Bellevue College | Chemistry 162
1
Empirical Gas Laws (Parts 1 and 2)
Pressure-volume and pressure-temperature relationships in gases
Some of the earliest experiments in chemistry and physics involved the study of gases. The invention
of the barometer and improved thermometers in the 17th century permitted the measurement of
macroscopic properties such as temperature, pressure, and volume. Scientific laws were developed to
describe the relationships between these properties. These laws allowed the prediction of how gases
behave under certain conditions, but an explanation or model of how gases operate on a microscopic
level was yet to be discovered.
After Dalton’s atomic theory was proposed in the early 1800’s (that matter was composed of atoms) a
framework for visualizing the motion of these particles followed. The kinetic molecular theory,
developed by Maxwell and Boltzmann in the mid 19th century, describes gas molecules in constant
random motion. Molecules collide resulting in changes in their velocities. These collisions exert
pressure against the container walls. The frequency of collisions and the speed distribution of these
molecules depend on the temperature and volume of the container. Hence, the pressure of a gas is
affected by changes in temperature and volume.
You may already think that the relationships between pressure, volume, temperature, and number of
gas molecules are intuitive, based on your ability to visualize molecular motion and a basic
understanding of the kinetic theory. The simple experiments that follow will allow you the
opportunity to confirm these relationships empirically, in a qualitative and quantitative manner. In
essence, you will play the role of a 17th century scientist (with some 21st century tools!) and discover
the laws for yourself—laws and constants that are still in use today.
In this experiment, you will:
Determine the relationship between the volume of a gas and its pressure (Part 1).
Determine the relationship between the temperature of a gas and its pressure (Part 2).
Figure 1.
The Kinetic Theory considers
gas molecules as particles that
collide in random motion.
Bellevue College | Chemistry 162
2
Note: If you are doing Part 3 to determine the value of
the Universal Gas Constant, R in the same period as Parts 1
and 2, you should get Part 3 started first.
Part 1: Pressure-Volume Relationship of Gases
In Part 1 you will use a gas pressure sensor and a gas syringe to measure the pressure of an air sample
at several different volumes to determine the relationship between the pressure and volume of air at
constant temperature.
Figure 2
Procedure
1. a. Plug the gas pressure sensor into channel 1 of the computer interface.
b. With the 20 mL syringe disconnected from the gas pressure sensor, move the piston of the
syringe until the front edge of the inside black ring (indic.
LabQuest 7 Chemistry with Vernier 7 - 1 Pressure.docxMARRY7
LabQuest
7
Chemistry with Vernier 7 - 1
Pressure - Temperature
Relationship in Gases
Gases are made up of molecules that are in constant motion and exert pressure when they collide
with the walls of their container. The velocity and the number of collisions of these molecules are
affected when the temperature of the gas increases or decreases. In this experiment, you will
study the relationship between the temperature of a gas sample and the pressure it exerts. Using
the apparatus shown in Figure 1, you will place an Erlenmeyer flask containing an air sample in
four water baths of varying temperature. Pressure will be monitored with a Pressure Sensor and
temperature will be monitored using a Temperature Probe. The volume of the gas sample and the
number of molecules it contains will be kept constant. Pressure and temperature data pairs will
be collected during the experiment and then analyzed. From the data and graph, you will
determine what kind of mathematical relationship exists between the pressure and absolute
temperature of a confined gas. You may also do the extension exercise and use your data to find a
value for absolute zero on the Celsius temperature scale.
OBJECTIVES
In this experiment, you will
Study the relationship between the temperature of a gas sample and the pressure it exerts.
Determine from the data and graph, the mathematical relationship between pressure and
absolute temperature of a confined gas.
Find a value for absolute zero on the Celsius temperature scale.
Figure 1
MATERIALS
LabQuest plastic tubing with two connectors
LabQuest App 125 mL Erlenmeyer flask
Vernier Gas Pressure Sensor rubber stopper assembly
Temperature Probe ring stand and utility clamp
ice two 600 mL beakers
hot plate glove or cloth
beaker tongs
LabQuest 7
7 - 2 Chemistry with Vernier
PROCEDURE
1. Obtain and wear goggles.
2. Prepare a hot-water bath. Put about 400 mL of hot tap water into a 600 mL beaker and place
it on a hot plate. Turn the hot plate to a high setting. NOTE: Submerge Erlenmeyer flask to
neck to ensure that the water does not overflow. See Figure 3.
3. Prepare an ice-water bath. Fill a second 600 mL beaker with ice, ~ 1/3 full. Add cold tap
water to fill to the 400 mL mark.
4. Prepare the Temperature Probe and Gas Pressure Sensor for data collection.
a. Connect the Gas Pressure Sensor to Channel 1 of LabQuest and the
Temperature Probe to Channel 2. Choose New from the File menu.
If you have older sensors that do not auto-ID, manually set up the
sensors.
b. Obtain a rubber-stopper assembly with a piece of heavy-wall plastic
tubing connected to one of its two valves. Attach the connector at
the free end of the plastic tubing to the open stem of the Gas
Pressure Sensor with a clockwise turn. Leave its two-way valve on
the rubber stopper open (lined up with the valve stem as shown in Figure 2) until Step 4d.
c. Insert the rubber-stopper assembly ...
BC Chemistry 162 Laboratory Manual Experiment 6 Vapor Press.docxrosemaryralphs52525
BC Chemistry 162 Laboratory Manual
Experiment 6: Vapor Pressure of Liquids
- 1 -
Experiment 6: Vapor Pressure of Liquids
Background
Liquids contain molecules that have different kinetic energies (due to different velocities). Some of the
faster liquid molecules have enough kinetic energy to vaporize. At the same time, some of the slower
vapor molecules condense into liquid. In an open container, the rate of vaporization will be greater than
the rate of condensation—hence, the liquid will eventually evaporate. In a sealed flask, however, there
will be a point in which equilibrium is reached between the rate of vaporization and the rate of
condensation. To the eye, it seems that the liquid doesn’t change at equilibrium. But at the microscopic
level a vapor molecule enters the liquid phase for every liquid molecule that enters the gas phase.
The total pressure in the sealed flask is due to the vaporized liquid plus air molecules present in the flask:
Ptotal = Pvapor + Pair (1)
In this experiment, you will investigate the relationship between
the vapor pressure of a liquid and its temperature. Pressure and
temperature data will be collected using a gas pressure sensor and
a temperature probe (Figure 1). Vapor pressures will be
determined by subtracting atmospheric pressure from the total
pressure.
The flask will be placed in water baths of different temperatures to
determine the effect of temperature on vapor pressure. You will
measure the vapor pressure of methanol and ethanol and
determine the enthalpy (heat) of vaporization for each liquid.
Objectives
In this experiment, you will
Investigate the relationship between the vapor pressure of a liquid and its temperature.
Compare the vapor pressure of two different liquids at the same temperature.
Use pressure‐temperature data and the Clausius‐Clapeyron equation to determine the heat of
vaporization for each liquid.
Caution!
The alcohols 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. Notify your teacher immediately if an accident occurs.
Procedure
1. Wear goggles! You will work in pairs for this lab, but you may share water baths with your table.
2. Prepare four water baths: 20 to 25°C (use room temperature water), 30 to 35°C, 40 to 45°C, and 50 to
55°C. You should also have some hot water on a hot plate on reserve.
3. Obtain a temperature probe and gas pressure sensor. The sensor comes with a
rubber‐stopper assembly (Figure 2). The stopper has three holes, one of which
is closed. Make sure your tubing and valve are not inserted in the closed hole.
Insert the rubber‐stopper assembly into a 125 mL Erlenmeyer flask.
Important: Twist the stopper into the neck of the flask to ensure a tight
fit.
Figure 1
Figure 2
BC Ch.
This is the instruction sheet for my MYP year 4 chemistry unit on thermal energy. It's a Vernier lab, which means it requires proprietary probes from the Vernier company. I have adapted the company's original document to highlight key steps for my students.
boyle's law thermodynamics lab Boyle’s law, also called Mariotte’s law, a relation concerning the compression and expansion of a gas at constant temperature. This empirical relation, formulated by the physicist Robert Boyle in 1662, states that the pressure (p) of a given quantity of gas varies inversely with its volume (v) at constant temperature; i.e., in equation form, pv = k, a constant. The relationship was also discovered by the French physicist Edme Mariotte (1676). ake a large piston or sealed syringe and stand it on end, then place an increasing number of objects on top. As the pressure grows, the volume of the air inside will decrease—these quantities are inversely proportional. However, the standard international unit for pressure is the Pascal. The English scientist Robert Boyle performed a series of experiments involving pressure and, in 1662, arrived at a general law—that the volume of a gas varies inversely with pressure.
LabQuest 7 Chemistry with Vernier 7 - 1 Pressure.docxMARRY7
LabQuest
7
Chemistry with Vernier 7 - 1
Pressure - Temperature
Relationship in Gases
Gases are made up of molecules that are in constant motion and exert pressure when they collide
with the walls of their container. The velocity and the number of collisions of these molecules are
affected when the temperature of the gas increases or decreases. In this experiment, you will
study the relationship between the temperature of a gas sample and the pressure it exerts. Using
the apparatus shown in Figure 1, you will place an Erlenmeyer flask containing an air sample in
four water baths of varying temperature. Pressure will be monitored with a Pressure Sensor and
temperature will be monitored using a Temperature Probe. The volume of the gas sample and the
number of molecules it contains will be kept constant. Pressure and temperature data pairs will
be collected during the experiment and then analyzed. From the data and graph, you will
determine what kind of mathematical relationship exists between the pressure and absolute
temperature of a confined gas. You may also do the extension exercise and use your data to find a
value for absolute zero on the Celsius temperature scale.
OBJECTIVES
In this experiment, you will
Study the relationship between the temperature of a gas sample and the pressure it exerts.
Determine from the data and graph, the mathematical relationship between pressure and
absolute temperature of a confined gas.
Find a value for absolute zero on the Celsius temperature scale.
Figure 1
MATERIALS
LabQuest plastic tubing with two connectors
LabQuest App 125 mL Erlenmeyer flask
Vernier Gas Pressure Sensor rubber stopper assembly
Temperature Probe ring stand and utility clamp
ice two 600 mL beakers
hot plate glove or cloth
beaker tongs
LabQuest 7
7 - 2 Chemistry with Vernier
PROCEDURE
1. Obtain and wear goggles.
2. Prepare a hot-water bath. Put about 400 mL of hot tap water into a 600 mL beaker and place
it on a hot plate. Turn the hot plate to a high setting. NOTE: Submerge Erlenmeyer flask to
neck to ensure that the water does not overflow. See Figure 3.
3. Prepare an ice-water bath. Fill a second 600 mL beaker with ice, ~ 1/3 full. Add cold tap
water to fill to the 400 mL mark.
4. Prepare the Temperature Probe and Gas Pressure Sensor for data collection.
a. Connect the Gas Pressure Sensor to Channel 1 of LabQuest and the
Temperature Probe to Channel 2. Choose New from the File menu.
If you have older sensors that do not auto-ID, manually set up the
sensors.
b. Obtain a rubber-stopper assembly with a piece of heavy-wall plastic
tubing connected to one of its two valves. Attach the connector at
the free end of the plastic tubing to the open stem of the Gas
Pressure Sensor with a clockwise turn. Leave its two-way valve on
the rubber stopper open (lined up with the valve stem as shown in Figure 2) until Step 4d.
c. Insert the rubber-stopper assembly ...
BC Chemistry 162 Laboratory Manual Experiment 6 Vapor Press.docxrosemaryralphs52525
BC Chemistry 162 Laboratory Manual
Experiment 6: Vapor Pressure of Liquids
- 1 -
Experiment 6: Vapor Pressure of Liquids
Background
Liquids contain molecules that have different kinetic energies (due to different velocities). Some of the
faster liquid molecules have enough kinetic energy to vaporize. At the same time, some of the slower
vapor molecules condense into liquid. In an open container, the rate of vaporization will be greater than
the rate of condensation—hence, the liquid will eventually evaporate. In a sealed flask, however, there
will be a point in which equilibrium is reached between the rate of vaporization and the rate of
condensation. To the eye, it seems that the liquid doesn’t change at equilibrium. But at the microscopic
level a vapor molecule enters the liquid phase for every liquid molecule that enters the gas phase.
The total pressure in the sealed flask is due to the vaporized liquid plus air molecules present in the flask:
Ptotal = Pvapor + Pair (1)
In this experiment, you will investigate the relationship between
the vapor pressure of a liquid and its temperature. Pressure and
temperature data will be collected using a gas pressure sensor and
a temperature probe (Figure 1). Vapor pressures will be
determined by subtracting atmospheric pressure from the total
pressure.
The flask will be placed in water baths of different temperatures to
determine the effect of temperature on vapor pressure. You will
measure the vapor pressure of methanol and ethanol and
determine the enthalpy (heat) of vaporization for each liquid.
Objectives
In this experiment, you will
Investigate the relationship between the vapor pressure of a liquid and its temperature.
Compare the vapor pressure of two different liquids at the same temperature.
Use pressure‐temperature data and the Clausius‐Clapeyron equation to determine the heat of
vaporization for each liquid.
Caution!
The alcohols 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. Notify your teacher immediately if an accident occurs.
Procedure
1. Wear goggles! You will work in pairs for this lab, but you may share water baths with your table.
2. Prepare four water baths: 20 to 25°C (use room temperature water), 30 to 35°C, 40 to 45°C, and 50 to
55°C. You should also have some hot water on a hot plate on reserve.
3. Obtain a temperature probe and gas pressure sensor. The sensor comes with a
rubber‐stopper assembly (Figure 2). The stopper has three holes, one of which
is closed. Make sure your tubing and valve are not inserted in the closed hole.
Insert the rubber‐stopper assembly into a 125 mL Erlenmeyer flask.
Important: Twist the stopper into the neck of the flask to ensure a tight
fit.
Figure 1
Figure 2
BC Ch.
This is the instruction sheet for my MYP year 4 chemistry unit on thermal energy. It's a Vernier lab, which means it requires proprietary probes from the Vernier company. I have adapted the company's original document to highlight key steps for my students.
boyle's law thermodynamics lab Boyle’s law, also called Mariotte’s law, a relation concerning the compression and expansion of a gas at constant temperature. This empirical relation, formulated by the physicist Robert Boyle in 1662, states that the pressure (p) of a given quantity of gas varies inversely with its volume (v) at constant temperature; i.e., in equation form, pv = k, a constant. The relationship was also discovered by the French physicist Edme Mariotte (1676). ake a large piston or sealed syringe and stand it on end, then place an increasing number of objects on top. As the pressure grows, the volume of the air inside will decrease—these quantities are inversely proportional. However, the standard international unit for pressure is the Pascal. The English scientist Robert Boyle performed a series of experiments involving pressure and, in 1662, arrived at a general law—that the volume of a gas varies inversely with pressure.
untitled folder 4/.DS_Store
__MACOSX/untitled folder 4/._.DS_Store
untitled folder 4/aaa.docx
Molecular Weight of an Ideal Gas by the Dumas Method
Objectives:
1. In this experiment we will determine the molecular weight of air and CO2 by measuring P, T, V and weight of a gas sample.
2. You will become familiar with how experimental errors in several measurements combine to give the error in an overall calculated result.
3. You will also become familiar with the routine operation of a vacuum rack.
4. You will refine your lab report writing skills.
Introduction:
In this first experiment, you will determine the molecular weight of a gas by the Dumas method. In the Dumas method, the density of a gas or volatile liquid is determined at a known pressure and temperature. Using the ideal gas law, the molecular mass of the substance can be calculated:
where d is density, R is gas constant, T is temperature, P is pressure and M is molar mass of the gas.
To determine the density of the gas, both mass and volume will be measured independently. A glass bulb is evacuated and filled with the test gas. The difference in the mass of the filled vs. evacuated bulb will give you the mass of the gas. The volume of the bulb is determined by measuring the amount of water required to fill the bulb.
Buoyancy Correction:
In this experiment we are measuring the mass of a small volume of gas by subtracting the weights of two heavy objects, an evacuated sample bulb and one filled with a gas. Changes in the temperature/density of air during the course of the experiment can result in a large amount of error in your result. To prevent this, you may need to perform a buoyancy correction to your masses. When you measure the mass of your sample bulb, you will also measure the mass of a ballast bulb. The ballast bulb is a similarly sized vessel that should have a constant mass throughout the course of the experiment. If its mass changes, then we know that the room temperature/pressure has change and we need to make a buoyancy correction. The buoyancy correction is simply,
mass of Ballast Bulb (initial) – mass of the ballast bulb (final)
To correct our sample mass, we subtract the buoyancy correction from our sample mass. For example, if the mass of the ballast bulb has increased by 0.2 g, we will subtract 0.2 g from the final mass of our sample bulb.
Safety Concerns:
1. Safety goggles should be worn at all times.
2. The vacuum line is equipped with a mercury manometer. When filling the bulbs with CO2, caution must be taken not to have pressure above 1 atm.
3. When handling the sample bulb, carefully carry so that you don’t drop or break it.
4. The experiment requires the use of gases contained in cylinders equipped with a regulating valve. The cylinder must be securely strapped at all times. Consult your instructor on proper use of a gas regulator.
Procedures:
Throughout this experiment you should record the uncertainty (or notes so that you can determine ...
FORMAL LABORATORY REPORTPrelab Before coming to the lab.docxShiraPrater50
FORMAL LABORATORY REPORT
Prelab Before coming to the lab each student must be prepared. It is expected that each student has
completed all pre-lab activities such as reading the lab handout and/or relevant material in the
textbook or answering assigned questions.
Paper 8½" x 11" (21.5 cm x 27.5 cm) white lined paper or letter paper. The report should be single
spaced with 12 pt Times Roman font. There should be a 1 inch margin on all sides of the pages.
Title Page The title page should include the following items: a title centered 1/3 from the top of the page; an
identification containing the student's name, lab partner’s name, course number, due date, and
teacher's name located at the bottom right hand corner of the page.
Objective The objective is a concise statement outlining the purpose of the experiment.
e.g. To determine the boiling point of H2O
Introduction The introduction should contain any prior knowledge on which the experiment is based;
including an explanation of principles, definitions, experimental techniques, expected results
(hypothesis), theories and laws.
Materials The materials section is a list of all equipment, reagents (chemicals), and computer programs that
were used to complete the experiment. Drawings of the apparatus setup should be included in
this section if needed.
Procedure The procedure is a detailed statement (step by step) of how the experiment was performed such
that the experiment could be repeated using your report. Safety precautions which were followed
should be stated. The procedure must be written in the impersonal (3rd person) past tense:
e.g. We are taking the temperature every 2 minutes. V
The temperature was taken every 2 minutes. U
Results This section may consist of quantitative and/or qualitative observations of the experiment.
Quantitative Results
Graphs and Tables
When graphs are required, special attention should be paid to the following items: the type of
graph expected (straight line or curve), utilizing the entire graph paper, plotted point size, title of
the graph, and axis labels. When numerous measurements have occurred, data is to be placed in
a data table whenever possible. Figure headings are placed below the figure and should give a
short description of the figure. The figure number should be in bold print. Table headings are
found above the table and should also have a brief description. The table number is also in bold
print.
Calculations
One example of each type of calculation should be included. Results from numerous calculations
should be placed in a data table with the proper number of significant figures and correct units.
% yield and % error calculations should be included when possible
% yield = actual yield x 100
theoretical yield
% error = theoretical value-experimental value x 100
theoretical value
Qualitative Results
Observations
This is a qualitative written description and/or sketch of what was seen during th ...
Chem 162 Lab 3: Gas Laws Part I & II- Sample Data for the class
1) Sample Data Group 1:
Part I
Part II
Volume (ml)
Pressure (kPa)
Temperature (°C)
Pressure (kPa)
103.0
60
70.8
113.5
88.0
70
66.3
112.6
73.0
85
61.8
111.5
62.0
100
57.1
110.4
44.0
140
51.5
109.0
34.0
180
39.9
105.5
31.0
200
26.4
101.8
10.5
96.7
2) Sample Data Group 2:
Part I
Part II
Volume (ml)
Pressure (Torr)
Temperature (°C)
Pressure (kPa)
32.0
630
57
109.6
29.2
690
52
108.4
27.8
726
48.5
107.4
25.6
790
43.6
106.3
24.2
843
38.1
104.8
22.2
914
33.1
103.5
29.3
102.2
25.4
101.1
22.5
100.1
20
99.4
17.4
98.6
12.8
97.2
9.4
96.7
Bellevue College | Chemistry 162
1
Empirical Gas Laws (Part 3): The Ideal Gas Law
Determination of the Universal Gas Constant, R
In this experiment, you will generate and collect a sample of hydrogen gas over water by the
reaction of magnesium with hydrochloric acid.
Using the Ideal Gas Law (PV=nRT) you will find values for the pressure (P), volume (V),
number of moles of the gas (n), and the temperature (T) in order to determine the gas constant
(R). Because there will be water vapor present in your sample, you will make a correction to the
measured pressure and then compare your result for R to the literature value.
In this experiment, you will:
Determine a value for the Universal Gas Constant, R. (Part 3 of Empirical Gas Laws)
Safety Precautions
Wear your goggles at all times. Hydrochloric acid is corrosive.
Avoid spills and contact with your skin and clothing. If HCl
comes in contact with your skin, inform your teacher and flush
the acid with large quantities of water.
Note: If you are doing Part 3 to determine the value of the Universal
Gas Constant, R in the same period as Parts 1 and 2, you should get Part 3
started first.
EXPERIMENTAL PROCEDURE (WORK IN PAIRS)
1. Put on goggles. Keep them on during the entire experiment.
2. Obtain a piece of magnesium ribbon that weighs no more than 0.08 grams. Record the mass
obtained (use significant figures!). Record this value in your data table (see report sheets).
Loosely roll it into a ball or coil it.
Encase the magnesium in a piece of copper mesh. Why do you think this might be helpful?
3. Fill the 800-mL beaker with approximately 200-mL of tap water.
4. Fill the 100-mL graduated cylinder with tap water. Using parafilm, a one-
hole stopper, or the palm of your hand, cover the top and invert the cylinder
into the beaker of water. You will end up with an inverted cylinder full of
water. Remove the parafilm or stopper if you used one. Rest the cylinder
on the bottom of the beaker. Try not to introduce any air bubbles in your
inverted cylinder (see Figure 1).
5. Place the magnesium (in its copper cage) into the graduated cylinder. Make
sure the magnesium is captured in the cylinder.
Figure 1: Gas collection in an
inverted cylinder full of water.
Experimental Determination of Compressibility Factors of Gasesiosrjce
The compressibility factor Z also known as the compression factor is the ratio of the molar volume of a
gas to the molar volume of an ideal gas at the same temperature and pressure. It is a useful thermodynamic
property accounting for real gas behavior. In general, deviation from ideal behavior becomes more significant
at lower temperatures and higher pressures. For gas mixtures, a gas composition must be specified while
calculating the compressibility factor.
Below I have uploaded the example of the unad as well as a rough dr.docxtaitcandie
Below I have uploaded the example of the un'ad as well as a rough draft of the un'ad that you can use but follow the directions of slides 3 through 7. Answer the question on slide 3 numbers 1 through 5. The focus of the un'ad is to show the original ad and then restate D and E and follow the directions on the remainder 4 slides.
.
Below I have written the answer but I need someone to please help me.docxtaitcandie
Below I have written the answer but I need someone to please help me write it in APA format. Running head "Kenny's leadership: A further analysis"
1. Kenny is straightforward with the one he supervises. He is open to telling them what he feels and the important guiding points. He welcomes the complaints and gripes making the supervisors feel that they can express anything they want within the team. His team effectively speaks and communicated the information he wants. His team can feel at ease with him and he does not micromanage them. He lets them know that he is available if anything goes wrong. He also assures the employees that they would never get involved in anything that is not good for the growth of the company or to their career.
2. I on’t think all supervisors can operate in the similar fashion and can be effective. The success of Kenny is linked to the personality of Kenny and work ethic. All the supervisors cannot treat the team the way Kenny treats them. There are lot of bosses who do not have the same attitude like Kenny who has respect and hardworking for the employees. Most of the supervisors have a sense of dominating behavior. The mindset ends up separating the employees and the supervisors. The attitude and approach of Kenny required 100 percent commitment.
3. There is no promotion of best supervisor in the team but there cab be more done by the supervisor if he teaches the supervisors in his current position to adopt his approach. If he helped to mirror his approach and let other supervisors adopt his style then it will encourage the team to perform better. He can promote his approach in a better way.
4. Kenny is a servant leader and he effectively listens to the things people have to tell to him. The complaints and gripes are addressed in an effective manner. There is persuasion done by him for doing the job that are necessary and better results are done which explains the use of foresight and experience. He feels that it is necessary for the team to have a bigger picture for its success. There is commitment given to the growth of the individual and the team.
.
More Related Content
Similar to Bellevue College Chemistry 162 1 Empirical Gas La.docx
untitled folder 4/.DS_Store
__MACOSX/untitled folder 4/._.DS_Store
untitled folder 4/aaa.docx
Molecular Weight of an Ideal Gas by the Dumas Method
Objectives:
1. In this experiment we will determine the molecular weight of air and CO2 by measuring P, T, V and weight of a gas sample.
2. You will become familiar with how experimental errors in several measurements combine to give the error in an overall calculated result.
3. You will also become familiar with the routine operation of a vacuum rack.
4. You will refine your lab report writing skills.
Introduction:
In this first experiment, you will determine the molecular weight of a gas by the Dumas method. In the Dumas method, the density of a gas or volatile liquid is determined at a known pressure and temperature. Using the ideal gas law, the molecular mass of the substance can be calculated:
where d is density, R is gas constant, T is temperature, P is pressure and M is molar mass of the gas.
To determine the density of the gas, both mass and volume will be measured independently. A glass bulb is evacuated and filled with the test gas. The difference in the mass of the filled vs. evacuated bulb will give you the mass of the gas. The volume of the bulb is determined by measuring the amount of water required to fill the bulb.
Buoyancy Correction:
In this experiment we are measuring the mass of a small volume of gas by subtracting the weights of two heavy objects, an evacuated sample bulb and one filled with a gas. Changes in the temperature/density of air during the course of the experiment can result in a large amount of error in your result. To prevent this, you may need to perform a buoyancy correction to your masses. When you measure the mass of your sample bulb, you will also measure the mass of a ballast bulb. The ballast bulb is a similarly sized vessel that should have a constant mass throughout the course of the experiment. If its mass changes, then we know that the room temperature/pressure has change and we need to make a buoyancy correction. The buoyancy correction is simply,
mass of Ballast Bulb (initial) – mass of the ballast bulb (final)
To correct our sample mass, we subtract the buoyancy correction from our sample mass. For example, if the mass of the ballast bulb has increased by 0.2 g, we will subtract 0.2 g from the final mass of our sample bulb.
Safety Concerns:
1. Safety goggles should be worn at all times.
2. The vacuum line is equipped with a mercury manometer. When filling the bulbs with CO2, caution must be taken not to have pressure above 1 atm.
3. When handling the sample bulb, carefully carry so that you don’t drop or break it.
4. The experiment requires the use of gases contained in cylinders equipped with a regulating valve. The cylinder must be securely strapped at all times. Consult your instructor on proper use of a gas regulator.
Procedures:
Throughout this experiment you should record the uncertainty (or notes so that you can determine ...
FORMAL LABORATORY REPORTPrelab Before coming to the lab.docxShiraPrater50
FORMAL LABORATORY REPORT
Prelab Before coming to the lab each student must be prepared. It is expected that each student has
completed all pre-lab activities such as reading the lab handout and/or relevant material in the
textbook or answering assigned questions.
Paper 8½" x 11" (21.5 cm x 27.5 cm) white lined paper or letter paper. The report should be single
spaced with 12 pt Times Roman font. There should be a 1 inch margin on all sides of the pages.
Title Page The title page should include the following items: a title centered 1/3 from the top of the page; an
identification containing the student's name, lab partner’s name, course number, due date, and
teacher's name located at the bottom right hand corner of the page.
Objective The objective is a concise statement outlining the purpose of the experiment.
e.g. To determine the boiling point of H2O
Introduction The introduction should contain any prior knowledge on which the experiment is based;
including an explanation of principles, definitions, experimental techniques, expected results
(hypothesis), theories and laws.
Materials The materials section is a list of all equipment, reagents (chemicals), and computer programs that
were used to complete the experiment. Drawings of the apparatus setup should be included in
this section if needed.
Procedure The procedure is a detailed statement (step by step) of how the experiment was performed such
that the experiment could be repeated using your report. Safety precautions which were followed
should be stated. The procedure must be written in the impersonal (3rd person) past tense:
e.g. We are taking the temperature every 2 minutes. V
The temperature was taken every 2 minutes. U
Results This section may consist of quantitative and/or qualitative observations of the experiment.
Quantitative Results
Graphs and Tables
When graphs are required, special attention should be paid to the following items: the type of
graph expected (straight line or curve), utilizing the entire graph paper, plotted point size, title of
the graph, and axis labels. When numerous measurements have occurred, data is to be placed in
a data table whenever possible. Figure headings are placed below the figure and should give a
short description of the figure. The figure number should be in bold print. Table headings are
found above the table and should also have a brief description. The table number is also in bold
print.
Calculations
One example of each type of calculation should be included. Results from numerous calculations
should be placed in a data table with the proper number of significant figures and correct units.
% yield and % error calculations should be included when possible
% yield = actual yield x 100
theoretical yield
% error = theoretical value-experimental value x 100
theoretical value
Qualitative Results
Observations
This is a qualitative written description and/or sketch of what was seen during th ...
Chem 162 Lab 3: Gas Laws Part I & II- Sample Data for the class
1) Sample Data Group 1:
Part I
Part II
Volume (ml)
Pressure (kPa)
Temperature (°C)
Pressure (kPa)
103.0
60
70.8
113.5
88.0
70
66.3
112.6
73.0
85
61.8
111.5
62.0
100
57.1
110.4
44.0
140
51.5
109.0
34.0
180
39.9
105.5
31.0
200
26.4
101.8
10.5
96.7
2) Sample Data Group 2:
Part I
Part II
Volume (ml)
Pressure (Torr)
Temperature (°C)
Pressure (kPa)
32.0
630
57
109.6
29.2
690
52
108.4
27.8
726
48.5
107.4
25.6
790
43.6
106.3
24.2
843
38.1
104.8
22.2
914
33.1
103.5
29.3
102.2
25.4
101.1
22.5
100.1
20
99.4
17.4
98.6
12.8
97.2
9.4
96.7
Bellevue College | Chemistry 162
1
Empirical Gas Laws (Part 3): The Ideal Gas Law
Determination of the Universal Gas Constant, R
In this experiment, you will generate and collect a sample of hydrogen gas over water by the
reaction of magnesium with hydrochloric acid.
Using the Ideal Gas Law (PV=nRT) you will find values for the pressure (P), volume (V),
number of moles of the gas (n), and the temperature (T) in order to determine the gas constant
(R). Because there will be water vapor present in your sample, you will make a correction to the
measured pressure and then compare your result for R to the literature value.
In this experiment, you will:
Determine a value for the Universal Gas Constant, R. (Part 3 of Empirical Gas Laws)
Safety Precautions
Wear your goggles at all times. Hydrochloric acid is corrosive.
Avoid spills and contact with your skin and clothing. If HCl
comes in contact with your skin, inform your teacher and flush
the acid with large quantities of water.
Note: If you are doing Part 3 to determine the value of the Universal
Gas Constant, R in the same period as Parts 1 and 2, you should get Part 3
started first.
EXPERIMENTAL PROCEDURE (WORK IN PAIRS)
1. Put on goggles. Keep them on during the entire experiment.
2. Obtain a piece of magnesium ribbon that weighs no more than 0.08 grams. Record the mass
obtained (use significant figures!). Record this value in your data table (see report sheets).
Loosely roll it into a ball or coil it.
Encase the magnesium in a piece of copper mesh. Why do you think this might be helpful?
3. Fill the 800-mL beaker with approximately 200-mL of tap water.
4. Fill the 100-mL graduated cylinder with tap water. Using parafilm, a one-
hole stopper, or the palm of your hand, cover the top and invert the cylinder
into the beaker of water. You will end up with an inverted cylinder full of
water. Remove the parafilm or stopper if you used one. Rest the cylinder
on the bottom of the beaker. Try not to introduce any air bubbles in your
inverted cylinder (see Figure 1).
5. Place the magnesium (in its copper cage) into the graduated cylinder. Make
sure the magnesium is captured in the cylinder.
Figure 1: Gas collection in an
inverted cylinder full of water.
Experimental Determination of Compressibility Factors of Gasesiosrjce
The compressibility factor Z also known as the compression factor is the ratio of the molar volume of a
gas to the molar volume of an ideal gas at the same temperature and pressure. It is a useful thermodynamic
property accounting for real gas behavior. In general, deviation from ideal behavior becomes more significant
at lower temperatures and higher pressures. For gas mixtures, a gas composition must be specified while
calculating the compressibility factor.
Below I have uploaded the example of the unad as well as a rough dr.docxtaitcandie
Below I have uploaded the example of the un'ad as well as a rough draft of the un'ad that you can use but follow the directions of slides 3 through 7. Answer the question on slide 3 numbers 1 through 5. The focus of the un'ad is to show the original ad and then restate D and E and follow the directions on the remainder 4 slides.
.
Below I have written the answer but I need someone to please help me.docxtaitcandie
Below I have written the answer but I need someone to please help me write it in APA format. Running head "Kenny's leadership: A further analysis"
1. Kenny is straightforward with the one he supervises. He is open to telling them what he feels and the important guiding points. He welcomes the complaints and gripes making the supervisors feel that they can express anything they want within the team. His team effectively speaks and communicated the information he wants. His team can feel at ease with him and he does not micromanage them. He lets them know that he is available if anything goes wrong. He also assures the employees that they would never get involved in anything that is not good for the growth of the company or to their career.
2. I on’t think all supervisors can operate in the similar fashion and can be effective. The success of Kenny is linked to the personality of Kenny and work ethic. All the supervisors cannot treat the team the way Kenny treats them. There are lot of bosses who do not have the same attitude like Kenny who has respect and hardworking for the employees. Most of the supervisors have a sense of dominating behavior. The mindset ends up separating the employees and the supervisors. The attitude and approach of Kenny required 100 percent commitment.
3. There is no promotion of best supervisor in the team but there cab be more done by the supervisor if he teaches the supervisors in his current position to adopt his approach. If he helped to mirror his approach and let other supervisors adopt his style then it will encourage the team to perform better. He can promote his approach in a better way.
4. Kenny is a servant leader and he effectively listens to the things people have to tell to him. The complaints and gripes are addressed in an effective manner. There is persuasion done by him for doing the job that are necessary and better results are done which explains the use of foresight and experience. He feels that it is necessary for the team to have a bigger picture for its success. There is commitment given to the growth of the individual and the team.
.
Below I copy and pasted my directions and then the actual homework a.docxtaitcandie
Below I copy and pasted my directions and then the actual homework assignment for my public speaking class, I need a 70% to pass this class.
Directions
Think about a speech that you would like to present on a topic of your choice. You can use the same speech topic that you selected in Unit 1 or choose a new one.
The speech can be for any context and any length. See the list of example speech occasions and purposes for inspiration.
Download and answer each question in the the Unit 2 Touchstone Template based on the speech you are thinking of:
Touchstone_2_Template.doc
Consider your audience, purpose, and thesis and complete Part 1 of the template.
Utilize your program resources, the internet or a local library to find three credible sources that are relevant to your speech and complete Part 2 of the template.
Read through your sources to identify five pieces of evidence that support your thesis and complete Part 3 of the template. Be sure to use at least three different types of sources (example, statistic, analogy, definition, visual, story, testimony).
Review the rubric to ensure that you understand how you will be evaluated. Ask a Sophia learning coach if you have any questions.
Review the checklist and requirements to ensure that your Touchstone is complete.
Submit your completed Unit 2 Touchstone Template on Sophia.
NOTE: Units 3 and 4 both require a persuasive speech topic. If you select a persuasive topic in this unit, you will have the opportunity to build and improve on the same speech in the next two units.
Touchstone Support Videos
Evaluating your Sources
Maintaining Relevance and Balance
Speech Occasions
Personal
Speech at a special event (anniversary, wedding, birthday, graduation, funeral etc.)
Demonstration presentation (showing how to do something)
Product analysis and/or recommendation
Academic
Presenting academic work (paper, research, report)
Present original creative work
Academic speech and debate
Community
Speech at a community gathering (PTA meeting, boy/girl scout convention, town hall, homeowner’s association, athletic league, school board meeting, etc.)
Community action speech (asking for something, promoting a policy, or communicating a community initiative, etc.)
Political speech (on behalf of a candidate, yourself as candidate, etc.)
Business
Presenting to staff (new initiatives, pep talks, announcements, etc.)
Presenting to colleagues or peers (idea sharing, status updates, brainstorming, etc.)
Presenting to superiors (project proposal, project plan, project summary, etc.)
Convention presentation (pitching new products, rally speech, teachable moments, etc.)
Submission checklist
_ I have completed all aspects of the template.
_ My answers demonstrate thoughtful consideration of each question.
_ I have selected sources that are credible and relevant.
_ I have selected five pieces of support that are relevant to my thesis.
_ I have selected three or more .
Below I have attached the Rubic and Grading scale. Please Provide Tu.docxtaitcandie
Below I have attached the Rubic and Grading scale. Please Provide Turnitin Document, no Plagiarism. No references older than 5 years.
This is a Group Community Health promotions paper for Hepatitis A Campaign for the Homeless populations.
My topic under the Project Plan is too
****Write about the identifications of key community partnerships for the project plan regarding Hep A Campaign for the homeless population !! ***^
.
Below attachment is the outline. And already pasted the outline here.docxtaitcandie
Below attachment is the outline. And already pasted the outline here as well.
Course: Enterprise Risk Management
Topic: Airlines
To_Do:
1.
Residency Paper Information by 10/19(Tomorrow) 10 AM EST.
2.
Residency Presentation Information by 10/19(Tomorrow) 5 PM EST.
Below are the guidelines which you need to follow.
Residency Paper Information:
Pick an industry/company to focus on for this assignment. Based upon the given information you can find on the company and any past issues/breaches the company has gone through, write up an analysis paper on how good Enterprise Risk Management could benefit the company.
1. Introduction – brief background of company and any issues the company has had in the past such as data breaches
2. A narrative on the organization that you have chosen (to include strategy, core business activities, recent financial performance and corporate view of risk management)
3. An analysis of the key political, economic, social, technical, legislative and environmental risks that the organization is currently facing
4. Explore Traditional risk management methods. Explain and define them.
5. Explore Enterprise Risk Management methods. Explain and define them.
6. What are the benefits and limitations in using ERM?
7. What are the key roles and responsibilities for ERM?
8. What are the key items the company needs to address and what are the risks associated with it?
9. Provide recommendations for the company to improve their ERM.
10. Conclusion
11. References – APA format
Page Count Range should be 20 pages not including:
Title page, Table of Contents and References page
All References are to be in APA format.
Residency Presentation Information:
Based upon the research and writing completed for the paper, prepare a presentation that will look at 4-5 Risk items the company needs to focus on.
1. Identify the Risk
2. Analyze the Risk
3. Evaluate or Rank the Risk
4. Recommendation on the Risk
Slide 1 – Title Slide w/ all group members names
Slide 2 – Brief company information
Slide 3-7 – Company Risk Items
Slide 8-9 – Summary of Recommendations for the company to improve their ERM
Slide 10 – References
Page Count Range should be 10 pages not including:
Title page, Table of Contents and References page
OUTLINE SUBMITTED
THESIS: The importance of Enterprise risk management in Southwest Airlines
Introduction
· Company background
· Mission and Vision of southwest airlines
Company strategy
· Southwest business strategy
· Core business activities
· 2018 financial performance
· Corporate view of risk management
Key factors that influence risk in southwest airlines
· Economic factors
· Political factors
· Environmental factors
· Legislative factors
· Technical factors
· Social factors
Key Items in southwest airlines
· Identifications of risks
· Risk mitigation plan
· Management of risks
Traditional risk management
· Traditional risk management methods
· Traditio.
Below are three papers to be written. There is no minimum on word c.docxtaitcandie
Below are three papers to be written. There is no minimum on word count, but they should be a nicely develop report.
1. Businesses often face difficult situations where they must choose between different unpleasant and/or undesirable alternatives. Difficult moral choices can arise in any aspect or area of business. Ethical dilemmas may appear in decisions relating to financing, purchasing, personnel hiring or firing, promotions, risk management, outsourcing, production, marketing, acquisitions, bankruptcies, etc., etc. Whenever you have competing interests and/or conflicting moral objectives, those may give rise to ethical dilemmas.
In this context, your assignment is first to identify a recent news article (published within a month of your submitting your answer) that touches on an ethical dilemma that a specific business, or an industry, either has recently faced or else must face in the near future. Based on the article that you have selected, your task then is to write a short essay describing the relevant ethical dilemma(s) at hand and discussing the various ethical dimensions of the choices that the business(es) in question either have faced or must face. As part of your answer also make sure that (1) discuss to what extent you believe different approaches to ethics and morality might yield different decisions relating to the issues at hand and (2) how you believe the issues at hand should best be handled.
Your report on this issue should be submitted as a single word or pdf file that you upload in Canvas. The article that you select should be clearly identified in a reference section at the end of your answer.
2. Dan Ariely’s research on dishonesty suggests that, regardless of how underhandedly we may sometimes act, most of us still want to think of ourselves as being well-meaning, upright, and decent. This may create a certain tension between our self-image and our more opportunistic tendencies. Still, it seems that most of us can find rationalizations for various actions that we might, upon further reflection, admit are unethical by the metrics of normative moral philosophy (deontology, consequentialism, or virtue ethics). As Ariely has also explained, this can lead us down a slippery slope. Sometimes, what starts out as mild moral sloppiness, along with just a few seemingly insignificantly dishonest actions, eventually escalates into very unfortunate situations.
In this context, your assignment is first to identify a recent business or government scandal (or disgraceful event) that was caused by unethical and/or illegal actions which most people would condemn (at least in retrospect). Next, your task is to carefully review the information that you have about the event in question. Then, in the context of Ariely’s arguments and based on the event that you selected, you need to write a short essay imagining and reconstructing how the situation in question might have started out and how it might have escalated to its eventu.
Below are the Rules of Engagement” referenced in the prompt.ü W.docxtaitcandie
Below are the “Rules of Engagement” referenced in the prompt.
ü We serve with passion.
ü We are flexible, honest and hardworking.
ü We always choose positivity and teamwork.
ü We celebrate our successes.
ü We assume responsibility and learn from our failures.
ü We communicate truthfully, openly and respectfully at all times.
ü We operate transparently and do the right thing even when no one is looking.
ü We aim high and have the courage to pioneer new ideas.
.
Below are the steps used in data mining. Please provide why each of .docxtaitcandie
Below are the steps used in data mining. Please provide why each of the steps listed below are important in data mining:
1. Business understanding
2. Data understanding
3. Data preparation
4. Modeling
5. Evaluation
6. Deployment
.
Below are the characteristics of Realism--pick one piece of literatu.docxtaitcandie
Below are the characteristics of Realism--pick one piece of literature. Then, pick three of the characteristics below and explain how the piece of literature you chose is a good example of them. This response should be (at least) 250-300 words in length.
Definitions
Broadly defined as "the faithful representation of reality" or "verisimilitude," realism is a literary technique practiced by many schools of writing. Although strictly speaking, realism is a technique, it also denotes a particular kind of subject matter, especially the representation of middle-class life. A reaction against romanticism, an interest in scientific method, the systematizing of the study of documentary history, and the influence of rational philosophy all affected the rise of realism. According to William Harmon and Hugh Holman, "Where romanticists transcend the immediate to find the ideal, and naturalists plumb the actual or superficial to find the scientific laws that control its actions, realists center their attention to a remarkable degree on the immediate, the here and now, the specific action, and the verifiable consequence" (
A Handbook to Literature
428).
Many critics have suggested that there is no clear distinction between realism and its related late nineteenth-century movement,
naturalism
. As Donald Pizer notes in his introduction to
The Cambridge Companion to American Realism and Naturalism: Howells to London
, the term "realism" is difficult to define, in part because it is used differently in European contexts than in American literature. Pizer suggests that "whatever was being produced in fiction during the 1870s and 1880s that was new, interesting, and roughly similar in a number of ways can be designated as
realism
, and that an equally new, interesting, and roughly similar body of writing produced at the turn of the century can be designated as
naturalism
" (5). Put rather too simplistically, one rough distinction made by critics is that realism espousing a deterministic philosophy and focusing on the lower classes is considered
naturalism.
In American literature, the term "realism" encompasses the period of time from the Civil War to the turn of the century during which William Dean Howells, Rebecca Harding Davis, Henry James, Mark Twain, and others wrote fiction devoted to accurate representation and an exploration of American lives in various contexts. As the United States grew rapidly after the Civil War, the increasing rates of democracy and literacy, the rapid growth in industrialism and urbanization, an expanding population base due to immigration, and a relative rise in middle-class affluence provided a fertile literary environment for readers interested in understanding these rapid shifts in culture. In drawing attention to this connection, Amy Kaplan has called realism a "strategy for imagining and managing the threats of social change" (
Social Construction of American Realism
ix).
.
Below are the different level of analysis of data mining. Provid.docxtaitcandie
Below are the different level of analysis of data mining. Provide a brief description of each:
1) Artificial Neural Networks
2) Genetic algorithms
3) Nearest neighbor method
4) Rule induction
5) Data visualization
References: At least one peer-reviewed, scholarly journal references.
.
Below are questions based on the links provided. These are the only .docxtaitcandie
Below are questions based on the links provided. These are the only sources for the answer.
For John Dewey, what should we pay attention to if we want to understand the aesthetic value of a work of art, and how is that aesthetic value conveyed?
For Dewey, what is the connection between “art” to everyday life?
For Dewey, what is the value of “high art” or “fine art” compared with popular art?
For Dewey, how is art related to the imagination?
For Dewey, what makes something an act of “artistic expression?”
For Dewey, what factors should be considered in trying to understand an art object?
What does Achebe mean when he claims Africa is often thought of as a “foil” for Europe?
For Achebe, how is the “humanity” of Africans portrayed in Heart of Darkness?
For Achebe, why is Conrad’s Heart of Darkness disqualified as “art?”
https://plato.stanford.edu/entries/dewey-aesthetics/
https://en.wikipedia.org/wiki/Art_as_Experience
.
Below are discussion questions that my fellow classmates wrote..docxtaitcandie
Below are discussion questions that my fellow classmates wrote.
Could you please respond to my classmates. There are a total of 4 discussion questions bellow and I need it to be no less than 150 words.
Thanks.
Student
1.
Ethical Organizational Communication
Rachel Danner
12/3/2013 4:33:25 PM
The three governing principles of ethical communication are honesty, equity and avoiding harm (Kreps, 2011). All three are very important in ensuring that communication through advertising and marketing. Honesty means that there is truth in the information given out during interorganizational communication. This means there is no intentional deception in the information that is being given to the customers, regulators or competitors. It is very important for companies to be honest in their advertising so that customers get what they are expecting. Advertisements draw in customers, but if they get there and find there experience is different than what was advertised, they are likely to lose trust in the company and may never use them again.
An organization must also be equitable to be ethical. This means that the company practices fair and impartial practices (Kreps, 2011). Companies that are equitable do not exhibit unfair trade practices or create monopolies. This is important in interorganizational communication because it ensures that companies are fair in advertising and marketing. This means that in an ideal world there would be no unfair advertising that blames or puts down another company. Personally if I see a company that advertises unfairly like this I avoid using their products and their company as much as possible. If a company use fair advertising I use their products and promote them by word of mouth and through my social media connections.
The last ethical principle of communication is avoiding harm. This means that it is a businesses responsibility to ensure that they do as little harm to the environment and the public as possible (Kreps, 2011). This is important, especially in today’s world because of the threats of global warming and climate change. A company has a responsibility to promote environmentally friendly products and reduce the spread of harmful chemicals that may be used in manufacturing. This is important in ensuring the long-term health of the people and the planet.
Reference: Kreps, G.L. (2011).
Communication in organizations
. San Diego, CA: Bridgepoint Education, Inc.
Student 2
Week 5 Discussion 2
Matthew Morganfield
12/3/2013 8:46:29 PM
The three principles of ethical organizational deal with honesty, equity, and avoiding harm (Kreps, 2011). When you look at these three principles their nothing that wasn't taught to you as a young kid within your culture. Honesty requires you to be truthful and be morally sound. Equity asks for you to be fair and impartial in your decision making. Lastly, avoiding harm ask you to validate the processes you are responsible for are not harming or hurting others. How can th.
Bellevue Hospital Marketing and Communication PlanVe.docxtaitcandie
Bellevue Hospital Marketing and Communication Plan
Veronica Horne
IHP 510
Southern New Hampshire University
May 3, 2020
Introduction
NYC Health + Hospitals/ Bellevue is one of the leading health facilities that offer competitive care in the New York City area and offers a wide array of mental and health programs for the city residents. Services offered cater to patients of all ages, to those not insured, or insured through state Medicaid plans or employer funded health care plans. Bellevue Hospital promotes through services through a variety of ways. These are through social media sites such as Facebook, Instagram, and Twitter, and of course through their own personal website.
Mission/Vision Statements
Bellevue Hospital’s mission is to offer highest levels of care to the entire population of New York While embracing compassion, cultural sensitivity, and dignity (NYC Health+Hospitals, 2018). This mission is extended to each and every patient, regardless of their ability to pay. So lack of medical insurance or money will not restrict a patient from being seen and properly treated. In addition to this, Bellevue Hospital mission includes to promote and protect, and be an advocate for the health, welfare, and safety of the people of the City of New York.
The vision statement for Bellevue Hospital “is to be a fully integrated health system that enables New Yorkers to live their healthiest lives” (NYC Health+Hospitals, 2018). In conjunction with these statements, Bellevue Hospital has incorporated into their strategic goals the ICARE standards for all of their staff. It breakdowns as follows: Integrity, to keep each and everyone safe. Compassion, to keep the well-being of patients first and foremost. Respect, to work together and respect one another. Excellence, tp pursue excellence and to keep learning.
.
Being able to use research and apply findings to programming is the .docxtaitcandie
Being able to use research and apply findings to programming is the basis for success. Knowing how to provide information to the media and then evaluating the results is a key driver. In this Assignment, you will have an opportunity to observe and evaluate public relations at work in real events and situations. It may be challenging to identify the role of public relations in a situation. You will find it helpful to look at the source for the information - for example, company reports, independent research, or a third party. Look also at how the information was delivered - for example, whether by a spokesperson, company website, or press conference.
To prepare:
Choose a news story from your Weekly News Review. The story you select should involve a topic or situation in which public relations had a role such as community or consumer issues or products, finance or investment, sports or entertainment, government affairs, nonprofits, or corporate change, such as restructuring, new management, or new product development. The situation in the story should also meet the following criteria:
It involves more than one of the organization's target audiences.
It appears in more than one type of media outlet.
It is significant or complex enough to require involvement from top management (as spokesperson, as authority, etc.).
In a Word document, complete the following steps:
Write three media relations
output
objectives that you believe would have been or should have been used by the public relations practitioner involved in the story. At least one objective should be written to include a social networking media outlet, such as Facebook, LinkedIn, or Twitter.
Write three media relations
outcome
objectives that you believe would have been or should have been used by the public relations practitioner involved in the story. At least one objective should be written to include adapting to a new social networking media outlet.
Write a simple 10-question survey or a 1-hour focus group guide that would help the organization to plan its next steps.
Weekly News Review
CNN
BBC
ABC
CBS
NBC
Fox News
MSNBC
NPR
.
Being competitive is very different than achieving sustainable com.docxtaitcandie
Being competitive is very different than achieving sustainable competitive advantage. Achieving competitive advantage needs to be a core part of strategy and instilled within the management philosophy so that the organization will continually be innovative and entrepreneurial and this strategy is the foundation of the organizational culture. Competitive advantage requires organizations to do the following:
· Adapt to external environmental changes
· Be customer driven and focused
· Have flexible strategies and processes that can meet the needs and diverse requirements of customers, suppliers, distributors, regulators, and stakeholders
· Be able to quickly respond to the fast pace of change in the environment by recognizing and taking advantage of opportunities that emerge
· Proactively meet and exceed the needs of customers in light of existing competition
· Actively engage in R & D to continuously prioritize the development of new products, services, processes, markets, and technologies
Organizations that are more adaptable, focused, flexible, responsive, proactive, and engaged in R & D are in a more favorable position not only to adapt to the complex, dynamic external environment but to generate change within that environment and sustain competiveness. Innovation and entrepreneurship are the key sources of sustainable competitive advantage as evident from leading entrepreneurs such as Richard Branson (Virgin Group), Bill Gates (Microsoft), Pierre Omidyar (eBay), and Mark Zuckerberg (Facebook). Continuous innovation, entrepreneurial activity, and an ability to bring about positive changes are the key success factors (KSFs) that define corporate performance in the dynamic, complex, knowledge economy of the 21st century.
The Role of Innovation, Entrepreneurship, and Strategy in Achieving Sustainable Competitive Advantage
Innovative and entrepreneurial organizations develop a strategy that can effectively lead to the commercialization of the new and novel products or services in the marketplace with a sustainable competitive advantage. Strategic management and entrepreneurship are dynamic processes that are intended to enhance organizational performance (Kuratko & Audretsch, 2009). Strategic management focuses on how competitive positioning can create advantages for organizations that, in turn, enhance performance (Porter, 1980, 1996) and achieve sustained competitive advantage. Strategic planning requires top management to focus beyond the current external environment and envisage the organization's market position in the short, medium, and long term. It necessitates the ability to evaluate the resources and core competencies in terms of how they can be utilized to create new sources of value.
Innovation and entrepreneurship are the key to successfully developing competitive advantages. The challenge is to develop innovation and entrepreneurship as a core competence of the organization. In a global competitive economy, the most successf.
Being enrolled in the MS in Child and Adolescent Developmental Psych.docxtaitcandie
Being enrolled in the MS in Child and Adolescent Developmental Psychology program has truly added to my personal and professional growth. First of all, the program has allowed me to virtually meet many colleagues within the educational/psychology field. I have learned a lot from reading my colleagues discussions and opinions. The program has allowed me to organize my time better and become more responsible. For example, many personal plans were cancelled due to studying (which I have learned to appreciate).
As an elementary teacher, I normally used to refer Special Educational Needs students to the school’s SEN department. There is only so much you can do as a teacher! However, this program has helped me understand learning disabilities, developmental pathways, psychological disorders and much more. I’ve found the course material to be very useful when it comes to interventions and helping children. Now, I can hopefully utilize my new knowledge in the classroom. Most importantly, this program has taught me to become more sensitive towards the unique needs of children/adults.
Being an advocate of social change is important. “In many societies around the world, teachers are looked upon as the individuals who can help to bring about positive changes in the lives of people.” (Bourn, 2016, p. 63). Learning, global education and education development are closely related to personal and social change elements (Bourn, 2016). Studies suggest that teachers need to look beyond raising awareness of specific issues; they needs to encourage students to have their own voice, take action and promote their own unique skills to make a difference (Bourn, 2016). The MS program has taught me to create my own mission of social change to inspire children (students) to act in positive manners. I will try my best to be a social change agent within my classroom by fighting harmful stereotypes, applying theory/ evidence based information to practice, creating an anti-bias environment and educating ‘the whole child’, focusing on their social-emotional development in addition to their learning experiences. To contribute to social change, I must be knowledgeable about specific problems and the reasons contributing to those problems. To contribute to social change, I will try to allow students to practice how to think, instead of what to think.
Finally, one person who has truly offered their support during the entire program is my husband, Karim. Karim has offered much emotional support and encouragement during these 2 years, he also offered help and advice. These 2 years have passed by very quickly! He was truly patient and understanding while listening to many of my psychological analyses (many of them could be wrong I presume :D) . I dedicate my degree to him and ofcourse to all my colleagues and professors in the program who were supportive.
Reference
Bourn, D. (2016). Teachers as agents of social change.
International Journal of Development Education.
Being of a particular ethnicity or gender had a great impact on you.docxtaitcandie
"Being of a particular ethnicity or gender had a great impact on your ability to make a living as a musician during the Swing Era (and beyond). What do you think it says about the character of these musicians who faced constant discrimination and earned very little playing jazz on the road? Why did they persist and what life lessons could we take away from their example and dedication to jazz music? Do you think the value of the music increases because of this?"
.
Being culturally sensitive by respecting your clients spiritual.docxtaitcandie
Being culturally sensitive by respecting your clients' spirituality and religious traditions, in general, is an important professional competence (Furness & Gilligan, 2010). Applying your spiritual awareness to a specific client case, however, may require even greater skill. In this assignment, you consider how you might address a client's crisis that includes a spiritual or religious component.
To prepare for this Assignment, review this week's media about Eboni Logan's visit with her school social worker.
By Day 7
Submit
a 2- to 4-page paper that answers the following questions:
As Eboni's social worker, would you include spirituality and religion in your initial assessment? Why or why not?
What strategies can you use to ensure that your personal values will not influence your practice with Eboni?
How would you address the crisis that Eboni is experiencing?
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
Zastrow, C. H., & Kirst-Ashman, K. K. (2016).
Understanding human behavior and the social environment
(10th ed.). Boston, MA: Cengage Learning.
Chapter 3, Section "Relate Human Diversity to Psychological Theories” (pp. 130-132)
Chapter 7, Sections "Review Fowler’s Theory of Faith Development," "Critical Thinking: Evaluation of Fowler's Theory," and "Social Work Practice and Empowerment Through Spiritual Development" (pp. 350-354)
Chapter 15, Section "Spotlight on Diversity 15.2: Spirituality and Religion" (pp. 694-696)
Plummer, S.-B., Makris, S., Brocksen S. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
"The Logan Family" (pp. 9-10)
The Case on Eboni:
E
boni Logan is a 16-year-old biracial African American/Caucasian female in 11th grade. She is an honors student, has been taking Advanced Placement courses, and runs track. Eboni plans to go to college and major in nursing. She is also active in choir and is a member of the National Honor Society and the student council. For the last 6 months, Eboni has been working 10 hours a week at a fast food restaurant. She recently passed her driver’s test and has received her license.
Eboni states that she believes in God, but she and her mother do not belong to any organized religion. Her father attends a Catholic church regularly and takes Eboni with him on the weekends that she visits him.
Eboni does not smoke and denies any regular alcohol or drug usage. She does admit to occasionally drinking when she is at parties with her friends, but denies ever being drunk. There is no criminal history. She has had no major health problems.
Eboni has been dating Darian for the past 4 months. He is a 17-year-old African American male. According to Eboni, Darian is also on the track team and does well in school. He is a B student and would like to go to college, possibly for something computer related. Darian works at a .
Being an Effective Agile Project LeaderYou have been asked b.docxtaitcandie
Being an Effective Agile Project Leader
You have been asked by your manager to document your experiences as an Agile project manager so these can be shared with others.
Write a 6–8 page paper in which you:
Explain how to handle the documentation needs using the Agile concepts.
Determine the necessary success factors one would need to become an Agile leader in this project, which contains a complex scope and extended timeline.
Recommend the approach to manage offshore resources in this project. Determine the associated challenges and mitigation strategies to ensure the success of the project.
Suggest strategies for measuring the performance and quality of the products and services of this organization. Provide the approach to accelerate the delivery process.
Use at least three quality resources in this assignment.
Note:
Wikipedia and similar Websites do not qualify as quality resources.
.
Behaviorism versus The Cognitive RevolutionResourcesDiscussion.docxtaitcandie
Behaviorism versus The Cognitive Revolution
Resources
Discussion and Participation Scoring Guide
.
In his article "The Origins of Cognitive Thought," B. F. Skinner makes the following derisive comment about the rise of cognitive psychology and cognitive science beginning in the 1950s:
The battle cry of the cognitive revolution is 'Mind is back!' A 'great new science of mind' is born. Behaviorism nearly destroyed our concern for it, but behaviorism has been overthrown, and we can take up again where philosophers and early psychologists left off (p. 17).
Have advances in cognitive psychology and cognitive science truly overthrown behaviorism? What applications are there today for behaviorism? What evidence do you have to support your position?
Please answer the discussion question by completing the following:
Refer to and integrate ideas presented in the text and any supplemental readings.
Cite outside resources if necessary to make your point.
Follow APA style guidelines for citations and references.
You will be evaluated on how well you can demonstrate that you understand the ideas presented throughout the unit, including assigned readings, discussions, and independent investigations. You will also be evaluated on the quality of your work: its academic rigor, how well it shows your ability to think critically, and how completely it covers the questions asked.
.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Bellevue College Chemistry 162 1 Empirical Gas La.docx
1. Bellevue College | Chemistry 162
1
Empirical Gas Laws (Parts 1 and 2)
Pressure-volume and pressure-temperature relationships in
gases
Some of the earliest experiments in chemistry and physics
involved the study of gases. The invention
of the barometer and improved thermometers in the 17th century
permitted the measurement of
macroscopic properties such as temperature, pressure, and
volume. Scientific laws were developed to
describe the relationships between these properties. These laws
allowed the prediction of how gases
behave under certain conditions, but an explanation or model of
how gases operate on a microscopic
level was yet to be discovered.
After Dalton’s atomic theory was proposed in the early 1800’s
(that matter was composed of atoms) a
framework for visualizing the motion of these particles
followed. The kinetic molecular theory,
developed by Maxwell and Boltzmann in the mid 19th century,
describes gas molecules in constant
random motion. Molecules collide resulting in changes in their
velocities. These collisions exert
pressure against the container walls. The frequency of
collisions and the speed distribution of these
molecules depend on the temperature and volume of the
2. container. Hence, the pressure of a gas is
affected by changes in temperature and volume.
You may already think that the relationships between pressure,
volume, temperature, and number of
gas molecules are intuitive, based on your ability to visualize
molecular motion and a basic
understanding of the kinetic theory. The simple experiments
that follow will allow you the
opportunity to confirm these relationships empirically, in a
qualitative and quantitative manner. In
essence, you will play the role of a 17th century scientist (with
some 21st century tools!) and discover
the laws for yourself—laws and constants that are still in use
today.
In this experiment, you will:
its pressure (Part 1).
and its pressure (Part 2).
Figure 1.
The Kinetic Theory considers
3. gas molecules as particles that
collide in random motion.
Bellevue College | Chemistry 162
2
Note: If you are doing Part 3 to determine the value of
the Universal Gas Constant, R in the same period as Parts 1
and 2, you should get Part 3 started first.
Part 1: Pressure-Volume Relationship of Gases
In Part 1 you will use a gas pressure sensor and a gas syringe to
measure the pressure of an air sample
at several different volumes to determine the relationship
between the pressure and volume of air at
constant temperature.
Figure 2
Procedure
1. a. Plug the gas pressure sensor into channel 1 of the
computer interface.
b. With the 20 mL syringe disconnected from the gas pressure
sensor, move the piston of the
syringe until the front edge of the inside black ring (indicated
by the arrow in Figure 2) is
4. positioned at the 10.0 mL mark.
c. Attach the 20 mL syringe to the valve of the gas pressure
sensor.
2. Start LoggerPro. Open the file “06 Boyle’s Law” from the
Chemistry with Computers folder.
3. Click . This will allow you to collect data points in the table
as you go.
4. Collect the pressure vs. volume data. It is best for one
person to take care of the gas syringe and
for another to operate the computer.
a. Move the piston to position the front edge of the inside black
ring (see Figure 2) at the 5.0 mL
line on the syringe. Hold the piston firmly in this position until
the pressure value stabilizes.
b. When the pressure reading has stabilized, click . (The person
holding the syringe can
relax after is clicked.) Type in the volume injected. Press the
ENTER key to keep this
data pair. Note: You can choose to redo a point by pressing the
ESC key (after clicking
but before entering a value).
c. Move the piston to the 7.0 mL line. When the pressure
reading has stabilized, click and
type in the volume.
d. Continue this procedure for six more syringe volumes of your
choice, above and below 5 mL.
e. Click when you have finished collecting data.
5. 5. Record the pressure and volume data in the data table
provided on the report sheets (in case the
computer crashes!). Don’t forget units and significant figures.
Print the graph.
Bellevue College | Chemistry 162
3
6. Are there any data points that you’ve collected that seem
strange? Explain why these points “do
not fit” and what you should do with them.
7. Examine the graph of pressure vs. volume.
Based on the graph, we think there is a _________________
(direct or inverse) relationship
between the pressure and volume of a gas.
To verify if your prediction is correct:
If the relationship between P and V is a direct relationship, the
plot of P vs. V should be linear and
pass through (or near) your data points.
If the relationship between P and V is an inverse relationship,
the plot of P vs. 1/V should be linear
and pass through (or near) your data points. To check this using
6. Logger Pro:
a. Remove the Curve Fit box from the graph by clicking on its
upper-left corner.
b. Choose New Calculated Column from the Data menu.
c. Enter “1/Volume” as the Name, “1/V” as the Short Name, and
“1/mL” as the Unit. Enter the
correct formula for the column (1/volume) into the Equation
edit box. To do this, type in “1”
and “/”. Then select “Volume” from the Variables list. In the
Equation edit box, you should
now see displayed: 1/“Volume”. Click .
d. Click on the horizontal-axis label, select “1/Volume” to be
displayed on the horizontal axis.
Based on the analysis above, there is a __________________
relationship between
the pressure and volume of a gas.
8. Once you have confirmed that the graph represents either a
direct or inverse relationship, print the
graph.
Part 2: Pressure-Temperature Relationship of Gases
In Part 2 you will use a gas pressure sensor and a temperature
probe to measure the pressure
of an air sample at several different temperatures to determine
the relationship between the
pressure and temperature of air.
7. Figure 3
Procedure
1. Prepare four water baths. You may share these with another
pair of students at your lab bench.
a. Put about 800 mL of hot tap water into a l L beaker and
place it on a hot plate. Turn the hot
plate to a high setting.
b. Put about 700 mL of cold tap water into a second 1 L beaker
and add ice.
Bellevue College | Chemistry 162
4
c. Put about 800 mL of room-temperature water into a third 1 L
beaker.
d. Put about 800 mL of hot tap water into a fourth 1 L beaker.
2. a. Plug the gas pressure sensor into channel 1 and the
temperature probe into channel 2 of the
computer interface.
b. Obtain a rubber-stopper assembly with a piece of heavy-wall
plastic tubing connected to one
of its two valves (see Figure 4). Attach the connector at the
free end of the plastic tubing to
the open stem of the gas pressure sensor with a clockwise turn.
Leave its two-way valve on the
8. rubber stopper open (lined up with the valve stem as shown in
Figure 4) until Step 5.
c. Insert the rubber-stopper assembly into a 125 mL
Erlenmeyer flask. Important: Twist the stopper into the
neck of the flask to ensure a tight fit.
d. Close the 2-way valve above the rubber stopper—do this
by turning the valve handle so it is perpendicular with the
valve stem itself (as shown in Figure 3). The air sample to
be studied is now confined in the flask.
MAKE SURE YOUR SET UP IS AIR TIGHT!!!
3. Start LoggerPro and open the file “07 Pressure-Temperature”
in the Chemistry with Computers
folder.
4. Click to begin data collection. This will allow you to collect
data points in the table as
you go.
5. Collect pressure vs. temperature data for your gas sample:
a. Place the flask into the ice-water bath. Make sure the entire
flask is covered (see Figure 3). Stir.
b. Place the temperature probe into the ice-water bath.
c. When the pressure and temperature readings displayed
stabilize, click . You have now
saved the first pressure-temperature data pair.
9. 6. Repeat the Step-5 procedure using the room-temperature
bath.
Think about it: Has the measured pressure changed as you
expected with increased
temperature? If the pressure had stayed about the same, what
do you think is wrong with the
setup?
_____________________________________________________
_____________________________
_____________________________________________________
_____________________________
7. Repeat the Step-5 procedure using the hot-water bath.
8. Use a ring stand and utility clamp to suspend the temperature
probe in the boiling-water bath. To
keep from burning your hand, hold the tubing of the flask using
a glove or a cloth. After the
temperature probe has been in the boiling water for a few
seconds, place the flask into the boiling-
water bath and repeat the Step-5 procedure. Remove the flask
and the temperature probe after you
have clicked . CAUTION: Do not burn yourself or the probe
wires with the hot plate.
9. Click when you have finished collecting data. Turn off the
hot plate. Record the pressure
and temperature values in your data table, or, if directed by
your instructor, print a copy of the
table.
Figure 4
10. Bellevue College | Chemistry 162
5
10. Decide if your graph of pressure vs. temperature (K)
represents a direct or inverse relationship:
Based on the graph, we think there is a __________ relationship
between the pressure and
temperature of a gas.
In Part 1, you learned how to make calculated columns and
graphed them to see if there was a
direct or inverse relationship. There is a different way to verify
your prediction:
a. Click the Curve Fit button, .
b. Choose your mathematical relationship from the list at the
lower left. If you think the
relationship is direct, use Linear. If you think the relationship is
inverse, use Power. Click
.
c. A best-fit curve will be displayed on the graph. If you made
the correct choice, the curve
should match up well with the points. If the curve does not
match up well, try a different
mathematical function and click again. When the curve has a
good fit with the data
11. points, then click .
d. Autoscale both axes from zero by double-clicking in the
center of the graph to view Graph
Options. Click the Axis Options tab, and select Autoscale from
0 for both axes.
11. Record the data on the next page and print a copy of the
graph of pressure vs. temperature (°C).
The regression line should still be displayed on the graph. Enter
your name(s) and the number of
copies you want to print.
Bellevue College | Chemistry 162
6
Report Sheets
Empirical Gas Laws (Parts 1 and 2)
Name__________________________
Lab Partner__________________ Section _______
Data for Part 1
Create a data table to use for this experiment. You will record
values on paper in case the computer
loses your data. Don’t forget units.
12. Data for Part 2
Create a data table to use for this experiment. You will record
values on paper in case the computer
loses your data. Don’t forget units.
VOLUME ( ) PRESSURE ( )
TEMPERATURE ( ) PRESSURE ( )
Bellevue College | Chemistry 162
7
Report Sheets
13. Follow-up Questions for Parts 1 and 2:
1. Prepare plots for Parts 1 and 2. You should have at least
two linear and one non-linear plot to turn
in. On linear graphs, obtain a best-fit line and equation for a
line on the graph. Number all your
graphs (Graph 1, 2, etc…) and include an appropriate title for
each one. Make sure axes labels
include units. Print a copy of the graphs for each person.
2. Using specific data points on your graphs or best-fit lines,
explain approximately what happens
to the pressure when:
a) The volume is halved
b) The temperature is halved
3) Based on the answers above,
a) Is pressure and volume directly or inversely proportional?
14. b) Is temperature and pressure directly or inversely
proportional?
c) Suppose you obtain a nicely curved plot by graphing
variables x and y. You assume this means x
and y are inversely proportional. Describe another way to plot
x and y to confirm they are inversely
proportional (be specific).
Bellevue College | Chemistry 162
8
Report Sheets
4) a) Write a verbal statement that correctly expresses the
relationship between pressure and volume.
Explain this relationship using the concept of molecular
collisions.
15. b) Do the same for pressure and temperature. Use
grammatically correct sentences.
5) a) Using your Pressure-Temperature graph (from Part 2),
determine the pressure of air at 32°C by
using the equation of the line you obtained. Show your work
below.
____________ kPa
b) Determine the pressure of air at 200°C by using the equation
of the line you obtained. Show your
work below.
____________ kPa
16. c) Determine the value for Absolute Zero in degrees Celsius
(Hint: What is the value of pressure at
Absolute Zero?).
d) Calculate a % error by comparing your value (in the
previous part) to the theoretical value of
-273.15 °C.
% error = | (experimental – theoretical) | x 100
theoretical
Bellevue College | Chemistry 162
9
Pre-Lab Assignment:
Gas Laws, Parts 1 and 2 Name______________________
Section______
1) List three variables of gases that will be studied in Parts 1
and 2 of this experiment.
17. 2) a - When the temperature of a gas in a container increases, do
you expect the pressure to increase or
decrease (assuming the volume of the container and number of
gas molecules is constant)? Provide a
brief molecular explanation.
b - When the volume of a gas increases, do you expect the
pressure to increase or decrease (assuming
the temperature and number of gas molecules is constant)?
Provide a brief molecular explanation.
3) Label whether the variables most likely exhibit an “inversely
proportional” relationship (one
variable goes up while the other goes down) or “directly
proportional” relationship (both variables
increase or decrease at the same time).
4) Suppose you wish to study the effect of temperature on the
volume of a gas by heating a gas in a
cylinder and measuring the resulting changes in volume. What
assumptions need to be made in order
to study temperature and volume relationships?
5) For the pressure-temperature experiment (part 2), why is it
18. important to use temperatures that are as
spread out as possible?
Bellevue College | Chemistry 162
1
Empirical Gas Laws (Part 3): The Ideal Gas Law
Determination of the Universal Gas Constant, R
In this experiment, you will generate and collect a sample of
hydrogen gas over water by the
reaction of magnesium with hydrochloric acid.
Using the Ideal Gas Law (PV=nRT) you will find values for the
pressure (P), volume (V),
number of moles of the gas (n), and the temperature (T) in order
to determine the gas constant
(R). Because there will be water vapor present in your sample,
you will make a correction to the
measured pressure and then compare your result for R to the
literature value.
In this experiment, you will:
of Empirical Gas Laws)
Safety Precautions
19. Wear your goggles at all times. Hydrochloric acid is corrosive.
Avoid spills and contact with your skin and clothing. If HCl
comes in contact with your skin, inform your teacher and flush
the acid with large quantities of water.
Note: If you are doing Part 3 to determine the value of the
Universal
Gas Constant, R in the same period as Parts 1 and 2, you should
get Part 3
started first.
EXPERIMENTAL PROCEDURE (WORK IN PAIRS)
1. Put on goggles. Keep them on during the entire experiment.
2. Obtain a piece of magnesium ribbon that weighs no more
than 0.08 grams. Record the mass
obtained (use significant figures!). Record this value in your
data table (see report sheets).
Loosely roll it into a ball or coil it.
Encase the magnesium in a piece of copper mesh. Why do you
think this might be helpful?
3. Fill the 800-mL beaker with approximately 200-mL of tap
water.
4. Fill the 100-mL graduated cylinder with tap water. Using
parafilm, a one-
hole stopper, or the palm of your hand, cover the top and invert
the cylinder
into the beaker of water. You will end up with an inverted
cylinder full of
water. Remove the parafilm or stopper if you used one. Rest
20. the cylinder
on the bottom of the beaker. Try not to introduce any air
bubbles in your
inverted cylinder (see Figure 1).
5. Place the magnesium (in its copper cage) into the graduated
cylinder. Make
sure the magnesium is captured in the cylinder.
Figure 1: Gas collection in an
inverted cylinder full of water.
A ball of magnesium ribbon is
enclosed in a copper cage and
placed inside the cylinder.
Bellevue College | Chemistry 162
2
6. Add about 25-mL of 6M HCl into the beaker. Use a thistle
tube to deliver the HCl to the
bottom of the beaker. This will facilitate the reaction with
magnesium.
7. The acid should begin to react with your magnesium
immediately. Record your observations
(how can you tell there is a reaction?) As it reacts, the
magnesium might move up the
graduated cylinder. If this happens, GENTLY tip your cylinder
21. back and forth to bring the
magnesium back down.
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
* * * * * * * * * *
This reaction may take a while, so if you are doing Parts 1 and 2
of Empirical Gas Laws, then
start it and come back.
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
* * * * * * * * * * *
8. When the reaction is complete (the magnesium is no longer
visible) tap the side of the
cylinder to release any trapped bubbles. Allow the cylinder to
sit for two minutes. In the
meantime, record the atmospheric pressure for today (ask your
instructor).
Atmospheric pressure today: ________________ mbar (use the
BC Weather Station
website).
If 1 bar = 750 mmHg (not 760), the atmospheric pressure today
is ____________ mm Hg.
Enter these values into the data table.
9. After allowing the beaker to rest, record the temperature in
the beaker in your data table.
10. Lift the graduated cylinder until the levels of water inside
and outside of the cylinder are the
22. same. This sets the pressure inside the cylinder to atmospheric
pressure. Record the volume
of gases in the cylinder in your data table. (How many
significant figures should be
recorded?)
Make sure you have recorded all necessary variables to
calculate R (see Calculations section).
Put the hydrochloric acid from your experiment into a
designated waste container. Clean the
lab area.
Bellevue College | Chemistry 162
3
Report Sheets
Empirical Gas Laws (Part 3)
Name________________________
Lab Partner__________________ Section _______
Data/Calculations for Part 3
Create a data table to use for this experiment. Measurements are
in bold. The rest of the entries are due
to calculations (you will do several conversions). Don’t forget
units and significant figures.
23. *Use the Bellevue College weather station.
http://scidiv.bellevuecollege.edu
Results for Part 3
Calculated value for R
(L.atm/mol.K)
% error
Mass of magnesium (g)
n= Moles of magnesium (mol)
Volume of H2 collected (mL)
V= Volume of H2 collected (L)
Temperature (°C)
T= Temperature (K)
Atmospheric pressure (mbar or mb)*
Vapor pressure of water – see Table 1
(mmHg)
24. P= Pressure of H2 collected (atm)
Bellevue College | Chemistry 162
4
Report Sheets
Follow-up Questions for Part 3:
1. Write a balanced equation for the reaction between
magnesium and hydrochloric acid. Include
physical states.
2. Which was the limiting reactant, magnesium or hydrochloric
acid? Explain how you know from
visual inspection of the materials after the reaction is complete.
3. Why might the magnesium travel up the graduated cylinder
as it reacts? (You may or may not have
observed this yourself.)
25. 4. Determine the values of nH2 (moles of H2 produced) based
on the moles of magnesium that reacted.
Enter the value into the data table.
5. Convert the volume of gas to liters and the temperature to
Kelvin. Enter the values into the data
table.
Bellevue College | Chemistry 162
5
Report Sheets
6. Determine the value of PH2 (pressure of hydrogen gas
collected). Remember, the total pressure
inside the cylinder is the result of both hydrogen and water
vapor, and equals the atmospheric
pressure. Use Table 1 to find the pressure due to the water
vapor alone, then determine PH2.
26. Table 1. Vapor Pressure of Water from 10-30 °C1
a) The pressure of the atmosphere
(mm Hg):
b) The vapor pressure of water at the
measured temperature (mm Hg):
c) Use parts a and b above to find the pressure of hydrogen gas
collected (mm Hg):
7. In thinking about significant figures, which measurement
will limit the precision of your R value
the most? Explain how many sig figs you will display for R
based on this measurement.
8. Using the values obtained above, report a value for the gas
constant, R. Remember to consider all
measurements to determine the number of significant figures to
report.
27. 1 Haar, L., Gallagher, J.S., and Kell, G.S., NBS/NRC Steam Ta
bles, Hemisphere Publishing Corp., New York,
1984.
t/ °C P/mmHg t/ °C P/mm Hg
12 10.521 21 18.659
13 11.235 22 19.837
14 11.992 23 21.080
15 12.793 24 22.389
16 13.640 25 23.769
17 14.536 26 25.224
18 15.484 27 26.755
19 16.485 28 28.366
20 17.542 29 30.061
Bellevue College | Chemistry 162
6
Report Sheets
9. Compare your value of R to the literature value (0.08206
Latm/molK). Calculate a percent error.
28. 10. How would the experimental (your!) value of R be affected
by the following conditions? State
whether R would be artificially (incorrectly) high, artificially
low, or neither and give a brief
explanation.
Example: There was a very small air bubble (about 0.1 mL)
inside the inverted graduated cylinder
before you started the reaction.
Answer: R = (P * V)/(n * T). Due to the bubble, V is larger
than what it should be due to the
formation of H2. Therefore, R appears to be artificially high.
a) There was a large amount of air (5 mL) inside the inverted
graduated cylinder before you started
the reaction.
b) A chunk of magnesium remained unreacted under the
graduated cylinder.
c) The real temperature of the gas was higher than the
measured temperature of the water over which
the gas was collected.
29. d) The real air pressure inside the lab is lower than the
measured atmospheric pressure you used in
your calculation.
Bellevue College | Chemistry 162
7
Pre-Lab Assignment:
Empirical Gas Laws (Part 3) Name______________________
Section______
1) In part 1, you will use a graduated cylinder that can hold up
to 100-mL of a gas. Hydrogen gas will
be generated by the reaction of magnesium in hydrochloric acid:
Assuming HCl is in excess, does that put a constraint on the
mass of magnesium that you will use in
the experiment? Explain your answer without doing any
calculations.
30. b) Calculate the maximum amount of magnesium (grams) that
you should use in your experiment,
given that you will use a 100-mL graduated cylinder to collect
the hydrogen gas. (Hint: Use the ideal
gas law. What is the value of R? What are reasonable values
for P and T?)
c) Why should you wait a few minutes after the reaction to
record the temperature of the gas?
31. Chem 162 Lab 4: Empirical Gas Laws (Part 3): The ideal
gas Law Sample Data
Group 1
Group 2
Group 3
1. Mass of Magnesium (g)
0.079 g
0.073 g
0.077 g
2. n= Moles of Magnesium (mol)
3. Volume of H2 collected (ml)
86.2 ml
78.2 ml
80.2 ml
4. V= Volume of H2 collected (L)
5. Temperature (⁰C)
20.0 ⁰C
19.2 ⁰C
20.9 ⁰C
6. T= Temperature (K)
7. Atmospheric pressure (mbar or mb)*
32. 8. Vapor Pressure of water (Table 1- Page 5)
9. P= Pressure of H2 collected (atm)
(#7 *** Use the Bellevue College weather station:
http://scidiv.bellevuecollege.edu)
% error = (Experimental-Theoretical)/Theoretical)
Mbar* (1bar/1000mbar) * (1.1013 atm/1 bar) = ___________
atm
Chem 162 Lab 3: Gas Laws Part I &
II- Sample Data for the class
1) Sample Data Group 1:
Part I
Part II
Volume (ml)
Pressure (kPa)
Temperature (°C)
Pressure (kPa)
103.0
60
70.8
113.5
88.0
70
66.3
112.6
73.0