other. I personally would not prefer my parents to set me up with someone who they think is a good match for me, because I have di fferent standards then they do and I have a different idea of who the type of person I would like to spend my time with. Parents want to see their children with successful spouses and who they think are a good person.If parents were to choose who they want their child to marry then they will be too involved in the couple’s relationship, so if the relationship is not working out the couple would be too scared to get a divorce because of what their family might do. A lot of countries make arranged marriage mandatory, and some people really do agree with it it are apart of some cultures, but others do not. Fatma Uncon was a twenty year old female who was forced into an arranged marriage, which she did not want. Since she was forced she decided to commit suicide by shooting herself

Carbohydrates Lab Report Essay

Introduction Carbohydrates are essential in foods as an energy source (starch is the main source of human calories), a flavouring (simple sugars are usually sweet) and as a functional ingredient (sucrose allows ice cream to be soft in the freezer; xanthan gum thickens a low-fat salad dressing). Carbohydrates are a type of macronutrient found in many foods and beverages. Most carbohydrates are naturally occurring in plant-based foods, such as grains. Food manufacturers also add carbohydrates to processed foods in the form of starch or added sugar. As with all our approaches to food ingredients/constituents we will first examine the structure of carbohydrates and then try to elucidate how their structures allow them to function as they do. As their name suggests, carbohydrates basically made up from sugar and water, i.e. Cx(H2O)y, although this ratio is often not strictly true and occasionally other atoms may be present. The carbons are arranges in a chain (most often 5-6 atoms) functionalized with alcohol groups. The terminal carbon either carries either an aldehyde or a ketone functional group. Carbohydrates are classified based on size of base carbon  chain, number of sugar units, location of C=O and stereochemistry. Classifications of carbohydrate are monosaccharides, disaccharides, oligosaccharides, and polysaccharides. Monosaccharide is the smallest possible sugar unit. Examples include glucose, galactose or fructose. When we talk about blood sugar we are referring to glucose in the blood; glucose is a major source of energy for a cell. In human nutrition, galactose can be found most readily in milk and dairy products, while fructose is found mostly in vegetables and fruit. When monosaccharides merge together in linked groups they are known as polysaccharides. Disaccharide is two monosaccharide molecules bonded together. Polysaccharides are polymers. A simple compound is a monomer, while a complex compound is a polymer which is made of two or more monomers. Disaccharides are polysaccharides – â€Å"poly†¦Ã¢â‚¬  specifies any number higher than one, while â€Å"di†¦Ã¢â‚¬  specifies exactly two. Examples of disaccharides include lactose, maltose, and sucrose. If you bond one glucose molecule with a fructose molecule you get a sucrose molecule. Sucrose is found in table sugar, and is often formed as a result of photosynthesis (sunlight absorbed by chlorophyll reacting with other compounds in plants). If you bond one glucose molecule with a galactose molecule you get lactose, which is commonly found in milk. Starch, glycogen, dextran and cellulose are polysaccharides. Polysaccharides differ not only in the natural of their component monosaccharides but also in the length of their chains and in the amount of chain branching that occurs. Polysaccharides function as storage materials, structural components, or protective substances. Thus, starch ( which exists in two forms: amylose and amylopectin ), glycogen and other storage polysaccharides, as readily metabolizable food, provide energy reserves for cells. Chitin and cellulose provide strong support for the skeletons of arthropods and green plants, respectively. In this experiment those activity that had been carried out means to determine the carbohydrate class of an unknown by carrying out a series of chemical reactions with the unknown and known compounds in each class of carbohydrate such as the Molisch test (general CHO), Barfoed’s test (monosaccharides), Fehling’s test (reducing sugars), Benedict’s test (reducing sugars) and Iodine test (amylose). ACTIVITY 3.1, MOLISCH TEST: A GENERAL TEST FOR CARBOHYDRATES OBJECTIVE: To test the carbohydrate solution MATERIALS: 1 % of carbohydrate solutions( lactose, glucose, starch, sucrose, cellulose, fructose, apple and cabbage ), distilled water(as control tube), concentrated sulphuric acid, Molisch reagent. APPARATUS: Test tubes, test tube holder, dropper, 5ml pipette, glass rod, test tube rack, fume cupboard CAUTION: Molish reagent contains concentrated sulfuric acid , which is toxic and corrosive. It can cause severe burns. Prevent eye, skin clothing, and combustible material contact. Avoid ingesting the substance.If you spill any reagent or acid, immediately notify your laboratory instructor. NOTE: Do not place your thumb over the open end of a test tube when mixing its contents. Your laboratory instructor will suggest ways in which you can safely and thoroughly mix the contents of a test tube. PROCEDURES: 1. 2 ml of each of the 1% carbohydrate solutions that have been prepared is added into one set of labelled test tubes. 2. 2 drops of Molisch reagent are added to each test tube and is mixed well with a clean glass stirring rod. 3. The test tube is inclined. Then 3ml of concentrated sulphuric acid is added slowly and carefully down the side of the tube to form a layer below the sugar solution.( This step is performed inside the fume cupboard ). 4. The resulting solution did not been shook or mixed. 5. The change of the solution is observed and recorded. ( A purple ring at the interface is indicative of a carbohydrate ). 6. The test solutions containing Molisch reagent is discarded into the container provided by laboratory instructor. RESULT: DISCUSSION: Carbohydrates undergo dehydration reactions (loss of water) in the presence of concentrated sulfuric acid. Pentoses and hexoses form five member oxygen  containing rings on dehydration. The five member ring, known as furfural, further reacts with Molisch reagent to form colored compounds. Pentoses are then dehydrated to furfural, while hexoses are dehydrated to 5-hydroxymethylfurfural. Either of these aldehydes, if present, will condense with two molecules of naphthol to form a purple-colored product. A positive reaction is indicated by appearance of a purple ring at the interface between the acid and test layers. Monosaccharides give a rapid positive test. Glucose and fructose are monosaccharide. Disaccharides and polysaccharides react more slowly than monosaccharide. Sucrose and lactose are disaccharide which also gave purple color ring. Starch and cellulose gave slightly purple color because they are polysaccharides. Distilled water gave negative test because it is not carbohydrate. A large apple has around 28-31 grams of carbohydrate. Apple and cabbage contain carbohydrate so that they gave purple ring in this test. CONCLUSION: Glucose, lactose, fructose, sucrose, starch and cellulose all are carbohydrates which give positive test for Molisch test. A sample of distilled water is prepared and tested as the controlling sample. ACTIVITY 3.2, BARFOED’S TEST:A GENERAL TEST TO DISTINGUISH BETWEEN MONOSACCHARIDE AND DISACCHARIDES OBJECTIVE: To distinguish the given carbohydrate solutions as monosaccharides or disaccharides. MATERIALS: 1 % of carbohydrate solutions( lactose, glucose, starch, sucrose, cellulose, fructose), distilled water (as control tube), Barfoed’s reagent APPARATUS: Test tubes, test tube holder, 5 ml pipette, pipette filler, stop watch, water bath CAUTION : Barfoed’s reagent is corrosive and an irritant. If you spill any of the solution on yourself or on the bench, immediately notify your laboratory instructor. PROCEDURES 1. 5 ml of each of the carbohydrate solutions is added into one set of the  labelled test tubes. 2. 5 ml of Barfoed’s reagent is added to each test.  3. The contents of each tube are shook well. All the tubes are placed in an actively boiling water bath at the same time. 4. After the water starts boiling again, the solutions is heated for 3.5 min. ( Timing is important since a false positive test can be obtained for monosaccharides with disaccharide, if the disaccharides are heated for more than 3.5 min thereby breaking down ( hydrolyzing ) to monosaccharides ). 5. During this period, the tubes are observed closely and any change of clarity of the solutions is noted. ( A positive test for monosaccharides is the appearance of a red precipitate of Cu?O within 1 or 2 minutes, if no precipitate forms it indicates the presence of a disaccharide). RESULT: 1% CARBOHYDRATE SOLUTION FORMATION OF RED PRECIPITATE Fructose Yes Glucose Yes Cellulose No Lactose No Sucrose No Starch No Distilled water(as control tube) No DISCUSSION: Barfoed’s test distinguishes monosaccharides from disaccharides. Positive test for monosaccharides is the appearance of red precipitate (Cu2O) within 1-2 minutes. If no precipitate formed, indicates the presence of disaccharide. The red precipitate come from the reaction between the  reduction of copper (II) acetate to copper(I) oxide (Cu2O). RCHO + 2Cu2+ + 2H2O > RCOOH + Cu2Ov + 4H+ The aldehyde group of the monosaccharide which normally forms a cyclic hemiacetal is oxidized to the carboxylate. Glucose and fructose which are monosaccharides show positive result in this test. Reducing disaccharides undergo the same reaction, but do so at a slower rate. So, the timing to heat the sample is set to 3.5 minutes. However, the samples are heated no more than 3.5 minutes to prevent the disaccharide breaking down to monosaccharide. Lactose, sucrose, cellulose, starch and distilled water showed negative result in this test. CONCLUSION: Only monosaccharide will give an immediate red precipitate in Barfoed’s test that is glucose and fructose the other remaining solutions which are cellulose, lactose, sucrose, starch and distilled water do not show any changes. ACTIVITY 3.3 FEHLING TEST: FOR REDUCING OBJECTIVE: To distinguish the reducing sugars and non-reducing sugars MATERIALS: 1% of carbohydrate solutions ( glucose, fructose, cellulose, lactose, sucrose, starch ), distilled water(as control tube), Fehling solution A ( 69.28 grams copper (II) sulfate pentahydrate dissolved in 1 litre of distilled water), Fehling solution B ( 346 grams Rochelle salt ( potassium sodium tartrate tetrahydrate) and 120 grams sodium hydroxide in 1 litre of distilled water) APPARATUS: 5 ml pipette, test tubes, test tube holder, test tube rack, pipette filler, stop watch PROCEDURES: 1. 5 ml of carbohydrate solutions is added into one set of test tubes. 2. By using different glass pipettes, 5 ml of Fehling A and 5 ml of Fehling B are added into each test tubes. 3. The solution is heated in a boiling water bath for 5-10 minutes. 4. Red brick precipitate is formed for positive results. 5. Changes in test tubes are recorded. RESULT: Samples Result Lactose Positive-red brick precipitate Glucose Positive-red brick precipitate Fructose Positive-red brick precipitate Starch Negative-no changes Distilled water Negative-no changes Cellulose Negative-no changes Sucrose Negative-no changes DISCUSSION: Fehling’s solution is used to test for the presence of a reducing sugar. Fehling’s solution was based on the aldehyde or ketone groups in the sugar structures. A sugar is classified as a reducing sugar only if it has an open-chain form with an aldehyde group or a free hemiacetal group. the presence of aldehydes but not ketones is detected by reduction of the deep blue solution of copper(II) to a red precipitate of insoluble copper oxide. Fructose, glucose and lactose show positive result in this test. All monosaccharides are reducing sugars. Many disaccharides, like lactose, also have a reducing form, as one of the two units may have an open-chain form with an aldehyde group. However, sucrose, in which the anomeric carbons of the two units are linked together, are non-reducing disaccharides since neither of the rings is capable of opening. Polysaccharides (sugars with multiple chemical rings) are non-reducing sugars. Polysaccharides have closed structures, which use free atoms to bond together their multiple rings, and take a much longer time to be broken down. So, starch and cellulose which are polysaccharides have negative result in Fehling’s test. Distilled water is not reducing sugar also shows negative result. CONCLUSION: Fehling test is the common test which is used to determine the presence of reducing sugar. Fructose, lactose and glucose are reducing sugars which give brick red precipitate after the solutions are heated. ACTIVITY 3.4 BENEDICT’S TEST: FOR REDUCING OBJECTIVE: To test for reducing sugars MATERIALS: 1% of carbohydrate solutions ( glucose, fructose, cellulose, lactose, sucrose, starch ), 3M hydrochloric acid (HCl), Benedict’s reagent, distilled water APPARATUS: Test tubes, test tube holder, test tube rack, 5 ml pipette, pipette filler, dropper, stop watch, water bath PROCEDURES 1. 5 ml of Benedict’s reagent and 2 ml of carbohydrate are added to a test tube and each tube is shook thoroughly. 2. All the tubes are placed in a boiling water bath at the same time. The solutions are heated for 5-6 min. 3. Any changes in color, in the transparencies and in the formation and color of any precipitate are observed and recorded. 4. Later, 4 drops of 3M HCl are added to 5 ml of 1 % sucrose solution and is heated in the boiling water bath for 5 min. 5. 1 % starch solution is treated in the same way but the heating period was extended to 25-30 min. 6. 1-2 ml of each of solution is applied with Benedict’s test in the same manner as before. 7. The results are compared with those obtained without acid treatment. RESULT: Sugar solution Result of colour of the solution Starch Light blue Lactose Brick red precipitate are formed Fructose Brick red precipitate are formed Sucrose Light blue Cellulose Light blue + white precipitate Glucose Brick red precipitate are formed Distilled water Light blue Sucrose + HCI Brick red precipitate are formed Starch + HCI Light DISCUSSION: The Benedict’s test is used to detect the presence of reducing sugars (sugars with a free aldehyde or ketone group) such as glucose, fructose and lactose. All monosaccharides are reducing sugars; they all have a free reactive carbonyl group. Some disaccharides have exposed carbonyl groups and are also reducing sugars. Lactose which is disaccharides also called reducing sugar as it has the exposed carbonyl groups. Other disaccharides such as sucrose and starch are non-reducing sugars and will not react with Benedict’s solution. Benedict’s reagent is a mild oxidant with CuSO4, Cu (II) sulfate, as one of the reagents. In the presence of a reducing sugar, the blue solution of Cu (II) or Cu+2, is changed to a brick red/brown precipitate of Copper (I) or Cu+1 oxide,Cu2O. If there a small or large amount of the reducing sugar present, the color would range from green to brick red respectively. RCHO + 2Cu2+ + 4OH- > RCOOH + Cu2O + 2H2O Sucrose indirectly produces a posit ive result with Benedict’s reagent if heated with dilute hydrochloric acid prior to the test, although after this treatment it is no longer sucrose. The addition of  HCl hydrolysed the non-reducing sugar, as it split it up into its component monomers. The monomers are reducing sugars which gave the positive result on the second reducing sugar test. The acidic conditions and heat break the glycosidic bond in sucrose through hydrolysis. The products of sucrose decomposition are glucose and fructose, both of which can be detected by Benedict’s reagent, as described above. This same goes for starch. But since starch has larger component compare to sucrose so it took a longer time to hydrolyse. That the purpose of heat it in longer time compare to sucrose. Without the addition of acid to sucrose solution, starch solution, the test given is negative. The solutions remain clear blue after the addition of Benedict’s reagent and heating. Tap water is used only to show the example of negative result of Benedict’s test. Thus it will not show any changes compare to the carbohydrates. CONCLUSION: Benedict’s test is the common test which is used to determine the existence of reducing sugar. Fructose, lactose, and glucose are reducing sugars which give positive test. Starch and sucrose are non reducing sugars which give positive results after adding hydrochloric acid. ACTIVITY 3.6, IODINE TEST: FOR POLYSACCHARIDES OBJECTIVE: To test for polysaccharides MATERIALS: 0.01M iodine, 0.12M KI , 1% carbohydrate solutions (cellulose and starch) , distilled water APPARATUS: Test tubes, test tube rack , dropper. PROCEDURE: 1. Few drop of 0.01M iodine in 0.12M KI added to 1% starch and cellulose solutions. 2. Any changes to the colour are observed. RESULT: 1% CARBOHYDRATE SOLUTION COLOUR OBSERVED Starch Vivid blue Cellulose Yellowish brown DISCUSSION: Starch gives positive result in Iodine test as the color of solution change from yellow to dark blue. The immediate formation of a vivid blue color indicates amylose. Vivid blue coloration forms due to the polyiodide complex formed. Cellulose is derived from D-glucose units, which condensed through beta(1->4)-glycosidic bond. This give cellulose to be a straight polymer therefore, it can’t coil around iodine to produce blue colour as starch does. Only starch gives the color of vivid blue, this is because it contains amylase. The iodine molecules slip inside of the amylase coil. The amylose, or straight chain portion of starch, forms helices where iodine molecules assemble, forming a dark blue color. CONCLUSION: The Iodine test is used to test for the presence of starch. Starch is a type of polysaccharide carbohydrate which is made up of amylose and amylopectin. It is one of the main sources of carbohydrate and present naturally in plant. Amylose in starch form dark blue complex with iodine. ACTIVITY 2.2 SOLUBILITY AND DIGESTIBILITY TEST SOLUBILITY TEST OBJECTIVE: To test the solubility in hot water and digestion by amylase. MATERIALS: 5g of starch, 5g of cellulose, distilled water APPARATUS: Test tubes, test tube holder, glass rod, test tube rack, fume cupboard, 2 centrifuge tubes, analytical balance, cylinder, graduated pipette, pipette filler, 2 evaporator dishes. PROCEDURE: 1 5 g of starch is measured and put into a centrifuge tube;  2 40 ml of distilled of water is measured and poured into the same centrifuge  tube; 3 Step 1 to 2 is repeated by replacing the starch with cellulose; 4 Both of the tubes are heated: the tube containing starch is heated for about 2-3 minutes whereas the tube containing cellulose is heated for about 10 minutes; 5 After heating, both of the content of the tubes are allowed to cool down slightly; 6 The tubes are put into a centrifuge with 3500 rpm for 10 minutes; 7 Empty weight for both of the evaporator dishes is measured; 8 5 mL of the supernatant from both of the tubes is pipetted and poured into two separate evaporator dishes; 9 The evaporator dishes are left in the oven overnight 10 The weight of the evaporator dishes is measured again. 11 The solubility results are recorded and tabulated. RESULT: Solubility (%) = Weight of dried supernatant (g) Weight of the dried carbohydrates (g) For starch, solubility (%) = 0.0093g 50.0023g = 0.01860 % For cellulose, solubility (%) = 0.0010g 50.0027g = 0.002000 % Carbohydrates Weight of dry carbohydrates (gram) Weight of dried supernatant (gram) Solubility (%) Starch 50.0023g 24.8768g- 24.8675g= 0.0093g 0.01860 Cellulose 50.0027g 21.2150g- 21.2140g= 0.0010g 0.002000 DISCUSSION: In this activity, the solubility is defined as the percentage ratio of the weight of dried supernatant to the weight of the dry starch. Solubility can be interpreted as the amount of the dissolved compound that is present in the test solution. From the calculations done, we can see that starch, with a percentage of solubility at 0.01860 %, whereas cellulose have 0.002000 %. Starch and cellulose are two very similar polymers. In fact, they are both made from the same monomer, glucose, and have the same glucose-based repeat units. Since the sugar molecules contain the hydroxyl group or –OH, Thus it can form hydrogen bonds with water molecules, which makes it soluble in water, but only to a limited extent. However, the glucose units in starch are connected by alpha linkages while the glucose units in cellulose are connected by beta linkages. In starch, all the glucose repeat units are oriented in the same direction. But in cellulose, each succesive glucose unit is rotated 180 degrees around the axis of the polymer backbone chain, relative to the last repeat unit. Although cellulose contains hydroxyl groups too, but most of them are hydrogen-bonded to each other when the microfibrils stack together, which accounts for the strength of cellulose fibers. There’s less free hydroxyl groups that can hydrogen bond with water molecules, other than those hydroxyl groups that’s present at the end of each cellulose chain, which causes the cellulose to be less soluble in water when compared to starch. CONCLUSION: Although both starch and cellulose are complex carbohydrates, which have large molecular weight size, significantly reducing their affinity for water, but the hydroxyl groups that exist in the monomers itself actually contributes to their insignificant solubility. However, the solubility will increase when these complex carbohydrates are broken down into its monomers where the hydroxyl groups can form hydrogen bonds with other water molecules easily due to the reduced molecular weight and size that affects the affinity for water. DIGESTIBILITY TEST OBJECTIVE: To determine the digestibility of complex carbohydrates MATERIALS: Starch powder, cellulose powder, enzyme amylase, benedict’s solution, distilled water APPARATUS: 2 centrifuge tubes, measuring cylinder, analytical balance, pipette fillers, graduated pipettes, 2 droppers, 5 test tubes. PROCEDURE: 1 5 g of starch is measured and put into a centrifuge tube;  2 40 ml of distilled of water is measured and poured into the same centrifuge tube; 3 Step 1 to 2 is repeated by replacing the starch with cellulose; 4 Both of the tubes are heated: the tube containing starch is heated for about 2-3 minutes whereas the tube containing cellulose is heated for about 10 minutes; 5 After heating, both of the tubes are allowed to cool down slightly; 6 5 mL of starch is pipetted into a test tube;  7 Step 6 is repeated using a different test tube but a drop of amylase is dropped into it; 8 5 mL of cellulose is pipetted into a test tube; 9  Step 8 is repeated using a different test tube but a drop of amylase is dropped into it; 10 5 mL of distilled water is pipetted into the last test tube, and a drop of amylase is dropped into it; 11 20 drops of benedict’s solution is dropped into five of the test tubes; 12 Any changes occurred is recorded and tabulated. Result Samples Colours of the solutions Benedict’ s test 5 g of starch blue Negative 5 g of starch with amylase Brick red precipitate is formed Positive 5 g of cellulose blue Negative 5 g of cellulose with amylase blue Negative Distilled water with amylase Blue Negative DISCUSSION: Amylase is one of the many members of a class of enzyme, hydrolases, that catalyze the hydrolysis of starch into smaller carbohydrate molecules such as maltose (a molecule composed of two glucose molecules). Two categories of amylases, denoted alpha and beta, differ in the way they attack the bonds of the starch molecules. Alpha-amylase is widespread among living organisms. In the digestive systems of humans and many other mammals, an alpha-amylase called ptyalin is produced by the salivary glands, whereas pancreatic amylase is secreted by the pancreas into the small intestine. In the experiment, the test tube that contains only distilled water served as a control for this experiment. As for the test tubes that contain starch and cellulose without the amylase, they give a negative result for Benedict’s test, because for starch and cellulose, since both of them are complex carbohydrates, thus they have very few carbonyl groups which contribute to the compound’s reducing properties. Starch is a non-reducing sugar which shows negative result in the Benedict’s test. As for the test tube that contains starch and cellulose with the addition of a drop of enzyme, amylase, the test tube with starch gives a positive result, but not the test tube with cellulose. As we all know, enzyme amylase can only catalyzes the breakdown of starch into simpler sugars, but not cellulose. Cellulose only digested by cellulase enzyme. It is impossible for human digestive enzymes to break the glycosidic bond. Therefore, only the test tube containing starch treated with amylase gives a positive result for the Benedict’s test. CONCLUSION: Enzyme is a highly specific catalyst which can only converts a specific set of reactants into specific products. Amylase only hydrolyze the starch but not cellulose. From here, we can say that the human digestive system would not be able to digest the cellulose, because our digestive system only contains amylase, and not cellulose. Therefore in the perspective of a  human, we can conclude that the digestibility of starch is higher than cellulose, provided that the enzyme amylase is present.