The document describes an experiment that investigated how surface area affects evaporation rate. Three containers with different surface areas (150 cm^2, 384 cm^2, 864 cm^2) were filled with 50 mL of water and the volume remaining was measured every 2 minutes for 10 minutes. The results showed that as surface area increased, the evaporation rate also increased - containers with larger surface areas had lower volumes remaining after each time interval. This supports the hypothesis that increasing surface area increases evaporation rate by providing more surface for water molecules to transition from liquid to gas.
,friction pipe ,friction loss along a pipe ,pipe ,along a ,loss along ,loss along a ,friction loss ,friction loss along a ,loss along a pipe ,along a pipe ,friction loss alon ,friction loss along a p ,loss along a pip
Armfield Gas Absorption Column ExperimentHadeer Khalid
The absorption of CO2 from air to water was studied in Gas absorption column built by Armfield company. Lab report and experiment was part of Separation Lab.
,friction pipe ,friction loss along a pipe ,pipe ,along a ,loss along ,loss along a ,friction loss ,friction loss along a ,loss along a pipe ,along a pipe ,friction loss alon ,friction loss along a p ,loss along a pip
Armfield Gas Absorption Column ExperimentHadeer Khalid
The absorption of CO2 from air to water was studied in Gas absorption column built by Armfield company. Lab report and experiment was part of Separation Lab.
The Effect of Surface Temperature and Salinity of Ocean Water on Carbon Dioxi...Vignesh Rajmohan
The varying temperatures and salinities of ocean water from around the world might play a role in the amount of CO2 that can be absorbed by that part of the ocean. If patterns could be found to those amounts and the carbon dioxide dissolution limit, then one could create a diagram of the world’s oceans and display where the most carbon dioxide could be absorbed, which also leads to where the most damage will be caused because of the maximum amount of ocean acidification. To test this question, solutions with various salinities (28, 34 and 38 ppt) were prepared. Dry ice was added to the solutions to find the maximum CO2 dissolution by identifying or measuring the pH using the pH indicator. Then the acidic solution was neutralized using baking soda and weighed to quantify the amount of baking soda dissolved. Then those steps are repeated at these temperatures (40, 57, 70 and 80 F) for each salinity to understand the dependency of temperature. Then using the data, plots are made to locate the maximum acidification by carbon dioxide in the oceans of the world. In general, the results stated that as salinity rises, the amount of carbon dioxide that can be absorbed by the ocean rises. As the temperature reaches a medium temperature at around 60 degrees Fahrenheit, the ocean water reaches its highest absorption potential. As temperatures get farther away from about 60 degrees Fahrenheit, the carbon dioxide absorption potential decreases.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. Koz 2
BACKGROUND INFORMATION
Matter is anything that has mass and volume. The three common forms of matter on Earth,
called the states of matter, are solid, liquid, and gas. A solid has a definite shape and volume;
a liquid has a definite volume but no definite shape; a gas has no definite volume or shape.
Substances commonly exist in one of the three states, but they can be in any one of the three
states depending on temperature. For example, water is commonly a liquid, but when cooled it
forms a solid called ice. When liquid water is heated, it forms a gas.
The state of matter doesn't change the kind of particles of which a substance is made. Instead,
the states of matter differ in how close their particles are as well as how tightly bonded the
particles are. For example, each particle of liquid, gas, or solid water is made of one atom of
oxygen combined with two atoms of hydrogen. Water particles in the gas state are far apart.
Liquid water particles are closer together, and some are bonded to one another. Solid water
particles, called ice, are close together and are the most tightly bonded.
When water changes from one state to another, there is a gain or loss of energy. States of
matter in order from least to most energy are solid, liquid, gas. To change to a higher energy
state, such as when water changes from ice (solid) to liquid or from a liquid to a gas, heat
must be added. The process of changing from a solid to a liquid is called melting. The process
of changing from a liquid to a gas is called vaporizing.
If vaporization happens at the surface of a liquid, the process is called evaporation. The
gaseous state of a substance at a temperature at which that substance is usually in a solid or
liquid state is called a vapor. When water evaporates, vapor is formed. Evaporation rate is the
amount of liquid that evaporates in a certain amount of time.1
When it evaporates, the liquid water in a lake, a stream, or the ocean changes to water vapor
and rises into the air. Depending on temperature and other weather conditions, the water
vapor will eventually condense into clouds and fall again to Earth as a liquid (rain), a solid
3. Koz 3
(snow, sleet, or hail), or it may condense on surfaces as dew. Several different factors can
affect the rate of evaporation, including heat, wind, relative humidity, and surface area. The
rate of evaporation increases as the heat from the Sun increases, the wind strengthens, the
relative humidity decreases, and the surface area expands.2
AIM: The intent of this investigation is to observe the effects on the surface area in the
evaporation rate.
RESEARCH QUESTION: How does surface area effects the evaporation rate?
HYPOTHESIS: If the surface area increases, then the rate of evaporation increases.
4. Koz 4
VARIABLES
Independent
Variables: Surface Area of Liquid/cm2
The surface area of the liquid did not change
during the experiment and the radius of the
container measured by the ruler and calculated
the formul of the πr2
.
Dependent
Variables:
Period of the Time /s (0, 2, 4,
6, 8, 10)
The period of the time was constant during the
experiment. The period of the time can be
changed the evaporation rate.
Room Temperature/°C (25°C)
The initial volume of the water was constant
during the experiment and measured by the
thermometer. It caused of the difference
between the evaporation rate.
Controlled
Variables:
Length between the Container
and Heater/ cm (3 cm)
The length between the container and heater
measured by the ruler. If it was changed, the
the reaction time changed.
Initial Volume of the
Water/mL (50 mL)
The initial volume of the water was same
during the experiment and measured by the
graduated cylinder. If the volume of the
graduated cylinder changed, evaporation rate
can be changed as well.
5. Koz 5
MATERIALS
Different Radius of Container (x3)
150 mL water
50 mL Graduated Cylinder (±0.5)
30 cm Ruler (±1)
Temperature
Small Funnel
Dropper
Heater
PROCEDURE
i. Draw the surface of the small containers on paper.
ii. Measure the radius of the small container and calculate the surface area of the
containers.
iii. Put 50 mL water into the small container as shown in the Figure 1.
iv. Ignite the wick and take the records of the rest volume of water by the aid of graduated
cylinder and small funnel in 2nd
, 4th
, 6th
, 8th
and 10th
minutes.
v. Repeat the process i, ii, iii and iv for the other containers.
vi. Repeat the experiment again for 5 times.
6. Koz 6
Figure 1
DATA COLLECTION & PROCESSING
Calculation 1:
Take the π=3.
Calculate the area of the small container:
The diameter of the container is 10 cm.
The radius of the container is 5 cm.
2𝜋𝑟2
= 2𝜋52
𝐴 = 150 𝑐𝑚2
Calculate the area of the middle container:
The diameter of the container is 16 cm.
The radius of the container is 8 cm.
2𝜋𝑟2
= 2𝜋82
𝐴 = 384𝑐𝑚2
Calculate the area of the big container:
The diameter of the container is 24 cm.
7. Koz 7
The radius of the container is 12 cm.
2𝜋𝑟2
= 2𝜋(12)2
𝐴 = 864𝑐𝑚2
Table 1: Evaporation Rate of the Small Container
Calculation 2:
Take the average of the volume of water in 0th
second.
50.0 + 50.0 + 50.0 + 50.0 + 50.0
5
= 50.0
Take the average of the volume of water in 120th
seconds.
45.6 + 42.9 + 43.4 + 46.3 + 45.3
5
= 44.7
Time/s Volume of the Water/ mL
±1s Trial 1 Trial 2 Trial 3 Trial 4 Trial 5
0 50.0 50.0 50.0 50.0 50.0
120 45.6 42.9 43.4 46.3 45.3
240 38.5 37.3 39.0 39.2 38.7
360 35.7 34.3 36.4 35.0 33.8
480 26.3 29.9 31.2 27.6 29.2
600 22.4 25.7 26.7 24.9 25.3
8. Koz 8
Take the average of the volume of water in 240th
seconds.
38.5 + 37.3 + 39.0 + 39.2 + 38.7
5
= 38.5
Take the average of the volume of water in 360th
seconds.
35.7 + 34.3 + 36.4 + 35.0 + 33.8
5
= 35.0
Take the average of the volume of water in 480th
seconds.
26.3 + 29.9 + 31.2 + 27.6 + 29.2
5
= 28.8
Take the average of the volume of water in 600th
seconds.
22.4 + 25.7 + 26.7 + 24.9 + 25.3
5
= 25.0
Table 2: Evaporation Rate of the Middle Container
Time/s Volume of the Water/ mL
±1s Trial 1 Trial 2 Trial 3 Trial 4 Trial 5
0 50.0 50.0 50.0 50.0 50.0
120 40.5 43.0 41.5 39.9 41.6
240 36.0 33.6 37.0 35.3 35.8
9. Koz 9
360 30.7 29.4 31.1 29.8 32.4
480 25.5 24.9 26.6 27.2 25.9
600 16.5 12.7 17.8 15.0 16.3
Calculation 3: Repeat the Calculation 2 process for the Table 2.
Table 3: Evaporation Rate of the Big Container
Time/s Volume of the Water/ mL
±1s Trial 1 Trial 2 Trial 3 Trial 4 Trial 5
0 50.0 50.0 50.0 50.0 50.0
120 36.7 38.9 40.2 37.5 38.5
240 21.5 25.7 29.7 22.3 24.6
360 14.6 16.1 16.7 15.2 15.9
480 7.4 8.9 9.3 8.3 9.6
600 2.9 5.4 4.7 3.8 5.2
Calculation 3: Repeat the Calculation 2 process for the Table 3.
Rearranged the data as shown in the Table 4.
Table 4: Average Evaporation Rate of Containers
Time/s Area of Container/ cm2
±1s 150 384 662
10. Koz 10
0 50.0 50.0 50.0
120 44.7 41.3 38.4
240 38.5 35.5 24.8
360 35.0 30.7 15.7
480 28.8 26.2 8.7
600 25.0 15.7 4.4
Graph 1: Volume and Time Graph of Small, Middle and Big Container
Error bars in horizontal axis calculated by the uncertainty of the chronometer which is ±1s.
Error bars in vertical axis calculated by the uncertainty of the graduated cylinder which is
±0.5.
Qualitative Data:
1. There is no color change during the experiment.
0
10
20
30
40
50
60
-100 0 100 200 300 400 500 600 700
VolumeofWater/mL(±0.5)
Time/s (±1)
Small Container
Middle Container
Big Container
11. Koz 11
2. While the water was heated, the bubbles observed on the surface and bottom of the
container.
CONCLUSION & EVALUATION
This experiment investigates the relationship between surface area and evaporation rate. As
hypothesis refers to if the surface area of the solution increases, time taken for the evaporation
increases.
50 mL water measured and put in the containers and every 2 minutes, rest of the volume
measured by the help of graduated cylinder. Consequently, the data is as follows:
According to Table 1, Table 2, Table 3 and Table 4 the evaporation rate is affected by the
surface area of the container. For the surface area of the 150 cm2
in 120th
seconds, rest of the
volume was measured 45.6, 42.9, 43.4, 46.3 and 45.3. The rest of the volume was measured
38.5, 37.3, 39.0, 39.2 and 38.7 in 240th
seconds. The rest of the volume was measured 35.7,
34.3, 36.4, 35.0 and 33.8 in 360th
seconds. The rest of the volume was measured 26.3, 29.9,
31.2, 27.6 and 29.2 in 480th
seconds. The rest of the volume was measured 22.4, 25.7, 26.7,
24.9 and 25.3 in 600th
seconds.
For the surface area of the 384 cm2
in 120th
seconds, rest of the volume was measured 40.5,
43.0, 41.5, 39.9 and 41.6. The rest of the volume was measured 36.0, 33.6, 37.0, 35.3 and
35.8 in 240th
seconds. The rest of the volume was measured 30.7, 29.4, 31.1, 29.8 and 32.42
in 360th
seconds. The rest of the volume was measured 25.5, 24.9, 26.6, 27.2 and 25.9 in 480th
seconds. The rest of the volume was measured 16.5, 12.7, 17.8, 15.0 and 16.3 in 600th
seconds.
For the surface area of the 864 cm2
in 120th
seconds, rest of the volume was measured 36.7,
38.9, 40.2, 37.5 and 38.5. The rest of the volume was measured 21.5, 25.7, 29.7, 22.3 and
24.6 in 240th
seconds. The rest of the volume was measured 14.6, 16.1, 16.7, 15.2 and 15.9 in
360th
seconds. The rest of the volume was measured 7.4, 8.9, 9.3, 8.3 and 9.6 in 480th
seconds.
The rest of the volume was measured 2.9, 5.4, 4.7, 3.8 and 5.2 in 600th
seconds.
The average rate of the evaporation is shown by the Table 4. For the 150 cm2
container, the
average rest of the volume is 50.0, 44.7, 38.5, 35.0, 28.8 and 25.0 in the 0th
, 2nd
, 4th
, 6th
, 8th
and 10th
minutes respectively. For the 384 cm2
container, the average rest of the volume is
50.0, 41.3, 35.5, 30.7, 26.2 and 15.7 in the 0th
, 2nd
, 4th
, 6th
, 8th
and 10th
minutes respectively.
12. Koz 12
For the 864 cm2
container, the average rest of the volume is 50.0, 38.4, 24.8, 15.7, 8.7 and 4.4
in the 0th
, 2nd
, 4th
, 6th
, 8th
and 10th
minutes respectively.
According to the observations (qualitative data), Table 1, Table 2, Table 3, Table 4 and Graph
1 the rate of evaporation is faster in the large amount of surface area. Thus, results support the
hypothesis and the experiment results are reliable.
PREFERANCES
1. http://www.education.com/science-fair/article/effect-surface-area-evaporation-rate/
2. http://www.sccoos.org/docs/Evaporation%20Investigation.pdf