MySQL stored procedures does not support variables in cursors. Here is a work around for handling the same.

It uses simple logic of creating a temporary cursor table, which will store required cursor information. Add additional column for storing the status… Read the content one by one from the cursor table.

Step #1: Create temporary cursorTable like normal table.Add a column to track, whether you have processed it or no

SET @myQuery = CONCAT(‘CREATE TABLE IF NOT EXISTS cursorTable(
ObjectType varchar(64) default  NULL,
ObjectTypeID bigint unsigned NOT NULL,
TableName varchar(64) default NULL,
STATUS char(1) DEFAULT “N”,
KEY STATUS(STATUS),
KEY ObjectType(ObjectType),
KEY ObjectTypeID(ObjectTypeID),
KEY TableName(TableName)
) — ENGINE=MEMORY ‘ );
CALL executeQuery(@myQuery);

SET  @myQuery = CONCAT(“INSERT INTO cursorTable
SELECT ‘”,ObjectType,”‘, T.”,TypeTableTypeField,”,UPPER(T.TABLENAME),’N’
FROM “,@myDBName,”.”,TypeTable,” T
where T.TableName IS NOT NULL
GROUP BY T.TableName
ORDER BY T.TableName
“);
CALL executeQuery(@myQuery);

Ex:

create table temptables.CursorTable select distinct myID, ‘N’ Processed from mastertable where <some condition>;

As this is a standard statement, you can use prepared statement.

Step #2: declare cursorCount as 0<zero>. Note : It is a global variable. So no need to declare it earlier. It is visible for all procedures executed through the same connection

Ex :

set @cursorCount=0;

Step #3: Now set @cursorCount as actual counts need to be handled. Use following prepared statement. Trick is by using global variable ie ‘@’…

SET  @myQuery = CONCAT(“select count(*) INTO @cursorCount
from cursorTable
where STATUS = ‘N’
AND ObjectType = ‘”,ObjectType,”‘
“);
CALL executeQuery(@myQuery);

Step #4: Now you handle it with in a while loop. With in while loop also, you read data from your cursorTable through select into global variable.

WHILE (@cursorCount> 0) DO
SET  @myQuery = CONCAT(“select TableName INTO @EXT_TblNm
from cursorTable
where STATUS = ‘N’
AND ObjectType = ‘”,ObjectType,”‘
LIMIT 1″);
CALL executeQuery(@myQuery);

SET  @myQuery = CONCAT(“update cursorTable
SET STATUS = ‘Y’
where TableName = ‘”,@EXT_TblNm,”‘
AND ObjectType = ‘”,ObjectType,”‘
AND STATUS = ‘N’”);
CALL executeQuery(@myQuery);

…………………….. Process you cursor variables here

SET  @myQuery = CONCAT(“select count(*) INTO @cursorCount
from cursorTable
where STATUS = ‘N’
AND ObjectType = ‘”,ObjectType,”‘”);
CALL executeQuery(@myQuery);
END WHILE;

If require, drop your cursorTable here…

Hope it will be useful for some one.

Note : executeQuery(@myQuery);

It is a simple procedure, which logs all query along with execution time in my development environment. In production environment, it just executes the query. As I am logging all queries, it is easy for us to know actual query which failed.

DECLARE myLogID BIGINT UNSIGNED DEFAULT 0;
SET @executeQuery = CONCAT(“insert into log(LOG) values(‘”,REPLACE(userQuery,’\”,’\\\”),”‘)”);
PREPARE executeQueryStmt FROM @executeQuery;
EXECUTE executeQueryStmt;
DEALLOCATE PREPARE executeQueryStmt;

SELECT LAST_INSERT_ID() INTO myLogID;
SET @executeQuery = userQuery;
PREPARE executeQueryStmt FROM @executeQuery;
EXECUTE executeQueryStmt;
DEALLOCATE PREPARE executeQueryStmt;
SET @executeQuery = CONCAT(“UPDATE log
SET STATUS = ‘S’,
StartTimeStamp = StartTimeStamp,
EndTimeStamp = NULL
where ID = “,myLogID);
PREPARE executeQueryStmt FROM @executeQuery;
EXECUTE executeQueryStmt;
DEALLOCATE PREPARE executeQueryStmt;

S.Sekar

Vandaag bericht gekregen van Femke (onze dossierbeheerder bij Buysse) dat onze laatste dossierstukken toegekomen zijn:
* de verklaring van de bank i.v.m. onze financiële middelen Als je wilt immigreren naar Canada, dan moet je dus aan een aantal voorwaarden voldoen, maar daarnaast moet je dus ook kunnen aantonen dat je een bepaald bedrag aan geld hebt. Voor ons gezin, met 3 personen, wil dat zeggen dat wij moeten kunnen bewijzen dat we $16,580 hebben. Detail: http://www.cic.gc.ca/English/immigrate/skilled/funds.asp
* een recent uittreksel uit het Strafregister dat je aan moet vragen bij de Federale Overheidsdienst Justitie en dat stelt dat je geen veroordelingen hebt.

 De vertalingen hadden we al eerder laten uitvoeren, dus Femke gaat volgende week ons dossier voor Parijs helemaal klaarmaken en voorzien van een begeleidend briefje.

Ondertussen hebben we ook iemand lang laten komen om een Energie Prestatie Certificaat (EPC) op te stellen. Dit is voortaan een document dat je verplicht voor moet kunnen leggen als je je huis wilt verkopen. Persoonlijk vind ik het allemaal een beetje geldklopperij, maar ja, zonder dit ding kan de verkoop niet doorgaan.
Nu moeten we enkel nog eens goed nadenken of we ons huis in januari op de markt brengen, of dat we toch gaan wachten tot we een oproep medical krijgen…

Ondertussen heb ik ook via Inge Roggeman van Vlamingen in  de Wereld (http://www.viw.be/home.htm) navraag gedaan of zij misschien een  Vlaming kennen die dezelfde procedure als ons doorloopt (Federal Skilled Worker visum zonder jobaanbod wegens een job op de POL-lijst in skill level 0). Die kans zal klein zijn, maar je weet maar nooit! En als die persoon dan zijn aanvraag nog voor de onze heeft ingestuurd, dan kunnen we daar kijken hoe snel/traag ze in Parijs zijn…

3020950    วิธีการตัดชิ้นเนื้อไต    Renal Biopsy Procedure

หลัก และการแปลผลพยาธิสภาพของชิ้นเนื้อ วิธีการในการตัดชิ้นเนื้อไต การเก็บชิ้นเนื้อให้ถูกต้อง เพื่อช่วยในการวินิจฉัย การพยากรณ์โรค และการรักษาโรคไต

(Principles, method of renal biopsy and proper tissue collection, and interpretation of biopsy findings for diagnosis, prognosis and treatment of the particular disease.)

(3020950 จุฬาลงกรณ์มหาวิทยาลัย)

Create Procedure

Zum Anlegen oder Ändern einer Procedure wird das Recht “CREATE PROCEDURE” benötigt.

Anlegen:

create or replace procedure proc_ascii
as
  type t_ascii is varray(256) of char(1);
  a_ascii t_ascii;
begin null;
  a_ascii := t_ascii();
  a_ascii.extend(256);
  for i in 1 .. a_ascii.limit-1 loop
    a_ascii(i) := chr(i-1);
    dbms_output.put_line(i || ' ' || chr(i-1));
  end loop;
end;

Drop Procedure

Das Löschen einer Procedure erfolgt mit “DROP PROCEDURE -name-”.

Aufruf Procedure

Ausführen (1):

exec proc_acsii

Ausführen (2):

begin proc_acsii;
end;

Kompilerfehler

Wenn eine Fehlermeldung beim Anlegen kommt kann mit “show errors” die Meldung angezeigt werden.

Parameter

Parameter können innerhalb der Procedure nur lesend verwendet werden.

create or replace procedure proc_ascii(p_bis in number default 256)
as
  type t_ascii is table of char(1);
  a_ascii t_ascii;
begin null;
  a_ascii := t_ascii();
  a_ascii.extend(p_bis);
  for i in 1 .. p_bis loop
    a_ascii(i) := chr(i-1);
    dbms_output.put_line(i || ' ' || chr(i-1));
  end loop;
end;

Rückgaben

create or replace procedure proc_add(p_in in number, p_out out number)
as
begin null;
  p_out := p_in + 1;
end;

declare
  v_out number;
begin
  proc_add(10,v_out);
  dbms_output.put_line(v_out); /* 11 */
end;

declare
  v_out number;
begin
  proc_add(p_out=>v_out,p_in=>10);
  dbms_output.put_line(v_out); /* 11 */
end;

By-Reference:

create or replace procedure proc_add(p_inout in out number)
as
begin null;
  p_inout := p_inout + 1;
end;

declare
  v_inout number;
begin
  v_inout := 10;
  proc_add(v_inout);
  dbms_output.put_line(v_inout); /* 11 */
end;

Clearly, strategic planning is no panacea. Strategic planning is simply a set of concepts, procedures, and tools designed to help leaders, managers, and planners think and act strategically. Used in wise and skillful ways by a “coalition of the willing,” strategic planning can help organizations focus on producing effective decisions and actions that further the organization’s mission, meet in mandates, and satisfy key stakeholders. But strategic planning is not a substitute for strategic thinking and acting. Only caring and committed people can do that. And when used thoughtlessly, strategic planning can actually drive out precisely the kind of strategic thought and action it is supposed to promote.

Furthermore, strategic planning is not a substitute for leadership. There is simply no substitute for leadership when it comes to using strategic planning to enhance organizational performance. At least some key decision makers and process champions must be committed to the strategic planning process, or any attempts to use it are bound to fail.

In addition, strategic planning is not synonymous with creating an organizational strategy. Organizational strategies have numerous sources, both planned and unplanned. Strategic planning is likely to result in statement of organizational intentions, but what is realized in practice will be some combination of what is intended and what emerges along the way. Strategic planning can help organizations develop and implement effective strategies, but they should also remain open to unforeseen opportunities. Too much attention to strategic planning and excessive reverence for strategic plans can build organizations to other unplanned and unexpected—yet incredibly useful—sources of information, insight, and action.

The discipline necessary for strategic planning can be of two sorts. The first harkens back to Latin root of the word “discipline,” emphasizing instruction, training, education, and learning. The second embodies later interpretations of the word, emphasizing order, control, and punishment. Emphasis should be placed on education and learning, although there clearly are occasions when imposing order, taking control, and enforcing appropriate sanctions are appropriate. Certainly, key leaders, managers, and planners can best use strategic planning as an educational and learning tool, to help them figure out what is really important and what should be done about it. Sometimes this means following a particular sequence of steps and preparing formal strategic plans, but not necessarily. The ultimate goal of strategic planning should not be a rigid adherence to a particular process or an instance on the production of plans. Instead, strategic planning should promote wise strategic thought and action on behalf of an organization and its key stakeholders. What steps to follow, in what sequence, and whether or not to prepare formal plans are subsidiary concerns.

My Consultancy–Asif J. Mir - Management Consultant–transforms organizations where people have the freedom to be creative, a place that brings out the best in everybody–an open, fair place where people have a sense that what they do matters. For details please visit www.asifjmir.com, and my Lectures.

Every growing business develops a need for rules and regulations. It might begin with customer problems, employees or suppliers, but before too long there will be a need in all of these areas for formal administrative procedures. I can’t say for sure where the threshold is, it may be when you have two employees or perhaps at 20, but as your business grows, so do the rules, regulations and restrictions.

This is a crucial transition period for any organization. Items such as normal working hours, vacation schedules, customer relations and salaries, all of which originally took care of themselves, now require some formality.

The new restrictions generally prove to be inadequate. The transition rarely goes smoothly as the first “rules” don’t make anybody happy. Exceptions will be made, more rules, more problems and more frustration will follow. It is at this time that founders and managers often become frustrated while others become confused.

Responding to problems with rules, regulations and restrictions, is a common trap for a growing business, a trap which many well established companies never escape. It doesn’t need to be that way. If a business takes the time to articulate its philosophy on the major issues that it will face, the problems can be resolved in an orderly and consistent manner.

Philosophy, policy and procedure hold the solution to this transition. Start with the articulation of your company’s philosophy, establish policies that embody those philosophies and implement procedures that will insure that your business operates consistent with your established policy.

It’s not uncommon for a company to make well intended statements about its philosophy. Unless these statements are well thought out, formalized and supported with consistent policies and procedures to insure their implementation however, they will cause more problems that they will solve.

There are many businesses that profess that their employees are their most important asset. Then they attempt to pay the employees as little as possible while buying expensive equipment for them to operate. It is clear which is the most important asset.

There is nothing wrong with a company that recognizes that its machinery is its most important asset. Actions must be consistent however. If the employees are the most important asset, personnel policies should reflect that importance.

A company’s philosophy should be articulated in a statement of purpose that contains a definition of the business that the company is in and its objectives for that business. It should include well thought out positions on all major elements of the business such as customers, employees, community and suppliers. It will form the basis for the logical development of company polices and procedures as it grows.

A company that believes their employees are their most important asset might go on to state that they will only employ above average performers and that they will endeavor to create an environment that will enable highly motivated individuals to contribute to the fullest extent of their abilities. Policies will need to be established to insure that the company operates consistent with that philosophy.

For example, if the company is committed to employing above average performers, it must be prepared to develop compensation programs that are above average. If your employees are truly your most important asset and your business philosophy is to employ the best, it would be inconsistent to have a low wage scale.

Once you establish a policy to compensate above average performers with above average wages, you must establish procedures to evaluate performance and to determine what above average compensation is in your area. Your evaluation system must provide reward for the achievers, assistance for those who would like to be achievers and an exit mechanism for those who don’t fit your requirements.

From a statement of philosophy concerning your relationship with employees, a natural progression towards the development of policies and procedures for salary administration, performance review, termination and other personnel related matters will evolve. Now isn’t that better than waiting until your most important assets are about to walk out the door. It’s the right way to handle all aspects of your business.

Because its your business, start with philosophy, policy and procedures in place of rules, regulations and restrictions.

SCRIBEFIREOZmtvGSaSCRIBEFIRE

O objetivo desta função é separar valores de um string, retornando registros separados para cada uma.

Ex:

SELECT *
FROM P_SPLIT (‘joao, maria, paulo, vanessa, claudia, marcos’, ‘,’)

Retorna:

joao
maria
paulo
vanessa
claudia
marcos

CREATE PROCEDURE P_SPLIT (
    itexto VARCHAR(4000),
    iseparador CHAR(1))
RETURNS (
    osplit VARCHAR(20))
AS
/*
* Autor:        Fabricio
* Data:         2009/11/23
* Desc:         Simula a função split comum nas linguagens de programação
* Parâmetros:
*   @itexto         String contendo o texto que irá ser separado
*   @iseparador     Caracter que será utilizado para separar o texto recebido
*/
DECLARE VARIABLE vtexto VARCHAR(4000);
DECLARE VARIABLE vposicao INTEGER;
DECLARE VARIABLE vposicao_inicial INTEGER;
DECLARE VARIABLE vsplit VARCHAR(4000);
BEGIN
    vtexto = itexto;
    vposicao_inicial = 1;
    vposicao = 1;

    IF (iseparador IS NULL OR itexto IS NULL OR iseparador = '') THEN
    BEGIN
        -- Sai da função sem executar
    END
    ELSE
    BEGIN
        WHILE (CHAR_LENGTH(vtexto) > 0) DO
        BEGIN
            vposicao = POSITION (:iseparador, vtexto, vposicao_inicial);
            IF (vposicao <= 0) THEN
            BEGIN
                vsplit = SUBSTRING (:vtexto FROM :vposicao_inicial FOR
                        CHAR_LENGTH (:vtexto) - vposicao_inicial + 1);
                IF (NOT :vsplit IS NULL AND NOT :vsplit = '') THEN
                BEGIN
                    osplit = :vsplit;
                    SUSPEND;
                END
                BREAK;
            END
            vsplit = SUBSTRING (:vtexto FROM :vposicao_inicial
                    FOR :vposicao - vposicao_inicial);
            IF (NOT :vsplit IS NULL AND NOT :vsplit = '') THEN
            BEGIN
                osplit = :vsplit;
            END
            vsplit = NULL;
            vposicao_inicial = :vposicao + 1;
            SUSPEND;
        END
    END
END

1. Copy the table shown on the next page.
2. Collect five substances from your teacher.
3. perform the tests described below to identify the properties of the substance. Dont have to do in order, but you must do them all.
4. Make sure the data table is complete before you begin part two.
5. Use the black sheet of paper for all samples, place a small amount for each, but make sure they dont touch.
6. Describe appearance of each powder.
7. Use a hand lens/microscope to look at it. Record observations.
8. Dispose of powders and paper.
9. Use one sheet of wax paper/spot plate. Place small amounts ofpowder on each thing.
10. Add drop of water.
11. Dispose of paper and powders.
12. Place powder on new wax paper/clean spot.
13. Add drop of acetic acid or hydrochloric acid. Record.
14. Dispose of substances.
15. Place powder on wax sheet/spot plate.
16. Add drop of  iodine. Record.
17. Dispose of substances.
18. Collect unknown saple. Recordlatter of number.
19. Determine the properties by repeating the five tests above. Record in data table.

Procedure:

1. Copy the table shown on the next page
2. Collect all five substances
3. Perform the tests described below to identify the properties of the substances
4. Complete the table before beginning part 2
5. Use one sheet of black paper for all the sample. Place a small amount of each powder in different places on the paper, without any touching another substance
6. Describe the appearance and record your observations in the data table
7. Use a hand lens or microscope to examine the grains of each powder. Record your observations in the data table
8. Dispose of the powders and the black paper in the container provided
9. Use on large sheet of wax paper or a spot plate for all your samples. Place a small amount of each powder on the wax paper or spot plate
10. Add a drop of water to each powder. Record your observations in the data table.
11. Dispose of the powders and the wax paper in the container provided. Clean the spot plate
12. Place a small amount of each powder on a new sheet of wax paper or a clean spot plate
13. Add a drop of 5% acetic acid solution or 5% hydrochloric acid solution to each powder. Record your observations in the data table
14. Dispose of the powders and the wax paper in the container provided. Clean the spot plate
15. Place a small amount of each powder on a new sheet of wax paper or a clean spot plate
16. Add a drop of iodine solution to each powder. Record your observation on the data table
17. Dispose of the powders and the wax paper in the container provided. clean the spot plate
18. Collect an unknown from your teacher.  Record the letter or number of the sample in the data table next to the word “unknown”
19. Determine the properties of the unknown sample  by repeating, the five tests above, and record your observations in the data table

Part One:

1. Copy the table on page 101
2. Recieve 5 substances from your teacher
3. Preform all the tests on page 100 to identify the properties of the substances
4. Complete the table before starting part 2

Test 1- Appearance

      5 .    On a small black sheet of paper, place a small amount of each powder in different places. Remembering to not let them touch each other

      6.       Record/describe the appearance of each powder

Test 2 – Crystal Shape

      7.       Record/describe the grains of each powder. Use a hand lens or microscope

      8.        Dispose the powders and black paper

Test 3 – Behavior in Water

      9.        Using a largo sheet of wax paper/spot plate place a small amount of each powder .

     10.       Add a drop of water to each powder and record what you observe.

     11.        Dispose the powders and wax paper. Clean the spot plate

Test 4- Behavior in Acids

    12.         Place a small amount of each powder on wax paper or a spot plate

    13.         Add a drop of acetic or hydrocloric acid solution (5%) to each powder. record what you observe.

    14.         Dispose the powders and wax paper. Clean the spot plate

Test 5- Behavior in Iodine

    15.         Place a small amount of each powder on a sheet of wax paper or clean spot plate.

    16.         Add a drop of Iodine to each. Record what you observe.

    17.        Dispose of the powders and wax paper. Clean the spot plate well.

Part Two : Identifying unknown Substances

    18.       Collect an unknown substance from your teacher and list it under “unknown”on your chart.

    19.        Determine the properties by repeating the 5 steps in part One. Record your observations on the chart.

1. copy table

2. collect 5 substances from your teacher

3. to identify the properties of the substances perform test described you dont have to do the tests in order but you do have to do all of them

you have to fill the data table before you begin activity #2

5. use 1 sheet of black paper 4 samples. place a small amount of each powder in different places on same sheet of paper. powders can’t touch

6. describe appearance or each powder, record observations

7. use hand lens or microscope to examine or record observations

8. dispose of powders and paper

9. use 1 sheet of wax paper/ spot plate place small amounts of powder on each thing

10. add drop of water

11. dispose of paper  and powder

12. place powder on new wax paper/ clean spot

13. add drop of acetic acid or hydrochloric acid record

14. dispose of substances

15. place powder on wax sheet/ spot plate

16. add drop of iodine record

17. dispose of substances

18. collect unknown sample. record letter of number

19. determine the properties by repeating the 5 tests above. Record in data table

#1 Procedure

1) Copy the table shown on the next page into your notebook.

2) Collect five substances from your teacher.

3) Preform the tests described below to identify the properties of the substances. You do not have to do the texts in the order shown.

4) Make sure the data  table is completely filled in before you begin part two.

Test one Apperance

5) Use one sheet of black paper for all your sample. Place a small amount of powder in a different place on the same sheet. Don’t let them touch.

6) Describe what you see.

Test two Crystal Shape

7)Use a hand lens to describe how the powders look like, record in your table.

8)Dispose of the sheet after you are done, and get a new one.

Test three behaviour in water

9) Use one large sheet of wax for your samples. Put a small amount of each powder on your sheet.

10) Add a drop of water to each powder then record in your data table.

11) Dispose of the sheet when your done, then get a new one.

Test four behaviour in acid

12) Place a small amount of powder on your new sheet.

13) Add a drop of Acetic acid  to each powder, the record on your data table.

14) Dispose of your sheet.

Test five behaviour in iodine

15) Place a small amount of each powder on a new sheet of wax paper.

16) Add a drop of iodine solution to each powder then observe and write in your data table.

17) Dispose of your sheet.

Part two unknown powder(s)

18) Collect an unkown sample from your teacher. Record the letter or number of the same in your data table.

19) Determine the properties of the unknown sample by repeating the five steps above. Record your observations.

1. Copy down chart shown on page 101
2. Collect five samples of the substances from your teacher
3. Preform tests below
4. Make sure data table is filled before you start part 2

appearance

1. Use one sheet of paper. place a small amount of each substance on the paper make sure they are not touching eachother.
2. Describe Appearance

Crystal Shape

1. use a lens to examine the grains of powder. record observations
2. Dispose

Behavior in Water

1. use large sheet of wax paper. place small amounts of powder on the wax paper
2. add a drop of water to each powder. record
3. dispose

Behavior in Acid

1. place small amount of powder on a new piece of wax paper
2. Add a drop of  5% acetic solution or 5% Hydrochloric Acid to each powder
3. dispose of paper

Behavior in Iodine

1. Place small amount of powder on new piece of wax paper.
2. Add a drop of iodine to powder
3. Dispose

Part 2

1. Collect unknown substance from teacher. Record letter or number onto data table next to unknown
2. Determine Properties of a sample by repeating The five tests above 

part 1- examining 5 substances:

1. copy the table on page 101 of the text
2. collect the 5 substances from your teacher
3. preform all the tests listed below
4. record data in the table after every test, and before you begin part 2

test1-appereance

1. Use one sheet of paper for all your samples and place a small amount of each sample in different places on the sheet. Make sure they are not touching.
2. Describe the apperance of the samples and record data in table

test2-crystal shape

1. Use the hand lens or a microscope to examine the grains of each powder. record data
2. dispose of the substances

test3-behavoir in water

1. use the wax paper for all your samples and place a small amount of water on each sample. record data
2. dispose of the powders and paper

test4-behavoir in acid

1. place a small amount of each powder on  a new sheet of wax paper
2. add a drop of either 5% acetic acid or 5% hydrocloric acid solution to each powder. record data
3. dispose of powders and paper

test5- behavoir in iodine

1. place a small amount of each substance on a new sheet of was paper
2. add a drop of iodine solution to each. record data
3. dispose of powders and paper

part 2- unknown substance:

1. collect an unknown subsatnce from your teacher and place it in your chart
2. determine the properties of the sample using the tests above. record data in your chart

1. Copy the table shown.
2. Collect five substances.
3. Perform the tests show below.
4. Make sure you have created a data table before beginning.

Test 1: Appearance

1. Use one sheet of black paper. Place a small amount of powder in different places on the same sheet of paper.
2. Describe and record the appearance of each powder in the data table.

Test 2: Crystal Shape

1. Use a microscope to observe and record in your data table the grains of each powder.
2. Dispose of waste.

Test 3: Behavior in Water

1. Use on sheet of wax paper for the samples. Place a small amount of each powder on it.
2. Add a drop of water to each powder. Record your observations in the data table.
3. Dispose of waste.

Test 4: Behavior in Acid

1. Place a small amount of each powder on a sheet of wax paper.
2. Add a drop of 5% acetic acid solution of 5% hydrochloric acid solution to each powder and record your observation in the data table.
3. Dispose of waste.

Test 5: Behavior in Iodine

1. Place a small amount of each powder on a sheet of wax paper.
2. Add a drop of iodine solution to each powder and record you observation in the data table.
3. Dispose of waste.

Part 2- Identifying Unknown Substances

1. Collect the unknown sample, and record the letter or number of the sample in the data table under “Unknown”
2. Determine the properties of the sample by repeating the 5 tests above, and record your observations in the data table.

1. copy the table shown on the next page into your notebook
2. collect five substances from your teacher
3. perform the tests described below to identify the properties of the substances. you do not have to do the tests in  the order shown below, but you must do all of them.
4. make sure the data table is complety filled in before you begin part 2 of the activity.
5. use one sheet of black paper for all your samples. place a small amount on the sheet of each powder in differant places on the same sheet of black paper. make sure that your powder samples are not touching each other.
6. describe the appearance of each powder. record your observations in the data table.
7. use a hand lens or microscope to examine the grans of each powder. record your observations in the data table.
8. dispose of the powders and the black paper in the container provided
9. use on large sheet of wax paper or a spot plate for all your samples. place a small amount of each powder on the wax paper or spot plate
10. add a drop of water to each powder. record your observations in the data table.
11. dispose of the powders and the wax paper in the container provided. clean the spot plate.
12. place a small amount of each powder on a new sheet of wax paper or a clean spot plate.
13. add a drop of 5% acetic acid sloution or 5% hydrochilic acid solution to each powder. record your observations in the data table.
14. dispose of the powders and the wax paper in the container provided. clean the spot plate.
15. place a small amount of each powder on a new sheet of wax paper or a clean spot plate.
16. add a drop of iodine solution to each powder. record your observation on the data table.
17. dispose of the powders and the wax paper in the container provided. clean the spot plate.
18. collect an unknown from your teacher. record the letter or number of the sample in the data table next to the word “unknown”
19. determine the properties of the unknown sample  by repeating, the five tests abouve, and record your observations in the data table.

1. Copy the table shown on  the next page in your textbook.

2. Collect five substances from your teacher.

3. Perform the tests below to identify the properties of the substances. You do not have to do the tests in order, but you must perform them all.

4. Make sure the data is totally filled out before you begin activity 2.

5. Use one sheet of black paper for all your samples, place a small amount of each powder in different places. Make sure the substances are not touching one another.

6. Describe the appearance of each substance.

7. Use a hand lens or microscope to examine the grains of each powder, record your observations in the data table.

8. Dispose of the powders in the container provided.

9. Use one sheet of black paper for all your samples.

10. Add a drop of water to each substance and record any data.

11. Dispose of the powders in the container provided.

12. Place a small amount of each powder on the black sheet, make sure they are not touching.

13. Add a drop of 5% acetic acid or 5% hydrolic acid to each substance and record any data.

14. Dispose of the powders in container provided.

15. Place a small amount of each powder on a new sheet of black paper.

16. Add a drop of idodine to each substance and record any data.

17. Dispose of the powders in container provided, and clean the spot thoroughly.

18. Collect the unknown substance from your teacher and perform each of the tests below.

19. Determine the properties of the unknown sample. 

part 1 – examinig five substances

1 copy the table shown on the next page into your notebook

2. collect five substances from your teacher

3. perform the test described below to identify the properties of the substances. you do not have to do the test in the order show below, but you must do all of them.

4. make sure the data table is completly filled in before you begin part 2 of the activity.

test 1- Apperance

5. use one sheet of  black paper for all your samples. place a small amount of each powder in different places on the same sheet of black paper. make sure that your power samples are not touching each other

6. describe the apperance of each powder. record your observation in the data table

test 2-crystal shape

7. use a microscope to examine the grains of each powder. record your observations in the data table.

8.dispose of the powders and the black paper in the container provided.

test 3- behaviour in water

9. use one large sheet of wax paper or a spot plate for all your samples.place a small amount of each powders and the wax paper in the container provide. clean the spot plate.

10-add a drop of water to each powder. record your observations in the data table.

11-dispose of the powders and the wax paper in the container provided. clean the spot plate.

test 4- behaviour in acid

12- place a samall amount of each powder on a new sheet of wax paper or a clean spot plate.

13- add a drop of 5% acetic acid solution or 5% hydrochlo acid solution to each powder. record your observations in the data table.

14- dispose of the powers and the wax paper in the container provided. clean the spot plate.

test 5- behaviour in iodine

15. place a small amount of each powder on a new sheet of wax paper or a clean spot plate.

16. add a drop of iodine solution of each powder. record your observations in the data table.

17. dispose of the powders and the wax paper in the container provided. clean the spot plate thoroughly

part 2-identifying unknow substances

18.collect an unknow sample from your teacher. record the letter or  number of the sample in the data table next to the word “unknow”

19. determine  the properties of the unknow sample by repeating the five test above, and record your observations in the data table.

1) copy the table shown on the next page into your note-book                                                                                                                           

2) collect five substances from your teachers

3) perform the test described below to identify the properties of the substance. you do not have to do the test in order  shown below but you must do all

4) make sure the data table is completely filled in before you begin part 2 of the activity

TEST 1 APPERANCE- 5) use one sheet of black paper for all your samples. place a small amount of each powder in different places on the sabe sheet of black paper. Make sure that your powder samples are not touching each other.

6) describe the appearance of each powder. record your observations

TEST 2 CRYSTAL SHAPE- 7) use a hand lens or microscope to examine the grains of each powder. record your observations in the data table.

dispose of the powders and the black paper or a spot plate for all your samples. place a small amount of each powder on the wax paper.

10) add a drop of water to each powder.

11) dispose of the powders and the wax paper and new sheet of wax paper in the container provided

TEST 3 – 12) place a small amount of each powder on a new sheet of wax paper or a clean spot plate.

13) add a drop of 5% hydrochloric acid

14) dispose of the powders and the wax paper in the container provided

15) place a small amount of each powder on a new sheet of wax paper

16) add a drop of iodine solution to each powder

17) dispose od the powders and the wax paper in the container provided

18) collect an unknown sample from your teacher

19) determine the properties of the unknown sample by repeating the five tests above.

Part 1: Examining Five Substances

1. Copy the table sown on pg. 101 and retrieve the 5 substances from your teacher.
2. All the tests below must be done but do not have to be done in order. The table must be complete before part 2 is begun.

Test 1: Appearance

1. Put a small amount of each substance on a sheet of black paper. *Note: Make sure the substances are not touching
2. Describe the appearance of each and record the data on the chart.

Test 2: Crystal Shape

1. Examine the grain of each powder using the hand lens and record the data
2. Dispose of the materials into the container provided.

Test 3: Behaviour in water

1. Put a small amount of each powder on a large sheet of wax paper or spot plate.
2. Add a drop of water to each substance and recod your observations.
3. Dispose of or clean the materials.

Test 4: Behaviour in Acid

1. Put a small amount of each powder on a large sheet of wax paper or spot plate.
2. Add a drop of 5% acetic acid solution or 5% hydrochloric acid solution to each powder and record your observations
3. Dispose of or clean the materials.

Test 5: Behaviour in Iodine

1. Put a small amount of each powder on a large sheet of wax paper or spot plate.
2. Add a drop of Iodine to each substance and record your observations
3. Dispose of or clean the materials.

Part 2: Identifying unknown substances

1. Retrieve the unknown sample from your teacher and record the number/letter of the substance on your table
2. Repeat the five tests for the unknown substance and record all your findings on the data table.

1. copy the chart on pg.101 on to a seperate peice of paper
2. get the 5 different substances from your teacher
3. Do the tests below to identify the substances properties.
4. make sure your chart is filled out before starting step 2.

Test 1-Appearance

1. All samples go on 1 sheet of black paper. place each sample on the paper, not letting any sample touch another.
2. Describe and record each substance on your chart.

Test 2-Crystal shape

1. Using a hand lens examine the grains in each substance then record the shape of the grains in your chart.
2. throw all the substances including the black paper away.

Test 3- behaviour in water

1. place each substance on a peice of wax paper.
2. add a drop of water to each substance.Record in chart.
3. throw out powders and wax paper.

Test 4-Behaivior in acid

1. put all substances on a new piece of wax paper.
2. Place a drop of 5% acetic acid or 5% hydrochloric acid on each substance.Record in chart.
3. throw away substances and wax paper.

Test 5-Behaviour in iodine

1. Put each substance on a new sheet of wax paper.
2. Place a drop of iodine on each substance.Record in chart.
3. throw away substances and wax paper.

PART 2: identifying unknown substances

1. Add the substance unknown to your chart and collect it from your teacher.
2. use the tests above for the unknown substance and record in your chart.

1. Copy the table shown on pg. 101 (Science in Action 9 Textbook).

2. Collect the five substances from your teacher.

3. Perform the tests below to identify the properties of the substances. You don’t have to do the tests in the order shown but you must do all of them.

4. Make sure the data table is completely filled in before you begin part 2 of the activity.

Part 1

Test #1

5. Use one sheet of black paper for all your samples. Place a small amount of each powder in different places on the same sheet of black paper. Make sure that your powder samples aren’t touching.

6.Describe the appearance of each powder. Record all observations.

Test#2

7. Use a hand lens or microscope to examine the grains of each powder. Record.

8. Dispose of the powders and the black paper.

Test#3

9. Use one large sheet of wax paper or a spot plate for all your samples. Place a small amount of powder on it.

10. Add a drop of water to each powder. Record.

11.Dispose of powders and papers.

Test #4

12. Place a small amount of each powder on a new sheet of paper or a spot plate.

13. Add a drop of 5% acetic acid solution or 5%hydrolic acid solution to each powder.

14. Dispose of all powder and paper.

Test#5

15. Place some of each powder on the paper.

16. Add a drop of Iodine to each type of powder.

17. Record all observations.

Part 2

18. Collect the unknown substance from your teacher.

19. Repeat all above tests to determine the substance. Record all observations.

Part 1: Examining Five Substances

1. Copy the table shown on the next page, collect 5 substances from your teacher and prefoorm tests as described below to identify the properties of a substance. Do the tests in order.
2. Make sure that the data table is completely filled in before you begin part two of the activity.
3. Test 1: Appearance – Place a small amount of each substance on one big sheet of black paper and make sure they arent touching.
4. Describe the observation of the powders and physical appearance.
5. Test 2: Crystal Shape – Use a magnifying object to examine each grain of the different powders. Record your observastion
6. Dispose of the powders and black paper in the container provided.
7. Test 3: Behavior in Water – Use a large sheet of wax paper and place a small amount of each powder on the sheet.
8. Add a drop of water and record the change and then dispose of powders in contains provided.
9. Test 4: Behavior in acid – Place the powders on a new sheet of wax paper.
10. Add a drop of 5% acetic solution or 5% Hydrocloric acid to each powder.
11. Record observaino and dispose of powders and paper in the container provided.
12. Test 5: Behavior in Iodine – Place the powders on a new sheet of wax paper and add a drop of iodine solution then record your observations.
13. Dispose of powders and paper in the container provided.

Part 2: Identifying Unkown Substances

1. Collect an unkown Sample from your teacher.
2. Determine the properties of the unkown sample by repeating the five steps above
3. record your observations in the data table.