Kinetics Lab Essay Example for Free

Kinetics Lab Essay How does the molar concentration of hydrochloric acid affect the rate of pressure in a gas releasing reaction? The aim of this experiment is to record how the change in molar concentration of hydrochloric acid affects the rate of the reaction. The following reaction will be tested: Na2CO3 10H2O + 2HCl 2NaCl + CO2 + 11H2O To measure the rate of the reaction an Explorer GLX with a pressure sensor will be used. The pressure will be measured every second for 90 seconds. Hypothesis: I believe that if the molar concentration of the hydrochloric acid is increased, than the rate of the pressure will also increase. This is due to the fact that first of all, the reaction is a gas releasing reaction, and therefore more pressure will be built up in the flask. Also the more concentrated one of the reactants is the more particles there will be, resulting in more collisions between the particles. Variables: Type of Variable Variable Range of Values/Method of Control Independent Variable Concentration of Hydrochloric Acid 0.50 molar, 0.75 molar, 1.0 molar Dependent Variable Rate of kPa Explorer GLX records every second Controlled Mass of Sodium Carbonate-Deca-Hydrate 0.50 grams Temperature of Reaction All reactions occur at 22à ¯Ã‚ ¿Ã‚ ½C (room temperature) Total Time of Reaction 90 seconds in all trials Volume of Hydrochloric Acid 15cm3 in all trials Materials: * 250ml flask * 1-hole stopper with gas collection tube * 4.5 grams of sodium carbonate-deca-hydrate 0.5 for each trial (à ¯Ã‚ ¿Ã‚ ½ 0.005g) * Explorer GLX with pressure sensor (à ¯Ã‚ ¿Ã‚ ½1.75kPa) * Laptop with Data Studio * Stop watch (à ¯Ã‚ ¿Ã‚ ½ 0.005s) * 135ml of hydrochloric acid 45ml of each concentration (à ¯Ã‚ ¿Ã‚ ½1ml) * Balance Picture: Method: There will be three trials for each of the three different concentrations of hydrochloric acid. Using 9 weighing boats and the balance split the sodium carbonate-deca-hydrate into 9 sets of 0.50g. 1) First, set up the data studio and GLX explorer on the laptop. Once the pressure sensor is plugged in the GLX a blank graph should show up. Under setup in data studio, change the rate of measurement to every 1 second. 2) Pour 15ml of 0.5molar hydrochloric acid into the 250ml flask. 3) Click the play button on the GLX explorer to start the measurements, and immediately drop the 0.50 grams of sodium carbonate-deca-hydrate into the hydrochloric acid; right after cover the flask with the one hole stopper. 4) There should be a stop watch on the data studio software, and after 90 seconds stop the measurements by pressing play on the GLX explorer. 5) Save the file as 0.5molar trial 1. 6) Clean out the flask and repeat steps 1 through 5 two more times, for trials 2 and 3. 7) After three trials are recorded and saved for 0.5molar hydrochloric acid. Repeat these steps for 0.75molar and 1molar hydrochloric acid. Overall, you will have a total of 9 different graphs on data studio. These graphs will later be interpreted by applying a tangent line to the beginning of each graph. This tangent line will show the rate of the reaction (sufficient relevant data). Results: The graphs from the GLX explorer are shown in the appendix at the end of the lab roport. A tangent line (slope line) was used on the beginning of the graphs to get the rate of the reaction. The slope of the tangent line would be the rate of the reaction at the point where the tangent line meets the curve. Table 1: The Rate of the Reaction Concerning the Concentration of the Hydrochloric Acid Concentration (moles) à ¯Ã‚ ¿Ã‚ ½ 0.01m Qualitative Results: * The reaction released a lot of gas. I noticed this because at first the reaction was being done in a test tube and then the one-hole stopper popped off in the middle of the reaction, resulting in a switch to use a flask. * When the molarity of the hydrochloric acid was higher, there was a much louder fizzing noise, indicating a faster reaction. * For some cases no all the sodium carbonate-deca-hydrate reacted fully. * Not all the sodium carbonate-deca-hydrate which was added to the hydrochloric acid was crushed to powder. Graph: Calculations: Percentage Uncertainty: Concentration: (0.01/0.50) x 100% = 2.0% (0.01/0.75) x 100% = 1.3% (0.01/1.00) x 100% = 1.0% Average Rate of Reaction: (0.05/1.00) x 100% = 5.0% (0.05/1.30) x 100% = 3.8% (0.05/2.30) x 100% = 2.2% Total Percentage Uncertainty: 15.3% Percentage Error: Using sodium carbonate deca hydrate was a limitation to this experiment beacsue this made it extreamly hard to calculate the theoretical value of the reaction. Therefore, one cannot tell weather the lab had a systematic error and a random error. Conclusion: Overall, the hypothesis held correct. Clearly shown from the results, the rate of the reaction was much faster when the molar concentration of the reaction was greater. The rate of the reaction was measured using a pressure sensor, and as the rate of the pressure would indicate the rate of the reaction. For the one molar concentration of hydrochloric acid the rate of the reaction was about twice as fast as the half molar concentration. This can clearly be explained through kinetics. The more concentrated one of the reactants is the more particles there will be. Therefore, when there are more particles more collisions will occur and with more collisions the chances of the collisions being greater than the activation energy will also increase. Overall this increases the rate of the reaction. Evaluation: Overall, this experiment went very well; however, there were numerous limitations which affected the results. One very clear and important limitation is the fact that not all the sodium carbonate-deca-hydrate was powder. During the experiment, 0.50 grams of sodium carbonate-deca-hydrate was collected for each trial of the experiment. However, not all the sodium carbonate-deca-hydrate was powder, as there were some larger pieces. This changes the surface area of the reactant and that would have a greater affect on the results. For example, if one of the trials had 0.50 grams of sodium carbonate-deca-hydrate and there was a big piece of that substance, than the surface area of those 0.50 grams would be less than the surface area of the trial that had all powder substance. With a larger surface area there would be fewer collisions which would make the rate of the reaction slower. Directly affecting the results, this limitation would need to be improved. A realistic improvement to this experiment would be to simply use a bowl and crush all the sodium carbonate-deca-hydrate to powder. Therefore, there would be no big pieces and the surface area would be relatively the same in each trial. Another limitation to this experiment would be the fact that the sodium carbonate-deca-hydrate was poured into the test tube right before the one hole stopper was placed on the test tube. Therefore, there was a small time frame where gas was lost. This would affect the pressure in the test tube. One simple way to improve this limitation would be to use a special test tube. with this special test tube there should be a small hole on the side where another tube comes out and that is where the sodium carbonate-deca-hydrate would be placed in. Therefore, there would be minimal or no gas escaping and the results would not be affected by a drop in pressure.

The Influences Parents Have On Thier Children Essay -- essays research

Throughout our lives we're influenced and taught by many. It can have an effect on the way we view problems and events within public boundaries. One of the most important and most effective influences children have in their lives occurs from their parents. The parents of a child can have both a positive and a negative influence on their lives. In this novel there are two very good examples of how parents can be an important influence on their children. Father of Jem and Scout Finch, Atticus Finch, plays the loving, caring and intelligent single parent, he is struggling to keep his family together. He is an example of how parents can have a positive influence on their children. Bob Ewell, father of Mayella Ewell, is the drunken, abusive, and careless father, Bob is also a single parent. He is an example of how a parent can be a negative influence on their children's lives. Both fathers are very influential on the mental growth of their children. Parents can influence how their children behave, feel, and act towards the outside world. If a child is brought up with hatred, anger and even violence, they can learn to view the world in a highly negative way, by being dangerous and prejudice towards others. However if a child is brought up with caring and nourishment, they can learn to see the world from all different points of views and angles. Atticus raises his children with love and care, and teaches them to consider all angles of a situation before they judge someone; "...

Development from Birth †19 Years Essay

All children and young people develop at different rates, but the order which they advance in differs very little. Children’s development tends to progress from head to toe, inner to outer, from simple to complex and from general to specific. Each child’s physical, social, emotional, and intellectual and language development will be looked at through age stages. All of these categories are as important as each other and can each have a substantial impact on the child’s full adult potential. Physical development is the growth of movement skills in both fine and gross motor skills and development in hand to eye co-ordination. Each of these is inter-connected and therefore can all be of impact to one another. Social and emotional development is the process of forming relationships, learning social and cultural skills, caring for others, independency, decision making, building confidence and learning to handle emotions in a healthy way. Intellectual development refers to the understanding of information, lengthening attention span, the reasoning in daily experiences, developing memory, logical thinking and questioning. Language development is the understanding and gaining of language, developing vocabulary and b ody language. 0-6 Months: Physical development : At this stage a baby should be able to turn their head towards sound and movement, watch an adult’s face when feeding and smile at the faces and voices they find familiar. They should be able to hold their feet when lying on their back, look and reach for objects, hold and shake a rattle and put items in their mouths. Social and emotional development: At this age a baby will respond to adult’s voices and faces, prominently their mothers, possibly by smiling. They will concentrate on adults face during feeding and be extremely dependent in adults for reassurance and comfort, quieting when held and cuddled. Language development: At this age a child should make a variety of â€Å"happy† sounds, respond to music and sounds (this can be very calming) abd watch their carers face and try to copy their movements. 6-12 Months: Physical Development: During this period a child should be able to move from sitting with support to sitting alone, roll from their tummy to their back and begin to crawl or shuffle on their bottom. Pulling or pushing against an adults hand to reach a standing position, raise arms to be lifted, turn to look when their name has been called and to try and reach for food to put in their mouth. Social and Emotional Development: A child will enjoy the company of others and games such as peek-a-boo, shows affection to main carer but be shy towards strangers. Language Development: The babbling sound begins! A young child will make 4 or 5 different sounds at this step, show feelings by squealing or crying and laugh or chuckle to show their enjoyment. 1-2 Years Physical Development: A young toddler will begin to walk (with or with-out a push along toy), sit alone confidently, wave goodbye, feed themselves, point to what they want and to shake their head for â€Å"no†. Their thumb and first two fingers will be used to grip, crawl upstairs, stoop when picking an object from floor level, begin to show preference for one hand, build tower of few bricks and to begin to hold crayon in palm and to scribble on paper. Social and Emotional Development: Like to please adults and to perform in front of an audience, may become anxious or distressed when separated from known adults, may grow attached to a comfort object (such as blanket), can mostly be cooperative and be easily distracted from unwanted behaviour and can play alongside other children. Language Development: Move from using single words to putting them together as a phrase, they will understand key words used in sentences, in the second year children start to understand the use of conversation and begin to copy carers. Children’s understand outstrips their ability to express themselves however by two years they could be using from 30 up to 150 words. 2-3 Years Physical Development: Kneels to play, throw and kick a ball, builds larger brick towers, pour liquids and uses pencils to make marks and circular scribbles. Social and Emotional Development: Developing sense of own identity and wanting to do things for their selves, demanding of adults attention and being jealous of adults attention being shred, reluctant to share play things, acts impulsively, requiring needs to be met instantly, prone to burst of emotion tantrums, enjoys playing with adults or older child who will give attention, beginning to play with others of own age for short periods of time. Intellectual Development (0-3 Years) Beginning to realise others are separate beings from themselves, imitates others and tries out ways of behaving in play, becoming more confident but still needs adult reassurance Language Development: Put words together in a sentence and beginning to ask questions (What? Why? How? Who? Where?) can join in well known songs or verses and put actions to words (Row-Row-Row the boat) Could possibly be using several hundred words by 3rd birthday, can scribble and make marks on paper with a crayon. 3-4 Years Physical Development: Large Motor Skills; Jump with feet together, walk on tip toes Throw a ball with aim and walk up and down the stairs. Fine Motor Skills; painting, threading beads on a lace, gain control over food utensils, use scissors and hold pencil to draw house and or people. Social and Emotional Development: becoming more independent and self-motivated, feels more secure and able to cope with unfamiliar surroundings and adults for periods of time, becoming more cooperative with adults and likes to help. Sociable and friendly with others, plays with children and more able to share, beginning to consider the needs of others and to show concern for others. Intellectual Development: Understand two or three simple things to do at once (eg Get a glass of water, bring it to your brother and then take the glass back to the kitchen) Can sort objects by size and type (by colours, animals or shapes) Language Development: (3-4 years)Pitch and tone can begin to be used alongside present and past tense. Vocabulary will be extended to 1000-1500 words and marks made by crayons will become more controlled. (4-5 years) Grammar can become more accurate and questions more complex, understand that books are a source of pleasure and use pictures to help them follow the story. Language will be used to communicate a child’s ideas and they may begin to recognise their own name and a few frequently seen written words, a pencil will be able to be help more confidently and shapes can be copied to form some lettering. 5-7 Years Physical Develpoment: Large Motor Skills; Hops, kicks with aim, catch a ball, skips, rides bicycle, climb confidently. Fine Motor Skills; Haandels pencil with control, copy shapes and write some letters, sews stitches, threads needle, can do buttons and shoe laces. Social and Emotional Development: Makes friends but may need help in resolving disputes, developing understanding of rules but still finds turn-taking difficult. Enjoys helping others and taking responsibility, learns lots about the world and how it workd, ad about people and relationships, makes friends (often short term) and plays group games, needs structure and routing to feel safe, when behaviour is over the top they need limits to be set. Intellectual Development: Begin to understand about sameness and difference in various aspects of life, can begin to understand that differences can exist side by side. Can begin to see different perspectives on the same subject, for example the same amount of water can look different in different containers. Language Development: During this period the chid can speak fluently and be able to make up stories, handle books well, understand that text carries meaning and recognise and increasing number of letters linking them to sounds. 7-12 Years Physical Development: Large motor skills are met such as running, jumping, skipping, climbing, kicking and hitting balls however teams games are usually enjoyed by age 8. Social and Emotional Development: Become less dependent on close adults for support and therefore can cope with the wider environment along with enjoying being in groups of other children of similar age, usually influenced easily by peers. Developing understanding of what behaviour is expected in certain situations and what is unacceptable, a sense of fairness and justice. Gender identity is becoming more apparent and preferring to play with same sex friends. Wanting to fit in with peer group and wanting to form closer relationships from age of 8. Intellectual Development: Able to read to themselves and will take a active interest in certain subjects by age 9. Language Development: Will need help learning how to spell complex words, with help from adults and teacher’s vocabulary will grow when new words are introduced, speech becomes fluent and can describe complicated happenings. Reading out loud and knowing the difference tenses and grammar will also become noticeable. 12-19 Years (Adolescence) Physical Development: Adolescence is said to be the period between childhood and adulthood, this can start from as early as 11 years and up to 19 or 20 years. The rate of development during these times can differ significantly and are different for both genders. This can be a very difficult time for teenagers as being similar to your peers can be a huge pressure; developing early or late can single teenagers out from others and bring up many emotional factors. Boys: Adolescence for boys usually starts at 14 years which is later compared to girls, however at the end of puberty boys are usually bigger than girls. Sex characteristics at this age are developing; these include body hair, deepening of the voice, broadness and muscle growth. Testicular and scrotum growth begins in early – mid puberty, the penis growth starts a bit later but continues for a longer time period. Girls: Puberty for girls can be as early as 8 years although the average age is 13. Breast budding is traditionally the beginning of puberty around the age of 10, pubic hair will then begin to grow and become curlier. Depending on when puberty first begins for each young lady they may be physically mature by the age of 15 and close to her full adult height however her hips and breasts may still become fuller. Social and Emotional Development: The first emotional factors to come with puberty are usually self-consciousness of the teenager’s body changes and whether they are â€Å"normal† compared to their peers. Emotional maturity can feel a drastic change to the teenagers, feeling their childish needs with adult desires, desiring independence but needing guidance; this can be a very confusing time for the young adults. Feeling less importance on their parents approval and instead turning to their friends for group-acceptance and behaviour codes. Along with this new found independence comes new questioning of the world, community values, personal values, beliefs and views; these will then individually sculpt the identity of the young adult. During this time many teens form close friendships with their peers of their own gender and most also develop an intense interest in the opposite gender, away from the emotional security their family provides the teenagers are open to many different emotional situations including potential rejection. Intellectual Development: With physical and emotional maturity comes maturity of the mind and the individual’s words and actions. As the teenager’s freedon and independence grows the need for maturity grows with it. During adolescence young people increasingly take responsibility in their lives in areas such as finances, employment, relationships and accommodation. The process of acquiring full responsibility should be complete by adulthood however; the rate of development is dependent on the amount of guidance given, to helping the brain to make the connections between knowledge and practical application to daily life. Education will be another main factor, next to parents, to shaping these young adults; the education system with its teachers will assist in helping the young adults to understanding moral, social, economic and cultural codes that will form the foundation of their identity. Language Development: As confidence and knowledge of language grows teenagers tend to develop different forms of communication such as sarcasm, â€Å"slang† language, shortened â€Å"text† language and the skill of formal or informal debate. Being able to express themselves with more words and forms of communications is a result of their maturity.

Carl Jung And Sigmund Freud - 1977 Words

Before going over the differences between the two psychologist, Carl Jung and Sigmund Freud, covering the similarities between them is just as important in the world of psychology. Carl Jung and Sigmund Freud both subscribe to the idea that there is a conscious mind and an unconscious mind. Our unconscious mind is basically where we store all of our repressed traits and that they kind of agreed on even though Jung believed that we also store ancestral memory, but we will go into that difference later. They both believed that the unconscious is basically where we kept everything that we were not having in our conscious mind, and whenever we dream that is when these symbols can come out in order for us to realize them in a context like†¦show more content†¦Third, Freud believed that repressions mostly came from childhood trauma whereas Jung believed that even though childhood trauma of course is a major area where people repress things that repressions can happen throughout li fe and it is whatever the ego doesn’t want to have be associated with self, becomes a repression. Sigmund Freud believed that the unconscious was basically a storage shed for all of our physiological instincts that we can not bring out in our daily life, primarily the sexual instinct. So whenever dream symbols come up or troubling dreams happen, it is as a result of repression of those baser drives and they are essentially wish fulfillments that we can’t otherwise have fulfilled in waking like. Freud kind of brought everything back to the sexual libido perspective with a couple exceptions. For the most part, he believed that because we repressed our sexuality we were not able to meet particular milestones, and if you did not get past those particular things it would cause neuroses for you in life and so dreams essentially happened so that you could have a chance of hitting those particular developmental milestones. Freud himself was the first psychiatrist to really hav e the idea that there is a difference between our unconscious and conscious minds. 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Freud, along with Carl G. Jung and Alfred Adler, has impacted the history of psychoanalysis. Further, he has influenced the lives of the men and women during the early 1900s. In todays society, the history of psychoanalysis is continually being discussed among many scholars. Paul Roazen, author of Encountering Freud: The Politics and Histories of Psychoanalysis, has dedicated his professional career to researching the impact of Freud and his followers not