32. San Diego Chargers

Today I’m starting my team by team analysis of the 2011 NFL Draft.  After ranking all 32 teams, I’m going to start off from the bottom and work my way up. Lets begin:

32. San Diego Chargers (6.03/10)

Over the past several years, San Diego has consistently been the team that could never win the big game.  They could always make the playoffs, but never follow through. Phillip Rivers is the rock and foundation of this team and Antonio Gates is the clear go-to guy. With the uncertainty surrounding Vincent Jackson, one of the first big team needs is a go to receiver that isn’t a tight end.  Vincent Brown, WR (3rd round, pick 82) out of San Diego State has mediocre speed, but is a value pick in the third round. 

Ever since L.T. left, San Diego has had a real problem with a feature back. The Darren Sproles experiment isn’t working and a big need is for a second RB to back him up.  Jordan Todman, RB (6th round, pick 183) has good speed, but doesn’t have the power to go between the tackles.  I see him and Darren taking turns to try to give each other a rest.  A good pick for the 2-back system.  

The chargers have been consistently bad in defense, and wasted no time drafting to fill needs with there first three picks. Corey Liuget is a good DT, in what has been a record setting draft for defensive lineman.  No team could really go wrong this year drafting D-Line due to the depth of the position available.  The biggest mistake the Chargers made, and sole reason I have the rated as the worst drafting team was using there 2nd round pick (29th overall) to draft Jonas Mouton, a LB out of Michigan.  Michigan had one of the worst defenses in all of NCAA football last year under Rich Rodriguez. A prime example of terrible defense is the Michigan vs. Illinois game. Jonas was also on the team when Michigan lost there famous game to Appalachian State.  (FYI Side note, this year, Appalachian state had 3 players drafted, Michigan only had 2).  At best he will be a contributor on special teams but I doubt to se him on the roster this time next year.  Players such as Dontay Moch, Nate Irving, Kelvin Heppard, or Justin Houston were all still on the board and much better picks for a LB position. Also, A WR in Ranall Cobb or Leonard Wilkerson would have been a much better pick here.  Overall, this pick alone I rate an F and over all hurt an otherwise uneventful draft for the Chargers.  Maybe they can at least resign Vincent Jackson to keep there offense going, for a team that led the league last year in offensive production.

Overall performance: D

2011 Draft Choice Ratings

The following is my personal rating of all 32 teams on there 2011 draft choices after the conclusion of the draft. The rating is out of 10, with 10 being the perfect draft and 0 being a compilation of the worst choices ever. A detailed explanation of how the major players will contribute to each team will soon follow.

6.03 San Diego Chargers
6.15 Oakland Raiders
6.18 Seattle Seahawks
6.25 San Francisco 49ers
6.35 Carolina Panthers
6.60 Minnesota Vikings
6.65 Tennessee Titans
6.65 Washington Redskins
6.78 Pittsburgh Steelers
6.80 Dallas Cowboys
6.88 St. Louis Rams
6.93 Atlanta Falcons
7.03 Philadelphia Eagles
7.15 New York Jets
7.23 Chicago Bears
7.35 Green Bay Packers
7.40 Miami Dolphins
7.43 New England Patriots
7.45 Arizona Cardinals
7.48 Houston Texans
7.50 Kansas City Chiefs
7.53 Cleveland Browns
7.55 Jacksonville Jaguars
7.60 Buffalo Bills
7.68 Baltimore Ravens
7.68 Indianapolis Colts
7.78 Denver Broncos
7.83 Detroit Lions
7.90 Cincinnati Bengals
7.93 New York Giants
8.10 Tampa Bay Buccaneers
8.53 New Orleans Saints

Overall, the New Orleans Saints did the best on draft day taking a Mark Ingram as an impact rusher to replace the talented speedster Reggie Bush and most likely work along side Pierre Thomas (if he stays healthy). Seattle, Oakland and San Diego rounded out the bottom of the draft with some of the worst choices. The all time worst choice in my opinion is between Jonas Mouton, OLB out of Michigan in the 2nd round and Matt Bosher, P out of Miami (FL) in the 6th. Punters are always a bad choice in the draft unless they show a sign of true perfection. Jonas Mouton was very unimpressive in Rich Rod's pitiful defensive scheme at Michigan. Almost every opponent they played could easily walk all over the defense, and to use a 2nd round pick on a LB on a team which was so ineffective is very concerning.

2011 NFL Draft Ratings (Rounds 1-3)

The following is a rating of all 32 teams after the first 3 rounds of the 2011 NFL Draft.  Detailed analysis of each team and there picks will follow after the final 4 rounds of the draft.

Arizona	Cardinals	79
Atlanta	Falcons	66
Baltimore	Ravens	73
Buffalo	Bills	77
Carolina	Panthers	62
Chicago	Bears	85
Cincinnati	Bengals	84
Cleveland	Browns	72
Dallas	Cowboys	69
Denver	Broncos	79
Detroit	Lions	84
Green Bay	Packers	76
Houston	Texans	85
Indianapolis	Colts	81
Jacksonville	Jaguars	77
Kansas City	Chiefs	73
Miami	Dolphins	81
Minnesota	Vikings	69
New England	Patriots	70
New Orleans	Saints	84
New York	Giants	85
New York	Jets	76
Oakland	Raiders	65
Philadelphia	Eagles	71
Pittsburgh	Steelers	67
San Diego	Chargers	61
San Francisco	49ers	59
Seattle	Seahawks	60
St. Louis	Rams	78
Tampa Bay	Buccaneers	84
Tennessee	Titans	73
Washington	Redskins	72

REEL QuASI Lab

Name: Richard Bowles Teaching Assistant: Jake Dumbleton

Lab: W/F 8:30-11:18 am – 430 CE Submitted: March 11, 2011

Lab Partner: Alicia Buxton Hood Number: 3

Purpose: To synthesize a dye that changes color in the presence of concentrated anions in solution.

Reaction Scheme: ¹

Synthesis of 4-NA-ND Procedure: ¹

12M, 37% Hydrochloric acid (3 mL) was added to large test tube and cooled in an ice bath. 4-Nitranaline (NA) (0.617g, 4.44 mmol) was added to test tube and heated until solids dissolved. Solution was cooled in ice bath and Sodium Nitrite (0.157 g, 2.27 mmol) and a small ice chip was added to the NA. A solution of Napthalene-1,8-Diamine (ND) (0.3319 g, 2.10 mmol) and glacial Acetic acid (0.5 mL) was added to a separate test tube and added to the NA via Pasteur pipette. Solution was set for 15 minutes, than 3M Sodium Hydroxide (9 mL) was added until solution was tested basic. Solids were recrystallized and collected via vacuum filtration, washed with Hydrochloric acid and then recrystallized with water. Solution was set out to dry overnight in Buchner funnel.

UV-Vis Procedure: ¹

Small sample of dye is dissolved in water (10 mL) in a 100-mL beaker. If not water soluble, dissolve dye in 95% ethanol. Solution (~1 mL) is added to test tube (tt-#1-acid) and acidified with 0.01 M methanesulfonic acid (~1 mL). Solutions pH is tested to be acidic and then UV-vis is taken to record λ_max and wavelength. Acidic solution (~ 1 mL) is added to clean test tube (tt-#2-acid-Cl) and 0.010 M NaCl solution (~0.25 mL, 5 drops) is added. UV-vis is taken recording λ_max and wavelength. 0.2 M NaOH (~0.1 mL, 2 drops) is added to test tube (tt-#2-acid-Cl) to form (tt-#2-base-Cl). UV-vis is taken recording λ_max and wavelength. Acidic solution (tt-#1-acid) is added to a clean test tube (~1 mL). 0.01 M NaBr (~0.25 mL, 5 drops) is added (tt-#3-acid-Br) and UV-vis is taken recording λ_max and wavelength. 0.2 M NaOH (~0.1 mL, 2 drops) is added to (tt-#3-acid-Br) to form (tt-#3-base-Br) and UV-vis is taken recording λ_max and wavelength.

Discussion:

The 4-NA-ND dye was a purple dye but the solid turned yellow when recrsytalized with water. This color change is most likely due to a higher concentration of electrons on the nitrite anion when protonated with water. The solid itself was very soluble in ethanol but only slightly soluble in water. One of the limitations of this experiment was an attempt to standardize every possible azo dye with the same procedure. It is very likely that not every dye will have the exact same properties and therefore may require slight adjustments in equivalents of catalysts and other requirements in the procedure to yield a pure sample.

Analysis of the cumulative 4-NA-ND for the class, it’s clear that there is a strong difference in wavelength between an acid and acid Cl solution, as well a difference between the Br acid and Cl acid solution. When solution is basic, an electron difference is barely detectable by UV-Vis analysis and therefore not useful in determining a difference in wavelengths between the presence of bromine and chlorine. Overall, 4-NA-ND is a fairly good indicator between the bromine and chloride due to a consistent difference between the wavelengths of chloride and bromine.

Overall, the most wavelength difference was found in samples that were in the fourth substituent. This is most likely due to the stability of the fourth substituent. Being more stable allows for the anions to accept a halide easier which in turn increases the electron density and changes the UV-Vis wavelengths.

References:

(1) Paul, N. M. The Search for a Quantitative Anion Selective Indicator (QuASI) for Aqueous Solutions. Chemistry 255 Handout. 2011, p. 1-14.

Ramblings of the QuASI

These are the discussion questions to go with the QuASI REEL lab report due next week. Its some food for thought.  Ill post my idea/thoughts/responses to each of these sometime in the next week.  I need to really do some research first to get all my facts straight.

Discussion Questions ¹

1. The synthesis of these new azo dyes using a procedure adapted from methyl orange was not as easy as it sounds. The solubility of the starting materials we a big issue. What steps would you take to modify the procedure to overcome some of your synthetic difficulties and the uncertainty that resulted?

2. Some of the compounds that were tested were recrystallized and some were not. Why could this be a problem? Why doesn’t Dr. Paul care if what we tested was pure or not? On the other hand, discuss the benefits of working with pure molecules?

3. The “A” in QuASI is for “aqueous”, and some of your products were not soluble enough in water to analyze their properties. Propose changes to the dye molecules structure that might make them more soluble in water without affecting their ability to detect anions.

4. Anions are extremely soluble in water because water strongly hydrogen bonds to these atoms to stabilize their concentrated charges. Would you expect complexing/associating an anion with an organic molecule would be difficult in the presence of so much water? What would you have to do to make your dye molecule a better “life raft” or “seat cushion” for the halides to sit down on?

5. Why would you expect a halide to change the color of an organic molecule in solution?

6. A majority of the UV‐vis analysis studies did not record a significant change in λmax between chloride and bromide containing solutions, yet this may not be a problem with our hypothesis. Consider as many aspects of the experiment that might factor into this negative result. Why did so many people see no change?

References:

(1) Paul, Noel. "Anion Selective Indicator (QuASI) for Aqueous Solutions." Chemistry 255 Research Experience to Enhance Learning. (2011): Print.

Schedule for the week

This weeks schedule:

1.  Long day of lab and lectures on Monday.  In class until 8:30 PM (no fun!).

2. Meet with Dad for lunch on Tuesday.  He’s in town to interview a few candidates for a job opening at his place of employment.

3.  Work a couple all nighters finishing up the REEL QuASI lab report that I’ve mentioned.  Hopefully I can make sense of it all.  The unfortunate thing is It has to be turned in Wednesday because…

4.  Thursday through Sunday I will be in Indianapolis for the Women's Basketball Big Ten Tournament.  The Buckeyes have a first round bye so I may not leave till Thursday night since there first game isn't until ~8pm Friday night.

 

Benzocaine

In chemistry class we were asked a concept question on why the addiction of p-aminobenzoic aid and 95% ethanol in the presence of an acid catalyst prefers to form benzocaine instead of poly(4-aminobenzamide).  I made two mechanisms about the Fischer esterification process going on but not sure if its correct.

References:

(1) Callam, Christopher; Paul, Noel M.: Synthesis of Aspirin. Organic Chemistry Lab- Chemistry 255; McGraw-Hill: New York, 2009; pp 109-129.

(2) Chemical Book Online Catalog. http://www.chemicalbook.com/ChemicalProductProperty_EN_CB1217951.htm

Romans 7:14-25 Bible Study

Read Romans 7:14-25

1. What did we talk about last week?

2. Who is Paul speaking to? (v.14)

3. What does he mean by “sold as a slave to sin”? (v.14)

4. What does Paul want to do and does he do this? What does he end up doing? (v.15)

5. How does this show that the law is good? (v.16)

6. What causes Paul to go against his wishes? What does Paul say “lives in him”? (v.17-18)

7. Again, what does Paul want to do? What does he “keep on doing”? (v.19)

8. What is causing Paul to do this? (v.20)

9. Summarize Romans 7:14-20 .(v.14-20)

10. What keeps us from doing good? (v.21)

11. What does Paul delight in? What other law is at work? (v.22-23)

12. What does Paul realize he needs? (v.24)

13. What are we slaves to (“2 masters”)? What part of the body to these masters rule over? What is the difference between the power of mind and the power of the body?

14. What is a master over your personal life?

Organic Dyes

This is the Organic dye that me and my partner decided to synthesize in lab today, based on the recorded solubility in water and ethanol, as well as a few other benefits found with this particular dye.  The idea is to hopefully find a dye that reacts with anions in water so as to be able to test the concentration of potentially toxic anions by the use of a colorant.  In theory, if a certain anion is present, the dye will change colors to reflect the recorded anion.

This formula is property of The Ohio State University Chemistry Department

References:

(1) Paul, Noel. "Anion Selective Indicator (QuASI) for Aqueous Solutions." Chemistry 255 Research Experience to Enhance Learning. (2011): Print.

What is REEL?

Research Experiences to Enhance Learning (REEL)
The REEL project is a research‐based experiment where students are given the opportunity to search for new knowledge through the systematic investigation of new scientific questions informed by establish facts. It is critical to remember: research experiments can have varying results, and failures occur very, very frequently. Like
so many other endeavors, the keys to success are preparation, hard work, and strong communication.  The central focus of the REEL project is the development and implementation of a series of laboratory Research Modules for use in the 1st and 2nd year chemistry courses. Chemistry is, by its nature, an experimental
science. An interesting paradox is that the cognitive skills that are neglected in most introductory level chemistry laboratories are exactly those needed for success in chemical research. Real research inherently involves a more independent and open‐ended type of thinking which permits the frustrations of failed experiments, the challenge of learning from failures, and occasionally the exhilaration of successful experiments. The overarching goal of this approach is not to pick out a select group of students and involve them in traditional research, but rather to transform the way chemistry is taught in these courses to expose all students to the excitement, relevance, and concepts of cutting edge chemical research. The premise is that only by becoming involved in an actual research project can a student gain the working knowledge needed to master that area and to appreciate achievements in other scientific areas. We hope that the REEL project will allow students to pursue additional scientifically oriented training, appreciate the scientific and ethical nature of research, and adopt the scientific method as a lifelong problem‐solving technique. We also hope to generate new knowledge in the chemical sciences through student
collaborative research projects that pool their results.

Chemistry 255 - REEL-QuASI Handout.  Noel M. Paul   WI-2011

Homework

Due tomorrow:

ASL Expressive Test self evaluation.

Chem 255 Lab report on the synthesis of Benzocaine, as well as prelab for QuASI Day 3 lab experiment (a part of the REEL experiments).

Outline of questions for tomorrow bible study, focusing on Romans 8:1-14.

Sounds like its going to be a very long night. I do need a reference on how the addition of to improve the reaction of p-aminobenzoic acid and ethanol to result in a higher yield of Benzocaine. Seriously, who makes a lab report due on a Wednesday….its unheard of. RAWR

Storms

Walking to class today, I experienced about an entirely unique storm, and being from Cleveland, that is truly saying something. When I left my apartment, it was raining, however there was no snow on the ground and the grass was almost green from the 65 F weather last week. (I was in shorts and sandals last week… sooo disappointing to revert back to the cold weather). By the time I was crossing High Street, the rain had turned to an icy snow. This is when it got very interesting….. As I was walking down Woodruff, I notice the snow was falling clumps and it felt like I was being hit by thousands of snowballs from above. I actually felt like I was being bombarded from the sky. 20 years of living in lake effect snow and I have never seen snow flakes fall in chunks like they did today.

Here’s to hoping for a snow day tomorrow! (Wishful thinking)

Romans 7:1-13 Bible Study

Read Romans 7:1-6
1. Who are men that know the law? (v.1)


2. How long is a woman bound to her husband? Why? (v.2)


3. What is the difference between an adulteress and a widow who remarries? (v.3)


4. Referring to verse 1: Why is a man only bound to the law as long as he lives? (v.1)
(Hint: What is the purpose of the law? What happens at death?)


5. Although we are still alive, how have we died to the law? (v.4)


6. How do verses 5 and 6 relate to Chapter 6? (v.5-6) (Hint: Slavery)


7. How many masters can one man have? Who is your personal master? (v.6)


Romans 7:7-13
8. Is the law sin? Why or why not? (v.7)


9. How do verses 7 and 8 support the purpose of the law? What is sin without the law? (v.7-8)


10. As a result of the law, how has sin sprang to life? (v.9)


11. Is the law more “freeing” or “restricting” in our lives? How so? (v.10-11)


12. How does the law deceive us? (v.10)


13. How/why is the law holy? Why does Paul feel the need to say this in verse 12? (v.12)


14. What was the intention of the law? Has the law killed us? How has sin affected the law? (v.13)


15. Sum up the beginning of Chapter 7

Romans 6 Bible Study

Read Romans 6:1-14
1. Who recognizes this question from Romans 5? (v.1)


2. What does it mean to die to sin? (v.2)


3. What does it mean to be baptized into Christ’s death? (v.3)


4. What is Paul trying to say in verse 4? Do you recognize this statement from scripture? (v.4)


5. What’s more important: Death or Resurrection? Why? (v.5)


6. How are we no longer slaves to sin? (v.6-7)


7. How can we live with Christ if we died with him? (v.8)


8. What statement is Paul making in verse 9? (v.9)


9. What is significant about “died to sin, once for all” ?(v.10)


10. Reiterate what it means to be dead to sin and alive to God. (v.11)


11. How does verses 12 and 13 relate to Matthew 5:29-30? (v.12-13)


12. What does it mean to be “under grace”? How are we not under the law? (v.14)


Romans 6:15-23
13. What is Paul saying in verse 15? (v.15)


14. What does it mean to be a slave? (v.16-17)


15. Who did we used to be and who are now slaves to? How?(v.18)


16. What is Paul saying in verse 19? (v. 19)


17. What is the control of righteousness? (v. 20)


18. Answer Paul’s question in verse 21. (v.21)

19. What is the benefit to become slaves to God? (v. 22)


20. What is the importance of verse 23? (v. 23)

21. Sum up Romans Chapter 6

Romans 5 Bible Study

Read Romans 5:1-11
1. What did we do last week? What does it mean to be justified by faith? (v.1)


2. Who was provided access to our present standing? (v.2)


3. What does it mean to rejoice in the Glory of God? (v.2)


4. Explain verses 3-4. How does suffering produce perseverance, perseverance character and character hope? (v.3-4)


5. Why does God/Jesus not put us to shame/disappoint us? (v.5)


6. Put yourself in Christ’s shoes. Explain verses 6-8 as if you were in Christ’s position. (v.6-8)


7. What has Chris’s blood saved us from? How? (v.9)


8. How are we enemies to God? What is reconciled? How does this relate to us? (v.10-11)


Read Romans 5:12-21
9. How did sin enter the world? How did death enter the world? What death is being talked about here? (v.12)


10. What is the purpose of the law? How can sin exist before the law? (v.13)
11. What is the significance of the time of Moses? (v.14)


12. What does Paul mean by those who sin without breaking a command? (v.14)


13. What is “the gift”? How is God’s grace much greater than sin of one man? (v.15)
(If all have sinned, its more than those who have faith and receive grace numerically speaking)


14. What does “sin” bring and what does “the gift” bring? (v.16-17)


15. According to Paul, how many men brought condemnation and how many brought justification?(v.18-19)


16. How does sin increase with the law? (v. 20)
(Hint: What is the purpose of the law?)


17. Does this mean we should sin more since grace increases with sin? Why? (v. 20)


18. What reigns in death and what reigns in life?(v.21)


19. Sum up Romans 5