Writing assignment Essay Example | Topics and Well Written Essays - 500 words

Writing assignment - Essay Example The interviewer was inquiring as to the trouble of instituting democracy in the Middle East and in so doing referred to a traditional concept that the individuals there are simply not capable of democratic order. In refuting this notion, Michael Scheuer remarks that the issue is not a sort of innate resistance to democracy, but instead the long ingrained combination of church and state in the region that makes instituting democracy a highly challenging process. Scheuer indicates that when the West points to its own prosperous ways and the democractic political process that they were brought about through, the Middle Eastern people still believe that this form of government is man-made and has turned its back on God. Scheuer goes as far as to argue that the least exportable thing the United States has is its democracy. The remark underlines one of the critical areas of difference between the United States and Middle Eastern states. Namely this difference is a core value system, with t he West pursuing a socially constructed sense of profit and equity, and the Middle Eastern clinging to an ancient religious order. Within this spectrum of thought, one begins to question the sociological elements that have led to the Middle East retaining their religious affiliations, while the United States has adopted a more profit-centered existence.

Case study Essay Example | Topics and Well Written Essays - 1000 words

Case study - Essay Example A higher level to the previous or a higher level as compared to the competitor indicates that the business is prospering. year 2012 2013 2014 2015 2016 unit car sales expected 80 120 150 180 190 The profitability of the company: the organization has an anticipated annual change of 1.02. This shows that the organization is on the positive trend in profit making. The profits can only increase if the company focuses more in cost reduction than in production. Breakeven levels Unit break-even for the year 2012 Average Annual Fixed Cost/ (Average Per Unit Sales Price - Average Per Unit Variable Cost) Fixed costs= (direct labor +supervision + office staff+ managerial) 550,033 =33+130,000+120,000 + 300,000 Variable costs = production overheads + production person-hours + sales overheads + other office overheads 100,900 = 50,000 + 900 + 18,000 + 32,000 Therefore: average annual fixed costs = 550,033/ 12= 45836.08 Average per unit sales = 75000/80= 937.5 Average per unit variable cost = total variable cost / number of units/12 =100900/80/12= 105.10 Break even = 45836.08/ (937.50-105.10) = 55 units Sales break even for the year 2012 Annual Fixed Cost/1 - (Average Per Unit Variable Cost ? Average Per Unit Sales Price) =550033/ 1- (105.10/937.5) =550033/1-0.1121 =550033/0.8879 =619476.29 ? Sensitivity of the figures to the key estimates The estimated figures show a positive increase in both the expenses and incomes. For example on the sales estimates there is a gradual increase in the number of units to be sold annually. This is not reflected in the other expenses. For example it is assumed that the variable costs are not changing with the increase in sales. Other factors not considered include market trends, additional investments, depreciation of the cars. Too the interests on the borrowed capital are assumed that they will remain unchanged for the due period. There should be a provision for such changes as the global economy is fluctuating. Also there are provisions for bad debts. Everything is assumed to a clear cut transaction. Recommendations The company therein is sales oriented. It projects a sharp increase in sales without putting into focus the other internal and external factors. The company therefore change this trend and focus on both production and cost reduction. References Cooperative extension, (n.d), Agr-business management, viewed April 21, 2012,

How does the concept of the imperialism of free trade explain the rise Essay

How does the concept of the imperialism of free trade explain the rise and fall of the British Empire - Essay Example Though it took some time for other nations to understand this concept, but it is now a known phenomenon and is admired and adopted throughout the world. Free trade is a type of trade between countries, where trade is done without any restrictions of governments from both sides. Different countries prefer free trade; the reason is that it provides benefit to people. The countries involved in free trade are usually on the friendly terms and in a way it shows their trust upon each other. Not only goods but also services are provided without taxes and other obstacles that could be faced otherwise. The main beneficiaries of free trade are the common people of those countries that get full advantage of low priced goods. A country, after getting privilege of free trade, can gain access to the market of the other country easily and they can invest their capital without any concern of the future policies of that country. Free trade is not a new phenomenon in the economies of the countries. It is been practiced for centuries in different forms. It is considered to be a vital factor of any country's flourishing economy and successful economic policies. This concept was given by the famous economist David Ricardo. Though the country with large and strong economy got a big share of profit than the other one, but still this phenomenon is popular in today's world. British Empire could be regarded as one... The key to their success in this whole time was their strong economy. Their stable and strong economy leads them everywhere in the world and once they set their foot in the particular country, no one can stop them from achieving their imperialistic aims. Their influence was obvious in every field of that country, people follow their way of living and adopt their styles, and they finally took over that country or the region. The famous quote about them was that "The sun never sets on British Empire". The British Empire started arising in seventeen century, when they reconcile with their rival Spain in 1604. America is referred as their first colony and the list of colonies goes on, which includes a large part of land in almost every continent of the world. And they started this all with trade, either its Tobacco, Rice, Fur, Cotton, Raw Material or even slaves. Asia was considered to be Portugal's territory, but in the late 16th century, British and Dutch found their way in Asia as well, which at that time considered being a wealthy piece of land, especially India. East India Company was set in early 1600's and it provided British people to set their foot at in the rich and mysterious land of India, at that time was ruled by Mughals. The famous export of India was spices and textile. British lost their colonies in American Continent during 1760's to 1770's, and it was a great loss for the Empire. But they still got the Asia, a gold mine in their hands. Asia, particularly India, was considered to be the most profitable colony of British Empire and they earned a lot from this part of the land. At this time, Adam Smith gave the concept of Free Trade. According to him, it is not necessary to have a military or a political rule over a

Case study Essay Example | Topics and Well Written Essays - 1000 words

Case study - Essay Example A higher level to the previous or a higher level as compared to the competitor indicates that the business is prospering. year 2012 2013 2014 2015 2016 unit car sales expected 80 120 150 180 190 The profitability of the company: the organization has an anticipated annual change of 1.02. This shows that the organization is on the positive trend in profit making. The profits can only increase if the company focuses more in cost reduction than in production. Breakeven levels Unit break-even for the year 2012 Average Annual Fixed Cost/ (Average Per Unit Sales Price - Average Per Unit Variable Cost) Fixed costs= (direct labor +supervision + office staff+ managerial) 550,033 =33+130,000+120,000 + 300,000 Variable costs = production overheads + production person-hours + sales overheads + other office overheads 100,900 = 50,000 + 900 + 18,000 + 32,000 Therefore: average annual fixed costs = 550,033/ 12= 45836.08 Average per unit sales = 75000/80= 937.5 Average per unit variable cost = total variable cost / number of units/12 =100900/80/12= 105.10 Break even = 45836.08/ (937.50-105.10) = 55 units Sales break even for the year 2012 Annual Fixed Cost/1 - (Average Per Unit Variable Cost ? Average Per Unit Sales Price) =550033/ 1- (105.10/937.5) =550033/1-0.1121 =550033/0.8879 =619476.29 ? Sensitivity of the figures to the key estimates The estimated figures show a positive increase in both the expenses and incomes. For example on the sales estimates there is a gradual increase in the number of units to be sold annually. This is not reflected in the other expenses. For example it is assumed that the variable costs are not changing with the increase in sales. Other factors not considered include market trends, additional investments, depreciation of the cars. Too the interests on the borrowed capital are assumed that they will remain unchanged for the due period. There should be a provision for such changes as the global economy is fluctuating. Also there are provisions for bad debts. Everything is assumed to a clear cut transaction. Recommendations The company therein is sales oriented. It projects a sharp increase in sales without putting into focus the other internal and external factors. The company therefore change this trend and focus on both production and cost reduction. References Cooperative extension, (n.d), Agr-business management, viewed April 21, 2012,

Successful interview with SABIC Essay Example | Topics and Well Written Essays - 500 words

Successful interview with SABIC - Essay Example The interviewers included four managers, the supervisor, the superintendent and an officer responsible for analyzing interviewees’ personalities. In one word, I would term the entire experience, a magnificent one. The incident was marked with a lot of challenges, but I managed to get the best out of the opportunity at hand. With the help of my brother, I faced the panel with a lot of confidence. At one moment, my patience was tried with some of their questions. However, as my brother advised, it was my role to ensure that I maintain calm at all times, as that was the onset of the journey towards my career. The panel asked me of the color of the wall behind me, which was quite puzzling. It was clear that the paint of the wall behind me was the same as the one in front of me, and I simply played with their minds by answering that it is the same as the one in front of me. The day was actually good despite the challenges since I had prepared well for the interview. This preparatio n gave me the confidence I needed to face the panel and present my abilities and skills. Prior to the interview, I had the information that 20 people were already set for the day. This would cause some discomfort for any normal human. Worse still, the company only had the place for only 3 individuals. This means that one’s efforts would save them. I thank my brother for his contribution to my success, as he had information on companies and advised me on how to answer the panel’s questions. Specifically, he advised that I do not fret to say that I did not have information on some questions asked. I actually applied his rule to the Chemistry and the general questions asked. Even with the threat that they would post me to another city to work, I agreed with the panel and said I was prepared for any encounter. The interview ended well as the company accepted me for the job.

The procedures and practices used to implement the curriculum for children’s learning Essay Example for Free

The procedures and practices used to implement the curriculum for children’s learning Essay The curriculum is personalized to the specific needs of the pupils at Heronsbridge and is not a legal requirement after the age of 16. As it is a special educational needs school, most pupils are bellow foundation level. Some may reach key stage 2/3 levels. Accreditation in leavers subjects range from pre-entry to Level2, pupils are between ages 16-19. When the pupils enter this stage of school they are responsible for entering a ‘code of conduct’ charter to ensure they are fully aware of what is and isn’t expected of them. This charter is created by the pupils for the pupils. The pupils are expected to adhere to the rules that they formed around their specific needs, ability, and age. As the pupils form their own rules, it gives them ownership of expectations. All pupils, parents and teaching staff sign the charter. Leavers also have their own council representatives for making decisions about the school, how its run and even who they employ! Leavers partake in a weekly Enterprise activity which allows them to become young entrepreneurs and show off their skills as young business people, inventors, and retailers. This has a massive impact on their confidence and communication levels. It also benefits pupils regarding levels of ability. Some pupils work out the money, some work on the creation of a product and some advertise the merchandise. Enterprise is a registered business and all pupils benefit from sales. The name of the business and the logo is created by the pupils themselves. The director, selected by the pupils, delegate and divide up the responsibilities fairly and suitably. After products are decided and costings are worked out, a prototype is made, and sales are confirmed before mass production and sale. Duke of Edinburgh is another opportunity offered to the young leavers. They learn many types of skills including, community work, developing a skill, physical activities and ended with an expedition. Each pupil has the decision on whether to take this option. Many activities are available as part of this course, including, learning what is essential whilst hiking, how to pack a hiking bag, how to cook a hot meal on a Trangia during expedition plus many other aspects of safe traveling. Visits to local police stations, ambulance services, and fire stations take place as well as learning how to put up a tent! A lot of teams building exercises take place and a great opportunity is given for the pupils to discover their selves and their peers outside a school setting. Punctuality and attendance play a big part in developing student-led learning. As leavers are not compulsory the pupils learn to want to be in education and show independence in wanting to learn. Pupils work towards recognized certificates in many aspects of growing into an adult. This includes cooking, travel training, health and fitness, health and wellbeing, personal hygiene and many other training experiences needed to enable them to grow into successful and independent adults. Heronsbridge have their own coffee shop which is run by the pupils and food preparation is part of their training. Pupils have gym memberships and access the local gym as part of their learning, which helps with social interaction and confidence. Interview techniques are also practiced, and the Education Business Partnership attend the school to help pupils to get the best start. Careers Wales representative Sarah is always available in the department to help and give guidance to all leavers pupils. Help with forms is also available from Sarah. Elite is a company that offers work placements to students and helps them gain accreditation in health and safety and work awareness and workshops take place enabling the development of self-esteem and confidence. As the curriculum is not compulsory after the age of 16, the pupils are still allowed to access an extensive range of literacy and numeracy, IT skills, living and independence skills, Duke of Edinburgh, Enterprise, the world, careers and sports and leisure. Vocational pathways are also offered. This entails a wide range of options that are available to pupils to learn off-site that suit their specific needs. Bridgend college is the most popular off-site establishment offering performing arts, painting and decorating, childcare learning, music, catering and horse riding. Other options include ICT, sport and leisure, and horticulture. The emphasis put on core skills and are accredited accordingly by ASDAN, Agored Cymru, NOCN, City and Guilds and Diploma level. Literacy and numeracy are offered to Heronsbridge leavers even after it is no longer compulsory, it is offered in many formats. Numeracy is obtainable through, using data skills, measuring skills, number skills and developing numerical reasoning which is combined into all lessons. Literacy is also integrated into many subjects through oracy, reading, and writing. Routes for learning offer support for pupils with complex additional learning needs or profound multiple learning difficulty pupils and help integrate learning in a specialized way. It is a statutory requirement as part of the national curriculum that all pupils must be assessed during key stage transition using the literacy and numeracy framework.

Factors Affecting The Rate Of Photosynthesis Biology Essay

Factors Affecting The Rate Of Photosynthesis Biology Essay The purpose of this experiment is to observe the factors affecting the Photosynthetic rate of leaves, which is measured in two ways. Firstly changing the light intensity, this will determine the rate of increase or decrease in photosynthesis. Secondly changing the availability of nutrients (Concentration of CO2) to the plants, this will directly affect the photosynthetic rate. To test the light intensity, an elodea submerged in a beaker was placed at different measurement away from the plant, to see if oxygen (bubbles) is produced. To test the availability of nutrients, different molarities of Sodium Bicarbonate was diluted in 500 ml of water with Elodea, to see if rate of photosynthesis increased or decreased. The result shows, as light intensity increases, the rate of reaction will increase at a proportional rate until a certain level is reached. At a light intensity of 400 the average increase in rate of reaction was 746v. At 4 the average increase in rate of reaction was 8676v, a difference of 7930v, which shows the rate of reaction is greatly influenced by light intensity. As the molarity of Sodium Bicarbonate increases, the rate of reaction will also increase at a proportional rate with respect to light intensity. At 0.05M the average increase in rate of reaction was 0.80r. At 0.1M the average increase in rate of reaction was 1.90r, a difference of 1.1r, which shows the rate of reaction is also significantly influenced by the availability of nutrients. Both light intensity and availability of nutrients are important factors that affect the rate of photosynthesis. Aim To investigate how different factors affect the rate of photosynthesis. The variables that will be changed are different intensity of light and different molarities of Sodium bicarbonate and then measuring the rate of reaction (photosynthetic rate). Hypothesis Throughout this experiment the light intensity and different molarities of Sodium Bicarbonate will be varied. The variable that is measured will be time, for rate of reaction. As light intensity increases the rate of reaction will increase at a proportional rate. As the concentration of NaHCO3 increases the rate of the reaction will also increase at a proportional rate. Introduction Every species on earth needs some kind of energy source in order to survive. In animal cells, the mitochondria produce ATP from cellular respiration. However, the plant cells have a different type of center that produces energy-chloroplasts. Plants go through the process of photosynthesis. The main process of photosynthesis is the absorption of light by chlorophyll, found in leaves and the immersion of carbon dioxide from the environment, and together they produce oxygen and sugar (energy). The equation below represents the photosynthesis reaction: The purpose of this experiment is to test whether factors such as light intensity and level of Carbon dioxide, will affect the rate of photosynthesis, which are the two most important variables in the photosynthesis process. This was demonstrated by Robert Hill in 1938, known as The Hill Reaction. Robert Hill and his associates at the University of Illinois found that the photosynthetic rate varies with light intensity, and as the light intensity increases, the reaction rate also increases up to a certain point. Apparatus needed for the Experiment Elodea 20mm ² syringe Capillary tubing Stand Stopwatch Ruler NaHCO ³ Solution Bench lamp Distilled water Figure A) Potometer Method The apparatus is set (see Fig. A) with the syringe full of the 0.01M solution of NaHCO3 solution. Two marks 10cm apart are made on the capillary tubing. The syringe is placed 0.05m away from the lamp. Using the syringe plunger the meniscus of the NaHCO3 is set so that it is level with the first mark. A stopwatch is then started. The meniscus should gradually move down the capillary tube as the elodea produces oxygen as a by-product of photosynthesis. As the oxygen is produced it increases the pressure in the syringe and so the meniscus is pushed down the tube. Light Intensity = 1 / Distance ² (m) When the meniscus reaches the level of the bottom mark the stopwatch should be stopped. Light intensities have been worked out using the following equation: 6. Using the same piece of elodea and the same distance between the lamp and the syringe the experiment (steps 1 to 5) should be repeated for the other concentration of NaHCO3. 7. The experiment (steps 1 to 6) should then be repeated at each different distance between the syringe and the light for all the NaHCO3 concentrations. The remaining distances are 0.05m, 0.06m, 0.07m, 0.08m, 0.1m, 0.2m, 0.3m, and 0.5m. 8. The entire experiment should then be repeated three times in order to obtain more accurate data and to get rid of any anomalies that may occur in a single experiment. In order to make this experiment as accurate as possible a number of steps must be taken. The same piece of elodea should be used each time in order to make sure that each experiment is being carried out with the same leaf surface area. The amount of NaHCO3 solution should be the same for each experiment. 20mm ² should be used each time. The distance should be measured from the front of the lamp to the syringe. Although taking these steps will make the experiment more accurate, its accuracy is still limited by several factors. From these recorded times I will work out the rate of the reaction using the following equation. Rate of the Reaction = 1 / Time (s) Results Table1. (Average of the 4 trails of Molarity against Light intensity): Molarity of NaHCO3 Light Intensity 1/d ² (m) 0.00 (Distilled water) 0.01 0.02 0.05 0.07 400 3571 1666 1099 523 200 278 1670 5183 988 600 375 204 4998 4485 1175 1005 473 156 5590 2300 1770 1445 621 100 9990 3150 2900 2552 1224 25 4762 3984 2850 1640 11 5945 4348 3780 2830 4 16480 11904 5196 6578 Using these results I worked out the rate Rate Of the Reaction = 1 / Time(s) x 1000 The rate was multiplied by 1000 to make the numbers easier to handle. Table2.Average of the 4 trails in rate of reaction: Molarity of NaHCO3 Light Intensity 1/d ² (m) 0.00 (Distilled water) 0.01 0.02 0.05 0.07 400 0.28 0.60 0.91 1.91 5.00 278 0.60 0.19 1.01 1.67 2.67 204 0.20 0.22 0.85 1.00 2.11 156 0.18 0.43 0.56 0.69 1.61 100 0.10 0.32 0.34 0.39 0.82 25 0.21 0.25 0.35 0.61 11 0.17 0.23 0.26 0.35 4 0.06 0.08 0.19 0.15 Light intensity against NaHCO3 Graph1. Analysis Discussion of Results Analysis: Distilled water: With the distilled water the rate of reaction went up from 0.1 to 0.4 when the light intensity was increased from 100 to 400. This is a 4 times rise which is quite large. The curve on the graph does however level out quite soon showing that the rate is being limited by the lack of NaHCO3 in the water. 0.01M NaHCO3: At a light intensity of 4 the rate is 0.06 but this rises to 0.6 when the light intensity is brought up to 400. The curve is very shallow and levels off towards a light intensity of 350 400. 0.02M NaHCO3: The amount of NaHCO3 is double that of the 0.01M NaHCO3 experiment. The rate also finishes off twice that of the 0.01M experiment. This would suggest that there was a directly proportional relationship between the amount of NaHCO3 and the rate of reaction. 0.05M NaHCO3: The curve for the 0.05M NaHCO3 is steeper than the previous curves. The rate rises to 1.9 at a light intensity of 400. 0.07M NaHCO3: The 0.07M NaHCO3 test produces a line which is steeper than all the previous curves. The plant is using the extra CO2 to photosynthesize more. As the plant has more CO2 the limiting factor caused by the lack of CO2 is reduced. This test did produce a big anomaly. The rate for a light intensity of 400 is 5. By following the line of best fit I can see that this result should be more like 3.5. The elodea for this test was very close to the light source. It is possible that it had been left here for a while which caused the lamp to heat the elodea up. This would have increased the rate of reaction of the plants enzymes which would have increased the photosynthesis rate. 0.1M NaHCO3: The 0.1M NaHCO3 produced the steepest line. Near the end of the line it looks as if the rate of reaction is hit by another limiting factor. The line goes up steadily but then between a light intensity of 300 and 400 levels off very quickly. This would suggest that at a 0.1M NaHCO3 is sufficient for the plant to photosynthesize at its maximum rate with its current environmental conditions. Increasing the NaHCO3 concentration after this level would therefore have no effect unless the next limiting factor was removed. Discussion: The hypothesis was that the rate of photosynthesis would increase if the light intensity and NaHCO3 levels were increased (please refer to Graph1). As the elodea absorbed the light and CO2 it produced oxygen gas which increased the pressure in the syringe. This pushed the air bubble in the capillary tube down. The chloroplasts produce ATP and reduce NADP to NADPH2 when exposed to light. It is at this stage of the reaction that oxygen is produced as a waste product, furthermore, the data collected was supported by the results obtained by Robert Hill and his associates at the University of Illinois, where they predicted, as the light intensity and NaHCO3 levels increased, the rate of photosynthesis will also increase up to a certain level (please refer to Graph2) As predicted when the light intensity increases so does the rate of photosynthesis. It was predicted that a level would be reached where increasing the light intensity would have no more effect on the rate of reaction as there would be some other limiting factor which limits the rate of the reaction. The rate increases at a steady rate as the light intensity increases until near the end of each line where the rate decreases. This is either because the photosynthesis reaction has reached its maximum rate of reaction or another factor is limiting the rate. As 6 different CO2 concentrations were used I can see that the first five reactions are not occurring at their maximum rate as there is the 0.1M NaHCO3 rest which is occurring at a faster rate then the other 5. The photosynthesis reactions of the other five tests must therefore be limited by the concentration of CO2 to the plant. As predicted when the NaHCO3 concentration is increased the plant in able to get more CO2 which causes the rate of reaction to go up. It was predicted that once the NaHCO3 had been raised above a certain level increasing the rate further would have no effect as there would be other limiting factors limiting the rate of the reaction. As the NaHCO3 concentration the water was increased the rate of photosynthesis also increased. The plant therefore made more oxygen as a waste product. At a NaHCO3 concentration of 0.1M once the light intensity gets above 300 the rate of reaction decreases significantly. This could be because photosynthesis is occurring at its maximum possible rate or because another limiting factor is restraining the rate of reaction. The fact that the curve levels off so quickly indicates that there is another limiting factor restraining photosynthesis. It could be temperature. These tests are being carried out at room temperature so the temperature would have to be raised another 15 °C before the enzymes in the plants cells were at their optimum working temperature. More tests could be done by using water that was at a higher temperature to see what effect this would have on the photosynthesis rate. It is however impossible to raise the plants temperature without affect other factors. For instance the actual amount of oxygen released by the plant is slightly more than the readings would suggest as some of the oxygen would dissolve into the water. At a higher temperature less oxygen would be able to dissolve into the water so the readings for the photosynthesis rate could be artificially increased. It is also possible that the photosynthetic reactions in the plant are occurring at their maximum possible rate and so cannot be increased any more. The light is probably not a limiting factor as all but one of the curves level off before the maximum light intensity of 400 is reached. The maximum light intensity that the plants can handle is therefore just below 400.Water will not be a limiting factor as the plants are living in water. They therefore have no stomata and absorb all their CO2 by diffusion through the leaves. Graph1. Light intensity against NaHCO3 MY RESULTS Graph2. Light intensity against NaHCO3 SOURCE Limitations and Improvement The accuracy of this experiment is limited by a number of factors. Some of the oxygen give off is used for respiration by the plant. Some of the oxygen dissolved into the water. Some was used by small invertebrates that were found living within the pieces of elodea. The higher light intensities should be quite accurate but the smaller light intensities would be less accurate because the light spreads out. The elodea will also get background light from other experiments. The lights are also a source of heat which will affect the experiments with only a small distance between the light and the syringe. This heating could affect the results. Using the same piece of elodea for each experiment was impractical as the elodeas photosynthesis rate decreased over time. By using a different piece of elodea for each experiment did create the problem of it being impossible for each piece to have the same surface area. This experiment could be improved in a number of ways. It could be repeated more times to help get rid of any anomalies. A better overall result would be obtained by repeating the experiment more times because any errors in one experiment should be compensated for by the other experiments. Each person should have done their experiments in a different room to cut out all background light. All the experiments should be done sequentially. A perspex screen could have been placed between the light and the syringe to reduce any heating effect that the light may have. The experiment could have been carried out with higher NaHCO3 to see if increasing the concentration would increase the rate of photosynthesis, or if a concentration of 0.1M NaHCO3 produces the maximum rate of photosynthetic reaction. Conclusion The intention of this experiment was to investigate different factors that affect the rate of photosynthesis. The hypothesis was, as light intensity increases the rate of reaction will increase at a proportional rate. As the concentration of NaHCO3 increases the rate of the reaction will also increase at a proportional rate. This was correct, supported by the data collected which shows at a light intensity of 400 the average increase in rate of reaction was 746v. At 4 the average increase in rate of reaction was 8676v, a difference of 7930v, which shows the rate of reaction is greatly influenced by light intensity. This was demonstrated by Robert Hill and his associates, with similar results to this experiment, which they found that the photosynthetic rate varies with light intensity, and as the light intensity increases, the reaction rate also increases up to a certain point.