The Process of Changing the Oil in Your Car Research Paper

The Process of Changing the Oil in Your Car - Research Paper Example To change the oil, you need to drain the car first of its old oil. The used oil can be drained out of the oil pan at bottom of your engine. The pan that holds the oil has a drain plug that looks like a big bolt of which you need to remove to drain the old oil. But before removing the drain plug, make sure that you have already positioned your container beneath the oil drain. The container will catch the used oil as it spills out of the pan. When it is already in place, you can now remove the drain plug and let the old oil pour into the container. When all of the old oil is already drained into your container, replace the drain plug and tighten it. After draining the pan of the used oil, you have to remove the old oil filter. Most of the time, you will have to be under your car to do this but sometimes it can be reached from the top of the engine that you will not have to crawl under your car. You can remove the old oil filter by using an oil filter wrench to turn it in the counter clockwise until it’s loosed. But before installing the new oil filter, lubricate it first with the new oil so that rubber gasket can easily be screwed when you install it. After lubricating the new oil filter, you can now fill it with the new oil of about 2/3 of its capacity. After that, you can now install it into its place. Carefully hold it upright and screw it clockwise; remember to be careful because it has oil in it so it won’t spill. Lastly, you can now fill the engine with your new oil. To do this, just remove or unscrew the oil fill cap and inject the smaller end of your funnel. At this stage, it is important to check your owne r’s manual if you are doing this the first time of how much oil your engine can hold. The amount of oil your engine can hold varies with different type of vehicles so it is important to check. When you have already checked the capacity of oil your engine can hold, put the new oil in it remembering that the amount of oil you have put into the engine will be just a little more than ? of what it can hold. Never throw you used oil on the ground, nor dispose it on a river, creek or in a garbage bin. Remember that oil is combustible and can be dangerous to any organism living in a body of water. Instead, call your local gas station or oil change station and ask if they would like to have your used oil. Most of them would take your used oil because this can be recycled for future use. This would not only decrease our dependence for foreign sources oil but also helps to preserve the environment as well. When you have done all of this process without a glitch, congratulate yourself fo r you have just saved yourself some money. Word count: 760

Leadership through My Eyes My Personal Leadership Model Term Paper

Leadership through My Eyes My Personal Leadership Model - Term Paper Example Efficient leaders, however, may also be authoritative at the time when it is necessary especially when the individuals who are being led are those who are moved only by being pushed (Dublin, Dalgish and Miller 26). Therefore, leaders should combine styles such as laissez faire, participation, and authoritarianism for them to be efficient in their work. When I wrote my first paper, I argued that, â€Å"leadership is such a character that is acquired after birth by the people who have the will and power to do so because those who lack the motivation to become leaders may not acquire the characteristic.† However, at this time, I have discovered that leadership is a character that may be acquired and some people may also be born with it. I understand leadership as the ability to lead others in accomplishing certain objectives successfully. I also understand that leaders have to begin by being servants of their followers so that the servants may understand how to complete their work successfully. Frick and Robert argue that, â€Å"leaders are agents of change, and because they guide their followers in the search for wholeness, they must show their motivation and will power to achieve this goal (32).† Showing motivation and will power may only be achieved by being an example first so that followers may also gain motivation and work hard. My new definition of leadership has changed from what I thought and wrote in my first paper. This is because, in my first paper, I argued that no one is born with leadership, but now I have discovered that the character may be inborn. This is because there are people who serve others naturally without having to acquire the servant character from the world (Burns 43). However, I have not changed my argument that efficient leadership may be acquired by a combination of experience, analytical power, and self study (Burns 45). These factors are still

Decomposition of Hydrogen Peroxide Experiment

Decomposition of Hydrogen Peroxide Experiment A catalyst is a substance that makes a chemical reaction speed up or get faster. This can be things like the temperature, concentration, sold or even liquid, (bbc,2017). A catalyst essentially effects a chemical reaction, (bbc2017). For a chemical reaction to start the bonds must be broken for the reactants to fuse or react, (bbc,2017). To break the said bonds one needs energy, (gcse,2017). The name of the energy that breaks the bonds is called activation energy. When a chemical reaction happens the bonds of the reactants break (due to activation energy). After this the energy, must flow through a path for the reactants to react, (gcse,2017). Now because of the activation tacking up energy there can only be at one speed, (gcse,2017). When we add a cat list to this it creates an alternate pathway or a short cut for the energy to pass by. This is because the normal pat way is less effectiveGCSE,2017).ÂÂ   The diagram below shows a reactant going through a normal path way and on th at is going through on of a catalyst.ÂÂ   As you can see the rout of the normal path way is very tedious and long. Whereas the rout of the catalyst is much shorter. Types of catalyst A catalyst can be spilt into two main types. The first is the homogeneous. A homogenous catalyst is one that stays the same phase. The meaning can be found in the first part of word, this is Homo which means one or the same. Pretty much a homogeneous catalyst stays in the same phase, (chemguide,2017). Heterogeneous reactions are reaction with different phases. As Hetero means, different, (chemguide,2017). What is a phase? To explain this, we must first look at a mixture. Lets say that there was a stone in water. The stone was a solid and the water was a liquid. This represented a heterogeneous reaction. Now the same thing happened but there was no stone would be a homogeneous. The diagram below shows the different types of catalysts. (chemguide,2017) for the text and the diagram below. The catalyst it is shone that oxides work the best as catalyst. Aim: The aim or this experiment was to see what chemical was to see which catalyst would work the best in speeding up the decomposition of hydrogen peroxide. Hypothesis: Research suggest that iron nitrate will cause a violent exothermic reaction. With the materials, the group had this catalyst would have worked the best. Materials: 4 beakers 4 watch glances 2 stopwatches 1 spatula 1 scale Hydrogen peroxide Iron nitrate Manganese chloride Basic sault Measuring cylinder Method: The first item that were acquired were the personal protection equipment or ppe. The ese items consisted of safety glasses, rubber aprons and the disposable gloves. After this we collected out materials and went to the steel takes outside. A there were no power points we had to set the scales up inside at a free plug point. After the cake was set up we tested the decomposition of hydrogen peroxide without a catalyst. To do this we poured 25 ml of hydrogen peroxide in a beaker. After this 3the group timed the reaction with a stop watch. After the reaction was finished the results were recorded. This same experiment was done 4 time and all yielded the same result of two minutes. After this iron oxide was added to the hydrogen peroxide. This experiment was timed and done 3 times. The same was done with the other catalysts. All the catalysts were pounders. We measured them to .5-gram ad them added them into to the hydrogen peroxide. Possible risk solution Risk level Glass breakages Handle glass safely and walk with caution. medium Chemical Spills Be aware or your surroundings and handle with care. high Ingestion of chemicals Be sure not to ingest chemicals in this experiment. high Burn from and exothermic reaction Stand at a safe distance from the reaction always be alert high Chemicals come into contact with eyes Always keep safety glacises on as these devices a made to prevent chemicals going into the eyes high Catalyst First experiment Second experiment Final experiment iron nitrate 7.11 seconds 8.22 seconds 7.87 Basic sault 22.79 seconds 22.76 seconds 22.77 seconds Potassium Nitrate 19.22 seconds 14.12 seconds 17.89 seconds Manganese Chlorine 31.53 seconds 33.15 seconds 32.58 seconds Full results Experiment averages and observations Catalyst Average seconds Observation during the reactions Iron nitrate 7.69 Rapid exothermic reaction resulting in colour change and bubbling of the liquid. Basic sault 22.77 The mineral dispersed and did not make a noticeable change Potassium nitrate 17.07 Not a noticeable change but the crystals dispersed rapidly. Manganese Chloride 32.42 Made a chance but a very small one, this test was only a small bit faster than the normal reaction Discussion The experiment, The decomposition of Hydrogen Peroxide, provide very interesting results. The task was to aid the reaction by the addition of a catalyst. The experiment used a variation of salts, nitrates and chlorides. These catalysts were all 5 grams and were added to a 25 ml of hydrogen peroxide. The ration for this was 1:5. The first experiment that the group did was just recording the hydrogen peroxide by itself as this was used to get a base result. The group did this experiment four time with the decomposition taking 2 minutes to finish. This was the graphed into a line graph and the relax showed the consistent rate of reaction.ÂÂ   The main trend was that the nitrates did better than the other catalysts. The next catalyst added was the Iron nitrate(Fe(no3)). This catalyst produced the most interesting reaction as it created an exothermic reaction. The very moment the catalyst was added with the hydrogen peroxide it created profuse bubbling and the next second the it erupted into what looked like a boiling. the moment the hydrogen peroxide started bubbling the colour of the concoction changed from clear to a burnt orange. After the boiling, had stopped the concoction seemed to turn into a tinted yellow structure. This liquid was steaming and was clearly hot. This whole reaction was conducted three time and took 7.69 seconds on average. With this reaction, my hypothesis was proven to be supported. The second catalyst was Sodium chloride(NaCl) or basic salt this was by far the most uneventful reaction by far. The sodium chloride was added into the hydrogen peroxide and produced a few bubbles. This happen after the sodium chloride had dispersed. This reaction lasted for 22.77 seconds on average the reaction produced no colour or visible temperature change. The catalyst Potassium nitrate was also a very un-event full reaction. This did cause very rapid bubbling but it did not result in any noticeable change other than that. This catalyst like many others had no noticeable change. This was also tested times and had an average of 17.07. This was one of the shorter reactions. This aspect lead the group to believe that it was the second-best catalyst. This was also a reaction that stopped after it dissolved. The last and final catalyst was the Magnesium chloride was also an uneventful reaction. This was the longest reaction and therefore the worst catalyst of all the others. This catalyst sizzled for a long period bit it resulted in nothing happening. Evaluation The experiment was interesting as it was it had a range of mixed results. This was shown in this catalyst reaction as some experiments did barely anything and others had very violent notable reactions. There were four catalyst Iron nitrate, NaCl, Potassium nitrate, Magnesium Chloride. These Catalyst had varied effect on the decomposing reaction. For example, results showed that the nitrates did the best. But there was some problem met in this experiment. Due to the reactive nature of the Manganeses oxide. The group gelled together well and if was a good working relationship within the group. I feel as though the experiment could have been improved. As there may have been some key errors that could have occurred in the experiment. The experiment relayed on measurement for the entirety of it. The hydrogen peroxide had to be measured the catalysts had to be weighed and the time had to be counted by the stopwatch. These could have multiples of faults. Some main faults are in human error. Weather it man have been the wrong set up or parallax error these could all have been done. Another element that could have led to the experiments being wrong could have been inaccurate measuring tools. In some of the instrument the measuring lines could have been rubbed out or flawed. A way of fixing this would be if we used a more accurate item and used an IV Drip so that the use of the there would be a constant drip of fluid. After this I believe that it should be measured by a laser to bake sure that the amount of hydrogen peroxide is precise. The scales should have been swapped out with more accurate scales that pick up even the smallest changes of the object being weighed. When the experiment was, timed human error could have played the part of the timing as the person timing could have been just before or just after the catalyst was added. So, I propose that one would have a timer that was set to go off when the catalyst was added and would stop after the reaction would shop . This would get the most accurate reaction. I feel that is these modifications were done the experiment would have been much more accurate. In conclusion, the experiment of the decomposition of the Hydrogen peroxide reaction yielded interesting results. The hypothesis was supported as the nitrates did react better than the other catalysts.

Memory Strategies Essay -- essays research papers

Memory Strategies 2 Abstract   Ã‚  Ã‚  Ã‚  Ã‚  The research is demonstrating the use of memory strategy in an educational setting; this study examines the use of chunking on telephone numbers by students on campus. There were a total of 40 students that participated, and they were split into two groups consisting of 20 students per group. The control group used chunking as their memory strategy for memorizing a list of 10 telephone numbers. In contrast, the experimental group has used no specific strategy to memorize the list of numbers that was given to them. Each group was given 15 minutes to memorize their list of 10 telephone numbers and they had 5 minutes to write it down on paper. People that used memory strategies has shown to have memorized more telephone numbers, than people who don’t use any memory strategy to remember their list of numbers. Memory Strategies 3 Memory Strategies and Chunking   Ã‚  Ã‚  Ã‚  Ã‚  People have shown to have better recall on certain tasks when they use specific memory strategies. There are many types of strategies that people can use to improve their memory, but everyone has an effective strategy that suites them most. For activities involving memorizing a list of 10 telephone numbers, chunking would be the best method because it helps aids the sequence of numbers. People can remember about seven items give or take two, which is between five and nine items (Shiffrin, R. M., & Nosofsky, R. M. 1994). There’s a certain amount of items that everyone can store in their short-term memory. That’s why it’s important for people to find an effective way of remembering all of the information.   Ã‚  Ã‚  Ã‚  Ã‚  Relatively large amounts of information are contained in a small number of units by chunking items together into composite units (Bousfield, A. K., & Bousfield, W. A. 1966). A strategy like chunking can be used to break larger units into smaller ones, so people can have an easier way of comprehending the information that is given to them. This process of separating the items can help a person learn things step by step, which increases their chances of recall. Telephone numbers can be separated into 3 groups, for instance 847 - 504 – 8761. People can start by memorizing 847, then 504 and finally 8761, instead of trying to remember the numbers all together.... ...nbsp; 14. Tape Recorded Lecture   Ã‚  Ã‚  Ã‚  Ã‚  1  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  In this study, 13 people have answered â€Å"No,† when they were asked if they used any specific memory strategies. There was 10 people that has used the recall and recite method to memorize things, 8 people used word association to try relate materials to something their familiar with. Also, there were 7 people that wrote information down in order to rehearse it, while 5 people used flashcards to go over their material. There are 3 groups of 2 people that used color coding, reading things out loud and making a note to remember things. On the contrary, there are 5 groups of memory strategies that a person has used: they practice with others, meditate; remember things by listening, sing a song or rhyme and tape-recorded the lecture. The students who have used memory strategies mentioned above, are the ones that have scored higher on recall. Memory Strategies 12 N= 40 (19 Hispanic/Spanish Descent, 13 Black/African-American, 7 Asian/ Pacific Islander & 1 Other) N= 40 (32 Females & 8 Males)

Dark Room Essay

The author of the Dark Room ( Rachel Seiffert) made Lore, who is a young girl that has to walk across germany during world war 2 with her siblings, a memorable character by showing what she is like, what Lore’s mission was and the theme of the novel during world war 2. The author of the Dark Room (Rachel Sieffert) used Lore’s Characteristics to make her memorable. Lore is very adaptable to life during World War II. Lore often has to improvise by finding other ways of doing things for example when Lore tries to keep the children clean, she uses paraffin with a tub to try and get rid of nits in the children’s hair. Food was also scarce so she had to make reasonable portions with the food she gathered for herself and her siblings â€Å"Lore divides the rest of the bread between them†. Thus shows how adaptable she is during the tough living situations and shortages of World War 2. Lore is also very brave; this is shown when Jochen was shot by the Russian soldiers†¦ ’ A gun is fired again†Ã¢â‚¬ ¦ † The first one pulls Jochen shirt towards him†. When this happened in the novel Lore did not cry or run off after the Russian soldiers as they brutally killed Johan, this shows the reader how brave Lore is by leaving her own little brother in the paddock. This shows the authors intention to get the reader to feel for Lore as she must make tough decisions about food, which in today’s society is often taken for granted. The author of the dark room, Rachel Sieffert used Lore’s mission to make her a memorable character. In the novel Lore needs to walk to her oma’s place, making her way from southern Germany to a place near Hamburg which is approximately six hundred kilometres, she not only has to do it by herself she also has to walk all the way with her siblings with a lack of trains operating â€Å"The man in the office says she will need to get permission from the americans†¦ he last offical transport went over two weeks ago†.. †The station is deserted†. The author makes it memorable as it is such a long way to walk, especially in war times where conditions were extremely tough which is very unusual, even in today’s society, thus is how Rachel Sieffert makes Lore memorable by giving h er a mission of walking such a large distance.

Conjunction Worksheet

Name ______________________________ Period ______ Date _____________ Conjunctions Practice Worksheet A. Match the sentence halves to make a complete sentence. Draw lines between the two. |Both Peter |but we have enough money. | |Not only do we want to go |neither true nor realistic. | |Either Jack will have to work more hours |and I are coming next week. | |That story was |either his career or his hobby. |Students who do well not only study hard |but also use their instincts if they do not know the answer. | |In the end he had to choose |or we will have to hire somebody new. | B. Combine the following sentences into one sentence using paired conjunctions (conjunctions that go together). Choose from the following options: both †¦ and; not only †¦ but also; either †¦ or; neither †¦ nor 1. We could fly. We could go by train. ______________________________________________________________________________________ 2.She will have to study hard. She will have to concentra te to do well on the exam. ______________________________________________________________________________________ 3. Jack is not here. Tom is in another city. ______________________________________________________________________________________ 4. The speaker will not confirm the story. The speaker will not deny the story. ______________________________________________________________________________________ 5. Pneumonia is a dangerous disease. Small pox is a dangerous illness. _____________________________________________________________________________________ 6. Fred loves traveling. Jane wants to go around the world. ______________________________________________________________________________________ 7. It might rain tomorrow. It might snow tomorrow. ______________________________________________________________________________________ 8. Playing tennis is good for your heart. Jogging is good for your health. ___________________________________________________________________ ___________________ C.Below you will find clauses that need a conjunction to create a compound sentence. Choose the conjunction that makes the most sense in the sentence. 1. You can come to the meeting ____ you can hear all the information. a. So b. Because c. While d. Until e. Nevertheless 2. I’m not leaving _____ I get an apology from you. a. So b. Because c. While d. Until e. Nevertheless 3. I came here _____ you could give me an explanation. a. So b. Because c. While d. Until e. Nevertheless 4. Bob is very tall _____ Bill is very short. a. So b. Because c. While . Until e. Nevertheless 5. You look frightened _____ there is nothing to be scared of. a. So b. Because c. While d. Until e. But 6. I refuse to pay anything _____ you do the work properly. a. So b. Because c. While d. Until e. But 7. I’m going shopping for food this evening _____ I am having guests for dinner. a. But b. While c. Until d. Because e. So 8. You seem happy _____ you are smiling all the time. a. But b. While c. So d. Because e. Nevertheless 9. I don’t mind if you go out for lunch _____ we will take a break at noon. a. So b. Because Conjunction Worksheet Name ______________________________ Period ______ Date _____________ Conjunctions Practice Worksheet A. Match the sentence halves to make a complete sentence. Draw lines between the two. |Both Peter |but we have enough money. | |Not only do we want to go |neither true nor realistic. | |Either Jack will have to work more hours |and I are coming next week. | |That story was |either his career or his hobby. |Students who do well not only study hard |but also use their instincts if they do not know the answer. | |In the end he had to choose |or we will have to hire somebody new. | B. Combine the following sentences into one sentence using paired conjunctions (conjunctions that go together). Choose from the following options: both †¦ and; not only †¦ but also; either †¦ or; neither †¦ nor 1. We could fly. We could go by train. ______________________________________________________________________________________ 2.She will have to study hard. She will have to concentra te to do well on the exam. ______________________________________________________________________________________ 3. Jack is not here. Tom is in another city. ______________________________________________________________________________________ 4. The speaker will not confirm the story. The speaker will not deny the story. ______________________________________________________________________________________ 5. Pneumonia is a dangerous disease. Small pox is a dangerous illness. _____________________________________________________________________________________ 6. Fred loves traveling. Jane wants to go around the world. ______________________________________________________________________________________ 7. It might rain tomorrow. It might snow tomorrow. ______________________________________________________________________________________ 8. Playing tennis is good for your heart. Jogging is good for your health. ___________________________________________________________________ ___________________ C.Below you will find clauses that need a conjunction to create a compound sentence. Choose the conjunction that makes the most sense in the sentence. 1. You can come to the meeting ____ you can hear all the information. a. So b. Because c. While d. Until e. Nevertheless 2. I’m not leaving _____ I get an apology from you. a. So b. Because c. While d. Until e. Nevertheless 3. I came here _____ you could give me an explanation. a. So b. Because c. While d. Until e. Nevertheless 4. Bob is very tall _____ Bill is very short. a. So b. Because c. While . Until e. Nevertheless 5. You look frightened _____ there is nothing to be scared of. a. So b. Because c. While d. Until e. But 6. I refuse to pay anything _____ you do the work properly. a. So b. Because c. While d. Until e. But 7. I’m going shopping for food this evening _____ I am having guests for dinner. a. But b. While c. Until d. Because e. So 8. You seem happy _____ you are smiling all the time. a. But b. While c. So d. Because e. Nevertheless 9. I don’t mind if you go out for lunch _____ we will take a break at noon. a. So b. Because

Free Essays on Indian Removal Act

People dying from starvation and being forced off of land that is theirs. Does this seem fair? Well in my opinion it’s not. Sure the government says, â€Å"we bought the land and it’s ours†, but it was the Cherokee’s first. As we all know President Jackson signed the Indian Removal Act. A reason it was set forth is because the government says, â€Å"we need these lands to expand the nation†. Also, the government says, the act was made because, â€Å"the land has been ours to begin with†. Has the government even given a second thought to all of the costs of this act? I bet they have not. Well first of all, there is the fact that through the Trail of Tears many Cherokee Indians died, just because President Jackson wanted the land. Also, doing this could cut-off trade between the Indian tribes and the white settlers. All the Indians did was try to live in harmony and the white settlers had to disturb the peace. Also, President Jackson was almost killed in one raid. The White settlers were so stubborn, because they always have to get what they want, so they raided Indian villages. This killed many innocent Native Americans and it is truly wrong. Now some benefits. Well, I suppose, a benefit would be more land for the United States to expand on. Also, the Native Americans will now have land all to themselves, but will have to pay a terrible price to get it. I would say a last benefit would be that America did get what they wanted and that was all Indian lands. In my opinion, many core Democratic values were overlooked in this situation. Such as, equality. Equality means, we are all equals. The Cherokee’s should have been treated as equals. They are just like everyone else. Also, the Cherokee’s individual rights were overlooked. They have the right to life, liberty, and the pursuit of happiness, and in this case they were not given that. There are alternatives that could have been used in place of the Indi... Free Essays on Indian Removal Act Free Essays on Indian Removal Act People dying from starvation and being forced off of land that is theirs. Does this seem fair? Well in my opinion it’s not. Sure the government says, â€Å"we bought the land and it’s ours†, but it was the Cherokee’s first. As we all know President Jackson signed the Indian Removal Act. A reason it was set forth is because the government says, â€Å"we need these lands to expand the nation†. Also, the government says, the act was made because, â€Å"the land has been ours to begin with†. Has the government even given a second thought to all of the costs of this act? I bet they have not. Well first of all, there is the fact that through the Trail of Tears many Cherokee Indians died, just because President Jackson wanted the land. Also, doing this could cut-off trade between the Indian tribes and the white settlers. All the Indians did was try to live in harmony and the white settlers had to disturb the peace. Also, President Jackson was almost killed in one raid. The White settlers were so stubborn, because they always have to get what they want, so they raided Indian villages. This killed many innocent Native Americans and it is truly wrong. Now some benefits. Well, I suppose, a benefit would be more land for the United States to expand on. Also, the Native Americans will now have land all to themselves, but will have to pay a terrible price to get it. I would say a last benefit would be that America did get what they wanted and that was all Indian lands. In my opinion, many core Democratic values were overlooked in this situation. Such as, equality. Equality means, we are all equals. The Cherokee’s should have been treated as equals. They are just like everyone else. Also, the Cherokee’s individual rights were overlooked. They have the right to life, liberty, and the pursuit of happiness, and in this case they were not given that. There are alternatives that could have been used in place of the Indi... Free Essays on Indian Removal Act â€Å"The Indian Problem† In the beginning, native peoples occupied the lands that would one day become the United States of America. How they arrived there is the subject of discussion among experts. They came more than 20,000 years ago, and by 1492 AD, they had established patterns of society. Those of the Northeastern woods, known as the Five Nations, had established dominion over an area running from Maine to Kansas to South Carolina. The Indians of the Plains had each carved out their own territories, which they maintained by peaceful resolutions with each other. The people of the Southwest, in Arizona and New Mexico had two cultures, one nomadic and one for farming. There is no history of war, battle, even fighting during this point in history, among these people. Then the white man arrived. European settlers took over the Indian land like an unexpected plague. They found the Native Americans to be savages, in need of learning and dignity and unsuitable to live among, so they began pushing the Indians w est, making room for the settlers coming in from overseas. Among those that were being pushed out of their homes, were the Iroquois of the Northeast and the Plains Indians of the West, and they reacted†¦ Plains Indians -The Sioux- Made famous in the film ‘Dances With Wolves’, the Sioux, meaning a large group of Native Americans speaking the same language, were the dominant tribe in the high plains of America. They were often divided into three groups; the Lakota, the Cheyenne and the Oglala Sioux. They were a nomadic people who hunted the buffalo that roamed the high plains. They were excellent horseman and hunters, swift and efficient. The buffalo, seen as a sacred being, provided the Sioux with food, clothing, the coverings for their teepee homes, and the raw material for many of their tools. The Sioux were a very peaceful people, yet, if occasion called for it, could become formidable warriors. -The Cheyenne- Originally...