This document discusses parenting styles and early childhood education. It describes four primary parenting styles - authoritative, authoritarian, permissive, and uninvolved - and how each affects a child's self-image, emotions, social skills, and academics. The evolution of early childhood education is also examined, noting changes like pre-K programs, new resources, technology, and state assessments. Preschool enrollment has increased cognitive development as the brain is highly susceptible during these years, allowing children to boost skills like language and motor abilities.

1. BC Chemistry 162 Laboratory Manual
Name__________________________ Section_______
Evaporation and
Intermolecular Attractions
A substance absorbs energy from its surroundings as it changes
from the liquid
to the gas phase. The absorption of heat by the evaporating
substance causes its
surroundings to cool—this process is called evaporative
cooling. Humans
experience this when they sweat.
Why is evaporation an endothermic process? The
intermolecular attractions
(attractions between the molecules) in the liquid state have to
be broken to
undergo the phase change and this is accomplished by the
absorption of energy
as heat. Thus, there is a relationship between the
intermolecular
attractions in a liquid the ability of the liquid to evaporate.
You will encounter two types of organic compounds in this
experiment—
alkanes and alcohols. The two alkanes are n-pentane, C5H12,
and n-hexane,
C6H14. In addition to carbon and hydrogen atoms, alcohols also

2. contain the -
OH functional group. Methanol, CH3OH, and ethanol, C2H5OH,
are two of
the alcohols that we will use in this experiment. You will
examine the
molecular structure of alkanes and alcohols for the presence and
relative
strength of two intermolecular forces—hydrogen bonding and
dispersion
forces.
OBJECTIVES
In this experiment, you will
several
liquids.
intermolecular
forces of attraction.
Figure 1
Background
BC Chemistry 162 Laboratory Manual
Name__________________________ Section_______

3. PROCEDURE (READ BEFORE FILLING IN DATA)
1. Obtain and wear goggles! CAUTION: The compounds used in
this experiment are
flammable and poisonous. Avoid inhaling their vapors. Avoid
contacting them with your skin
or clothing. Be sure there are no open flames in the lab during
this experiment.
2. Connect the probes to the computer interface. Prepare the
computer for data collection by
opening the file ―09 Evaporation‖ from the Chemistry with
Vernier folder.
3. Wrap Probe 1 and Probe 2 with square pieces of filter paper
secured by small rubber bands as
shown in Figure 1. Roll the filter paper around the probe tip in
the shape of a cylinder. Hint:
First slip the rubber band up on the probe, wrap the paper
around the probe, and then finally
slip the rubber band over the wrapped paper. The paper should
be even with the probe end.
4. Stand Probe 1 in the ethanol container and Probe 2 in the 1-
propanol container. Make sure
the containers do not tip over.
5. Prepare 2 pieces of masking tape, each about 10 cm long, to
be used to tape the probes in
position during Step 6.
6. After the probes have been in the liquids for at least 30
seconds, begin data collection by
clicking . Monitor the temperature for 15 seconds to establish

4. the initial temperature
of each liquid. Then simultaneously remove the probes from the
liquids and tape them so the
probe tips extend 5 cm over the edge of the table top as shown
in Figure 1.
7. When both temperatures have reached minimums and have
begun to increase, click to
end data collection. Click the Statistics button, , then click to
display a box for both
probes. Record the maximum (T1) and minimum (T2) values for
Temperature 1 (ethanol) and
Temperature 2 (1-propanol).
8. For each liquid, subtract the minimum temperature from the
maximum temperature to
9. Roll the rubber band up the probe shaft and dispose of the
filter paper as directed by your
instructor.
substances, plus information in the
Pre- -butanol.
Compare its hydrogen-
bonding capability and molecular weight to those of ethanol and
1-propanol. Record your
the space provided. Do the same
for n-pentane. It is not important that you pr
value; simply estimate a
values.
11. Test your prediction in Step 10 by repeating Steps 3-9

5. using 1-butanol for Probe 1 and
n-pentane for Probe 2.
12. Based on the
substances, plus information in the
Pre- -
hexane. Compare the hydrogen-
bonding capability and molecular weight of methanol and n-
hexane to those of the previous
arrived at this answer in the
space provided.
13. Test your prediction in Step 12 by repeating Steps 3–9,
using methanol with Probe 1 and
n-hexane with Probe 2.
BC Chemistry 162 Laboratory Manual
Name__________________________ Section_______
DATA TABLE (FOLLOW THE STEPS OUTLINED IN THE
PROCEDURE!)
Substance Formula
T1
(°C)
T2
(°C)
–T2)

6. (°C)
ethanol C2H5OH For directions on predictions, see step 10!
1-propanol C3H7OH
Predicted
Explanation
1-butanol C4H9OH
n-pentane C5H12
methanol CH3OH
n-hexane C6H14
FOLLOW UP QUESTIONS
1. Using the chemical formulas above, draw the structures of
the two alkanes, n-pentane and n-
hexane. Draw the structures of the alcohols.
2. Two of the liquids, n-pentane and 1-butanol, had nearly the
same molecular weights, but

7. intermolecular forces? What about its
structure leads to the stronger forces?
BC Chemistry 162 Laboratory Manual
Name__________________________ Section_______
3. Which of the alcohols studied has the strongest
intermolecular forces of attraction? The
weakest intermolecular forces? Explain these results in terms of
the structures of the
alcohols.
4. Which of the alkanes studied has the stronger intermolecular
forces of attraction? The weaker
intermolecular forces? Explain these results in terms of the
structures of the alcohols.
respective molecular weights. Plot
molecular weight (independent variable) on the horizontal axis

8. on the vertical axis. MAKE SURE YOU LABEL YOUR AXES
AND PROVIDE A TITLE.
6. What does this plot tell you about the relationship between
molecular weight and the
strength of intermolecular forces? Summarize this relationship
in your own words:
BC Chemistry 162 Laboratory Manual
Name__________________________ Section_______
C
H2
CH3
H2
C
C
H2
H2
C
C
H2

9. H2
C
H3C
Pre-Lab Assignment
1. What are some structural features of a substance that might
influence
its ability to evaporate? For instance, compare the two
substances
below and list at least three different structural features that
might
lead to differences in their properties:
Compound Formula Structure
octane C8H14
2-butanol C4H10O
2. A substance evaporates from the surface of a temperature
probe. What
do you think happens to the temperature of the probe—does it
increase
or decrease? Explain.
3. What does the term “volatility” mean? What does it mean for
Substance

10. A to be more volatile than Substance B?
4. The temperature of the probe changes as the substance
evaporates. The
more evaporation there is, the greater the change in
temperature.
Which will produce a larger change in temperature (ΔT): a more
volatile
substance or a less volatile substance? Explain.
5. Based on #4 above, true or false: A large change in
temperature (ΔT)
indicates that strong attractions are present in the evaporating
substance. Explain.
C H
C H 3
C
H 2
H 3 C
O H
Parenting and Education During Early Childhood Presentation

11. Human Growth & Development
Instructor Shannon Cassidy
By
Kevin Ballard, Stephanie Thomas, and Evan Rhoden
Parenting Styles
Authoritative
Authoritarian
Permissive
Uninvolved
There are four primary parenting styles authoritative,
authoritarian, permissive, and uninvolved. The illustration
shows the effects of each style of parenting on four different
aspects. Sefl image, emotions, social skills, and academics.
2
Parenting Styles
Authoritarian – High compliance, conformity, parental control,

12. respect for authority, and maintain order. Low Nurture and
clarity of communication.
This style of parenting rates high in compliance, conformity,
parental control, respect for authority and order. Low in
nurture and clarity of communication.
3
Parenting Styles
Authoritative – Firm control over child, expects maturity,
establishes reasonable guidelines for the child, understanding of
reasonable perspective.
The authoritative style maintains a firm control over the child,
expects maturity, establishes reasonable guidelines for the
child, and is understanding of the perspective of the child, so
long as it is reasonable to the adult. The child perspective is
taken into consideration.

13. 4
Parenting Styles
Permissive – High level of nurturance and clarity of
communication, low control and maturity demands.
This style of parenting rates a high level of nurturance and
clarity of communication but ranks low on control and maturity
demands.
5
Parenting Styles
Uninvolved – Non-demanding or responsive. Not dedicated to
parenting role, uninterested in helping foster optimal
development.
The uninvolved parent is non-demanding or responsive to the
child. The illustration on the left shows a simple graph that
reveals control and nurturing level according to the style of
parenting.
6
Evolution of Early Childhood Education

14. Early childhood education is a rewarding and fast-growing field
to be involved in. Over the years the field has changed in many
ways. Firstly, most experts believe that children should start
Kindergarten with more than a basic understanding of numbers,
colors and letters. The belief that young children can easily
learn and retain knowledge is proof that once they get to
Kindergarten they should already be primed to learn the core
elements as well as some advanced learning.
7
What’s New?
Pre-Kindergarten Programs
New Resources
Computer Technology
Federal Programs
Counseling Services
State Assessment Exams
Early childhood education now versus then is a whole new
world. Educators have resources at their fingertips that they
never would have dreamed of in the past. Computer technology,
state assessment exams, federal programs and even counseling

15. services all help educators do their job.
8
Education and Cognitive Development
Early childhood education has evolved into the
technological stage and focused its development on mental
processes at an earlier age. As a result, a child’s cognitive
development stage is being affected. Cognitive development is
the acquisition of mental processes that are needed for thinking
and making sense of the world around you. This includes a
number of skills including logical reasoning, interaction and
processing, and storing and using information.
Impact on Cognitive Development
Preschool enrollment has increased dramatically over the last
few decades. Approximately 75% of four year olds and 50% of
three year olds are enrolled in a preschool center. Early
Childhood Education research has shown that preschool has an
impact on a child’s cognitive and social development, with the
greatest impact on minority and disadvantaged children. Due to
the brains extreme susceptibility during the preschool years, not
only do preschoolers develop cognitive skills they need, but
also socio-emotional skills. Researchers have found that during
this early period of childhood development, children are able to
boost gross motor and language skills.

16. References
FamilyFacts.org. (n.d.). Retrieved August 24, 2015, from
http://www.familyfacts.org/briefs/43/the-effects-of-day-care-
on-the-social-emotional-development-of-children
The Effects of Child Care on Infants. (2014, February 5).
Retrieved August 24, 2015, from
http://www.livestrong.com/article/96488-effects-child-care-
infants/
References
Benson, J., & Haith, M. (2009). Social and Emotional
Development in Infancy and Early Childhood . San Diego, CA:
Elsevier Inc.
References
Winter & Kelley, 2008, p. 262.
http://www.melrosepark.com/story/Early-childhood-education-
has-changed-rapidly-over-the-years/718431