Unit 4 Lab StoichiometryCHEM 1806Purpose To practice the conce.docx
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Unit 4 Lab: StoichiometryCHEM 1806 Purpose: To practice the concept of Stoichiometry Materials: Student Supplied – Distilled water, paper towels, small paper cup, mug LabPaq materials: 100 mL glass beaker, Funnel, 25 mL cylinder, Goggles, Digital Scale, Weighing boat, 2.5 g Calcium chloride, dehydrate, Filter paper, 2 g Sodium carbonate. Procedure: 1. While wearing goggles, weigh out 1.0 g CaCl2 and put it into the 100 mL beaker. Record the actual mass of CaCl2 you are using in Table 1. 2. Add 25 mL of distilled water to the beaker and stir. This is now the “Calcium chloride solution” 3. Calculate how much sodium carbonate you will need for a full reaction. Write that calculation in the Results and Discussion section. 4. Weigh out the calculated amount of Na2CO3 and put it in a small paper cup. (Record actual mass in Data Table 1) 5. Add 25 mL distilled water to the paper cup and stir to make “sodium carbonate solution.” 6. Pour the sodium carbonate solution into the beaker with the calcium chloride solution. 7. Record observations. Write out the reaction of what occurred in the results section. (The solid is calcium carbonate.) 8. Fold the filter paper in half, then in quarters. Record the mass of the filter paper. 9. Place the filter paper in the funnel and open one side. 10. Place the funnel in a mug or other cup to balance it. 11. Carefully swirl and pour the contents of the beaker into the filter paper. (Don’t let the solution overflow.) 12. Rinse the beaker with 1-3mL of distilled water and pour that water into the filter paper as well. (If there is a little solid left in the beaker, leave it. It is experimental error.) 13. When the liquid has drained, lay the filter paper and precipitate on a plate or paper towels to allow it to dry. (mine took overnight, some people take 3 days) 14. When dry, weigh the precipitate + filter paper, record it, and calculate the mass of the precipitate. 15. In the discussion, calculate the theoretical yield and percent yield. (4 pts) Data: Table 1: Data Mass of CaCl2 Mass of Na2CO3 needed Actual mass of Na2CO3 used Observation of reaction Mass of filter paper Mass of filter paper + precip Actual yield of Calcium Carbonate 1. (3 pts) Calculate how much Na2CO3 you need to completely react your mass of CaCl2. (Show that calculation here) 2. (2 pts) Write out the reaction that occurred to form calcium carbonate. Remember to identify the phases and balance the equation. 3. (2 pts) Calculate the actual yield of Calcium Carbonate. (Show your work) 4. (2 pts) Calculate the theoretical yield of Calcium Carbonate. (Show your work) 5. (2 pts) Calculate your percent yield of Calcium Carbonate. (Show your work) Insert a picture of your filter paper with yield for 2 pts extra credit. ;-) When you are finished, save the file as LASTNAME_Stoich and upload it to the Dropbox for Unit 4 Labs. Unit 4 Lab: Ionic ReactionCHEM 1806 Purpose: To observe several ionic reactions and practice net ionic equations ...
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Lab 9 Chemical Reactions IIPre-lab Questions1. What is a limi.docx
Lab 9: Chemical Reactions II
Pre-lab Questions
1. What is a limiting reagent?
2. A student used 7.15 g of CaCl2 and 9.25 g of K2CO3 to make CaCO3. The actual yield was 6.15 g of CaCO3. Calculate the limiting reagent and the percent yield.
Experiment: Synthesis of Garden Lime
Procedure
**Take photographs of your experiment set up and your results. Submit them with your laboratory report.**
1. Table 1 provides an example set of data for 1.0 g CaCl2.
2. For Trial 1, weigh into a 250 mL beaker the amount of calcium chloride (CaCl2) shown in Table 1. Record the exact mass you weigh out in the Trial 1 column of the Data section.
3. Measure 50.0 mL of distilled water into a 100 mL graduated cylinder. Pour the water into the 250 mL beaker with the calcium chloride.
4. Stir the solution with a stirring rod until all of the calcium chloride is dissolved.
5. Weigh out 2.5 g of potassium carbonate (K2CO3) in a 50 mL beaker. Record the exact mass in the Data section.
6. Measure 25.0 mL of distilled water into a 100 mL graduated cylinder. Add the water into the 50 mL beaker containing the potassium carbonate.
7. Stir the potassium carbonate in the distilled water with a stirring rod until it is all dissolved.
8. Pour the K2CO3 solution into the 250 mL beaker that has the CaCl2 solution. Rinse the beaker that contained the K2CO3 with a few mL of water and add this to the CaCl2 solution. Stir the mixture.
9. As soon as the reaction begins, record your observations in the Data section. Continue stirring until you see no more precipitate forming.
10. Set up the funnel in the Erlenmeyer flask as shown in Figure 2.
HINT: Do NOT begin filtering yet!
11. Zero the scale and weigh a piece of filter paper and a watch glass. Record the masses of both items in the Data section.
12. Prepare a filtering funnel as shown in Figure 2: fold a piece of filter paper in half twice to make quarters, and open the paper to make a small cone (three quarters are open on one side and one quarter is on the opposite side). Place the paper cone into the funnel and hold it in place with your fingers. Pour a small amount of distilled water through the paper to secure it inside the funnel.
13. Filter the mixture by pouring it into the filter paper in the funnel. Use the stirring rod and distilled water in a wash bottle to transfer the entire solid into the filter paper.
HINT: For best results, be sure to transfer all of the precipitate into the filter paper. Use a rubber policeman if it is available to help with the transfer.
14. Rinse the remaining solid in the filter paper twice with distilled water from a wash bottle to rinse off excess sodium chloride (NaCl). After all the liquid has filtered through, rinse the product with approximately 5 mL of ethanol to aid in its drying. Allow the ethanol to completely finish filtering through the paper.
15. Remove the filter paper carefully so as to not lose any product. Gently unfold the filter paper and lay it flat on the pre-weighed wat ...
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Lab 9 Chemical Reactions IIPre-lab Questions1. What is a limi.docx
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1. What is a limiting reagent?
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Experiment: Synthesis of Garden Lime
Procedure
**Take photographs of your experiment set up and your results. Submit them with your laboratory report.**
1. Table 1 provides an example set of data for 1.0 g CaCl2.
2. For Trial 1, weigh into a 250 mL beaker the amount of calcium chloride (CaCl2) shown in Table 1. Record the exact mass you weigh out in the Trial 1 column of the Data section.
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4. Stir the solution with a stirring rod until all of the calcium chloride is dissolved.
5. Weigh out 2.5 g of potassium carbonate (K2CO3) in a 50 mL beaker. Record the exact mass in the Data section.
6. Measure 25.0 mL of distilled water into a 100 mL graduated cylinder. Add the water into the 50 mL beaker containing the potassium carbonate.
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HINT: Do NOT begin filtering yet!
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Lab 9 Chemical Reactions IIPre-lab Questions1. Michelangelo u.docx
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Pre-lab Questions
1. Michelangelo used fresco painting when he painted the Sistine Chapel. Fresco painting involves most of the types of chemical reactions you just studied. Listed below are some of the reactions used in creating a Fresco painting. Identify the type of chemical reaction used for each step and balance the chemical equation if needed.
Initially, some sort of heat must be generated. Propane is an example of a common fuel source used for heating.
C3H8 + O2 → CO2 + H2O
This is a ____________________________________________ reaction.
Next, quicklime (calcium oxide) is made by roasting calcium carbonate (limestone).
CaCO3 → CaO + CO2
This is a ____________________________________________ reaction.
The quicklime is slaked to form lime plaster.
CaO + H2O → Ca(OH)2
This is a ____________________________________________reaction.
The lime plaster is cured or dried.
Ca(OH)2 + CO2 → Ca(OH)(HCO3)
This is a ____________________________________________ reaction.
This quickly continues to react to form calcium carbonate and water.
Ca(OH)(HCO3) → CaCO3 + H2O
This is a ____________________________________________ reaction.
Frescos will deteriorate over time when exposed to the damp, acidic environments typical of modern urban city atmospheres.
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This is a ____________________________________________ reaction.
2. Balance each of the chemical equa_ons you will be doing in this laboratory exercise.
Combustion:
C4H10 (g) + O2 (g) → CO2 (g) + H2O(g)
Synthesis:
Hb (s) + O2 → HbO2 (s)
Single Replacement:
Zn (s) + H3C6H5O7 (aq) → Zn3(H3C6H5O7)2 (aq) + H2 (g)
Double Replacement:
Zn(C2H3O2)2 (aq) + Na3PO4 (aq) → NaC2H3O2 (aq) + Zn3(PO4)2 (s)
Decomposition:
(NH4)2CO3 (s) → NH3 + H2O + CO2 (g)
Experiment: Getting to Know your Reactions
Procedure
**Take photographs of your experiment set up for Parts 1 - 5 and your results. Submit them with your laboratory report.**
Part 1: Combustion
C4H10 (g) + O2(g) → CO2 (g) + H2O (g)
1. Light a butane lighter and observe the flame. (The ignition of the flame is a reaction between butane and the oxygen in the air you breathe.)
2. Record your observations in the data table from when the lighter is turned on until it is turned off.
Part 2: Synthesis (A + B → C)
Hb(s) + O2 → HbO2 (s)
1. Take a deep breath, hold it as long as possible and then exhale. Visualize the reaction occurring.
2. Record your observations before inhaling and a>er you exhale.
3. Construct an oxyhemoglobin molecule with modeling clay and toothpicks.
Hint: See figure of molecule in introduction as a guide.
4. Take a photograph of your model and submit it with your laboratory report.
Part 3: Single Replacement (A + BC → AC + B)
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Chemistry 201 Laboratory- Harold Washington College Reac
Chemistry 201 Laboratory- Harold Washington College
Reactions of Copper and Percent Recovery
Introduction
In Chapter 4 of your textbook, we have covered the 3 main classes of reactions in aqueous
solution: precipitation reactions, acid-base reactions, and oxidation-reduction reactions. These
can be summarized as follows:
• In Precipitation reactions: a solid product forms from aqueous reactants. The product can
be predicted by using solubility rules.
• In Acid-base neutralization reactions: an acid (proton donor) reacts with a base (proton
acceptor) to form an ionic salt and sometimes water. You can recognize this type of
reaction by the presence of an acid and base in the reactants.
• In Oxidation-reduction reactions (or redox for short): electrons are transferred between
reactants. So you will always see changes in oxidation number within this type of
reaction.
In this lab, we will be examining these reactions by carrying out a sequence of reactions
starting from metallic copper in the form of a wire. According to the Law of Mass Conservation,
covered in section 2.3 of your textbook, mass is neither created nor destroyed. So since no
copper is added or removed during the course of these reactions, you should be able to
quantitatively recover all of the copper metal you started with at the end of these reactions (if
everything goes well).
You need to carefully observe and record your observations. You should be able to
carefully describe the reactions in terms of color change (color of solution or solid forming), gas
formation (as bubbles), heat generation (change in temperature), or precipitate formation,
throughout the experiment.
At the end of the reactions series, you will collect the copper recovered and calculate the
percent recovery (% yield) of copper using this formula:
% yield = actual amount of Cu recovered x 100 %
original amount of Cu
Materials and Equipment
• Piece of copper wire (about 0.5 g)
• concentrated HNO3 (aq)
• 3.0M NaOH
• 6.0M H2SO4
• solid zinc
• 2-250 mL beakers, 400 mL beaker
• 50 mL graduated cylinder
• boiling chips
• stirring rod
• iron ring and ring stand, wire gauze,
• Bunsen burner
• evaporating dish
• electronic balance
Chemistry 201 Laboratory- Harold Washington College
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• Safety goggles should be worn at all times
• Sulfuric acid, nitric acid, and sodium hydroxide are corrosive chemicals and should be
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• Gloves are to be worn when handling these chemicals.
• Waste should be put in the designated container in the hood. Never throw chemicals
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PROCEDURE
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Chem 162 Lab 3 Gas Laws Pa.docx
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
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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),
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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.
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1) The document provides instructions and questions for several science lab experiments involving measurement of volume, mass, and chemical reactions.
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Stoichiometry Lab – The Chemistry Behind Carbonates reacting with Vinegar
Objectives: To visually observe what a limiting reactant is.
To measure the change in mass during a chemical reaction due to loss of a gas.
To calculate CO2 loss and compare actual loss to expected CO2 loss predicted by the balanced chemical equation.
Materials needed: Note: Plan ahead as you’ll need to let Part 1 sit for at least 24 hours.
plastic beaker graduated cylinder
electronic balance 2 eggs
1 plastic cup baking soda (5 g)
dropper vinegar (500mL)
2 identical cups or glasses (at least 500 mL)
Safety considerations: Safety goggles are highly recommended for this lab as baking soda and vinegar chemicals can be irritating to the eyes. If your skin becomes irritated from contact with these chemicals, rinse with cool water for 15 minutes.
Introduction:
The reaction between baking soda and vinegar is a fun activity for young people. Most children (and adults!) enjoy watching the foamy eruption that occurs upon mixing these two household substances. The reaction has often been used for erupting volcanoes in elementary science classes. The addition of food coloring makes it even more fun. The reaction involves an acid-base reaction that produces a gas (CO2). Acid-base reactions typically involve the transfer of a hydrogen ion (H+) from the acid (HA) to the base (B−):
HA + B− --> A− + BH (eq #1)
acid base
The base often (although not always) carries a negative charge. The acid usually (although not always) becomes negatively charged through the course of the reaction because it lost an H+. An example of a typical acid base reaction is below:
HCl(aq) + NaOH(aq) --> NaCl(aq) + H2O(l) (eq #2)
The reaction is actually taking place between the hydrogen ion (H+) and the hydroxide ion (OH−). The chloride and sodium are spectator ions. To write the reaction in the same form as eq #1:
HCl(aq) + OH- --> Cl- + H2O (l) (eq #3)
Sodium bicarbonate (NaHCO3) will dissociate in water to form sodium ion (Na+) and bicarbonate ion (HCO3−).
NaHCO3 --> Na+ + HCO3− (eq #4)
Vinegar is usually a 5% solution of acetic acid in water. The bicarbonate anion (HCO3−) can act as a base, accepting a hydrogen ion from the acetic acid (HC2H3O2) in the vinegar. The Na+ is just a spectator ion and does nothing.
HCO3− + HC2H3O2 --> H2CO3 + C2H3O2− (eq#5)
Bicarbonate acetic acid carbonic acid acetate ion
The carbonic acid that is formed (H2CO3) decomposes to form water and carbon dioxide:
H2CO3 --> H2O(l) + CO2(g) (eq#6)
carbonic acid water carbon dioxide
The latter reaction (production of carbon dioxide) accounts for the bubbles and the foaming that is observed upon mixing vinegar and baki.
Simple Chemistry Experiments
Classic, mini chemistry experiments- some require materials typically found in a high school chemistry lab, while others are extremely simple. Very straightforward!
Lab4
The document describes two methods for forming copper oxide. The first method heats copper powder, allowing it to react with oxygen in the air to form copper oxide. Comparing the masses of copper and copper oxide determines the empirical formula. The second method uses copper(II) sulfate solution reacted with sodium hydroxide to form a copper hydroxide precipitate. Heating this decomposes it into copper oxide and water vapor, allowing calculation of the empirical formula from the known quantities. Procedures are provided for both experiments.
K cl o3decomp05
This experiment studied the thermal decomposition of potassium chlorate (KClO3) in the absence of a catalyst. Three possible reactions were predicted to occur, producing either KCl, KClO2, or KClO. Oxygen gas produced was collected over water and its volume measured. The mass of the solid product was also measured and used to determine which reaction occurred. Analysis of the gas and solid products indicated that the decomposition reaction produced KClO2 in the absence of a catalyst, rather than KCl as occurs with a catalyst present.
Simple Chemistry Experiments
Classic, mini chemistry experiments- some require materials typically found in a high school chemistry lab, while others are extremely simple. Very straightforward!
Chem 162 Lab 7 Freezing Point Depression Lab- .docx
1. This document provides sample data and calculations for a freezing point depression lab involving acetic acid and an unknown solute.
2. Key results include the freezing point of acetic acid (15.8°C), and the depressed freezing points of two solutions containing increasing amounts of the unknown solute (-3.5°C and -6.5°C).
3. The document also outlines procedures for determining the freezing point constant Kf for water using 0.5M and 1M sucrose solutions, and calculating the van't Hoff factor i for CaCl2 solutions.
Chemistry with Advanced.docx
This document provides scoring guides and instructions for various chemistry assignments, labs, and activities. It includes summaries of required components for essays, research papers, lab reports, and journal entries. Key requirements outlined are the use of complete sentences in paragraphs, proper MLA formatting for citations, 12-point Times New Roman font, and double spacing. The document also lists specific points allotted for different sections of assignments and labs, such as introduction, method, results, and discussion sections.
ScienceShare.co.uk Shared Resource
The document discusses factors that can affect the rate of a chemical reaction, including concentration, temperature, and surface area. It provides examples of reactions that occur at different rates, such as paint drying versus metal nail rusting. The document also describes an experiment to investigate how concentration affects the rate of a reaction between solutions X and Y by measuring the time taken for the solution to change color when different amounts of solution Y are added.
Copyright © eContent Management Pty Ltd. Health Sociology Revi.docx
Copyright © eContent Management Pty Ltd. Health Sociology Review (2012) 2 1 ( 4 ) : 4 1 3 - 4 3 1 .
Death and grief on-line: Virtual memorialization and changing
concepts of childhood death and parental
bereavement on the Internet
LISA M MITCHELL, PETER H STEPHENSON*, SUSAN CADELL"^ AND MARY ELLEN MACDONALD'
Department of Anthropology, University of Victoria, Victoria, BC, Canada; *School of
Environmental Studies and Department of Anthropology, University of Victoria, Victoria, BC,
Canada; ^School of Social Work, Renison University College, University of Waterloo, Waterloo,
ON, Canada; 'Faculty of Dentistry, McGill University, Montreal, QC, Canada
A B S T R A C T : 'Virtual memorials' intended to memorialize the lives of children imply significant shifts in the conceptualiza-
tion of death, particularly for grieving parents. Created by parents in memory of their deceased children, on-line memorials
constructed using templates reflect strong cultural beließ about the nature of childhood deaths, grief and the development of a
kind of distal afterlife. Yirtual memorials create a new social value for the deceased and shift death and bereavement from
private into more public experiences. Building upon this work, we describe a kind of 'on-line immortality' created through
virtual memorials where the virtiud presence of the deceased in text and images, and practices intended to sustain a relation-
ship with the deceased can extend bereavement and the social lives of the dead indefinitely. While such memorials can offer
solace, they also potentiate business opportunities for those hoping to create lasting customers. As such, they may also extend
mourning indefinitely. This may be especiaUy true for certain kinds of deeply problematic deaths, such as those of children.
KEYWORDS: virtual, online, memorials, grief, children, parents
Though many people sit night after night intheir living rooms watching various kinds of
'death' and irmumerable dead bodies as a form
of entertainment (e.g., CSI, Bones), the death of
loved ones and the grief which follows are still
mosdy sequestered from everyday life in eco-
nomically and technologically advantaged coun-
tries, including Canada. Grief and bereavement
are confmed to specific times and places, and are
mainly private, or secluded experiences. Most
deaths take place in hospitals, nursing homes, and
hospices, and are managed by health care profes-
sionals who also inform the bereaved of what is
'normal' and what is 'pathological' in the grief
process, and offer ways to 'resolve' grief and to
grieve properly. Anthropological research has
long established that the dead in many cultural
contexts have social lives (Baydala, Hampton,
Rinunwa, Kinunwa, & Kinunwa, 2006; Counts
& Counts, 2004; Hattori, McCubbin, & Ishida,
2006; Keesing, 1982; Rodman & Rodman,
1983). But, until recendy the dominant approach
in Canadian bereavement care has been that
survivors should view death as fmal and they
should 'wor.
Copyright © Pearson Education 2010 Digital Tools in Toda.docx
Copyright © Pearson Education 2010
Digital Tools in Today’s Classroom
Chapter 3any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images;any rental, lease, or lending of the program.
This multimedia product and its contents are protected under copyright law. The following are prohibited by law:
Copyright © Pearson Education 2010
Reflecting on What I KnowWhy is it important to learn about different technology tools when they are constantly changing?Most desktop computers do the same things as mobile devices, so why do teachers need to use them?How can the cost of digital devices be justified when the functions they perform are often limited in number and scope.
Copyright © Pearson Education 2010
Using Digital Tools in the Classroom
Four Digital Tool CategoriesPlatformConnectivityDevice SoftwareFile Format
Copyright © Pearson Education 2010
ComputersDesktop ComponentsAll-in-One DesktopsMonitor, Processor, SpeakersLaptops
Computer Pros and ConsDigital ToolProsConsDesktop ComponentsEasily replace or upgrade individual components by school personnel
Monitors are often large enough for easy group sharingDesk workspace reduced
Heavy
ImmobileAll-in-one DesktopCompact size provides additional space for individual or group work.
Drives (e.g., USB, CD, DVD) may be more accessible if CPU is not stored on desktop.Higher cost
Entire unit must go for repairs
ImmobileLaptopPortable – can be used in multiple locations
Compact size
Many schools keep extra laptops for use when others are sent for repair Access to power outlets
Easily damaged from dropping
Short battery life
Smaller screen limits usability for small-group learning
Copyright © Pearson Education 2010
Mobile DevicesDigital Media Players/RecordersDigital Camerase-Book ReadersGPS Navigation ReceiversGraphing CalculatorsPDA (Personal Data Assistants)Personal Response Systems
Mobile Devise Pros Digital ToolProsDigital Media Players/RecordersPortable for field use
Review at home
Stores more data than a tape
Less moving parts than a tape recorder
Digital format produces higher quality recordings that are easy to edit
Files easily transfer to other digital devices
Files can be copied indefinitely without degradationDigital CamerasInexpensive all-in-one models
Easy to use
Instant viewing of images
Digital editing and deletion of unwanted photos
Large storage capacityE-booksStores multiple books that can easily be exchanged or deleted
Enables digital manipulation of contents, e.g., searching, highlighting, bookmarking, audible reading, increasing font size
Enables digital enhancements, e.g., links to video or related informationGPS Navigation ReceiversProvides a variety of real-time information
Small portable sizePersonal Data AssistantsLow cost as compared to laptops
Light weight – easy to carry
Multifunction
Uses less power than a .
Copyright © Jen-Wen Lin 2018 1 STA457 Time series .docx
Copyright © Jen-Wen Lin 2018
1
STA457 Time series analysis assignment (Fall 2018)
Statistical properties of (moving-average) rule returns
Date: 23 October 2018
Jen-Wen Lin, PhD, CFA
1. Introduction
Technical indicator is widely used to generate trading signals by practitioners to make
trading decisions. The usual rule is to trade with the trend. In this case, the trader initiates a
position early in the trend and maintains that position as long as the trend continues.
In this assignment, you are asked to study the statistical properties of returns for applying
the oldest and most widely used method in technical indicators—moving averages.1
The structure of this paper is given as follows. Section 2 defines the trading rule (or
strategy). In Section 3 and 4, we formulate the trading return based on a given trading rule and
state the corresponding statistical properties, respectively. The questions for you to answer are
listed in Section 5. Finally, references and appendix are given in Section 6 and 7, respectively.
2. Trading rule
Suppose that at each time 𝑡, market participants predict the direction of the trend of asset
prices using a price-based forecast 𝐹#, where 𝐹# is a function of past asset prices
𝐹# = 𝑓(𝑃#,…,𝑃#*+,-,…).
1 The simplest rule of this family is the single moving average which says when the rate penetrates from below
(above) a moving average of a given length, a buy (sell) signal is generated.
Copyright © Jen-Wen Lin 2018
2
The above predictor is then converted to buy and sell trading signals 𝐵#: buy (+1) and sell (-1)
using, i.e.
{
"𝑆𝑒𝑙𝑙" ⇔ 𝐵# = −1 ⇔ 𝐹# < 0
"𝐵𝑢𝑦" ⇔ 𝐵# = +1 ⇔ 𝐹# > 0
Note that the signal of a trading rule is completely defined by one of the inequalities giving a
sell or buy order (if the position is not short, it is long).
For example, consider a trading rule based on the moving average of order five rule (𝑚 =
5). In this case, 𝑓 is given by
𝑓(𝑃#,…,𝑃#*+,-) = 𝑃# −
∑ 𝑃#*BCBDE
5
.
In this case, we buy the asset (𝐵# = +1) at time 𝑡 + 1when
𝐹# > 0 ⟺ 𝑃# >
∑ 𝑃#*BCBDE
5
;
and sell the asset (𝐵# = −1) when
𝐹# < 0 ⟺ 𝑃# <
∑ 𝑃#*BCBDE
5
.
The Figure below illustrates the dynamics of the above 5-periods moving average method—
when the rate penetrates from below (above) the moving average of order five, a buy (sell)
signal is generated.
Copyright © Jen-Wen Lin 2018
3
For your assignment, we consider 𝐹# based on a moving-average technical indicator. In
general, for a given moving-average indicator, 𝐹# may be expressed as (a function of log
returns):
𝐹# = 𝛿 + I 𝑑K𝑋#*K
+*M
KDE
, (1)
where 𝑋# = 𝑙𝑛(𝑃# 𝑃#*-⁄ ), 𝛿 and 𝑑K are defined by a given trading rule (See Appendix for more
details). For this assignment, we assume 𝛿 = 0.
2.45
2 4
2.35
Price
2.25
2.2
Signal
13 17 21 25
33
37
41
45
Day
Return oscillator
•
Sett',
‘,s1
A
\
\
006
006 _
i
0
Copyright © John Wiley & Sons, Inc. All rights reserved..docx
Copyright © John Wiley & Sons, Inc. All rights reserved.
Chapter 17
The Special
Senses
Copyright © John Wiley & Sons, Inc. All rights reserved.
Special SensesRecall that a sensation is the conscious or subconscious awareness of an internal or external stimulus
For this chapter, “external stimulus” means light rays striking the retina of the eye, sound waves impinging on the tympanic membrane of the ear, molecules in the air and food transmitting smells and tastes to the chemical sensors in the nose an on the tongue, and the force of gravity acting on equilibrium receptors in the inner ear which sense changes in inertia
Copyright © John Wiley & Sons, Inc. All rights reserved.
Special SensesReceptors for the special senses of smell, taste, vision, hearing, and equilibrium are anatomically distinct from one another and are concentrated in specific locations in the head
In addition to the stimuli and the receptors, there are specific afferent pathways and translation sites in the brain for information assembled from these special senses
Copyright © John Wiley & Sons, Inc. All rights reserved.
Special Senses
General Senses
Include somatic sensations (tactile, thermal, pain, and proprioceptive) and visceral sensations
Are scattered throughout the body
Are relatively simple structures
Special Senses
Include smell, taste, vision, hearing and equilibrium
Are concentrated in specific locations in the head
Are anatomically distinct structures
Form complex neural pathwaysComparing the general senses and the special senses
Copyright © John Wiley & Sons, Inc. All rights reserved.
Olfaction and TasteOlfaction is the process of perceiving smells. Smell and taste are brought about through the interpretation of chemicals present in the environment
Olfactory and gustatory (taste) impulses travel not only to the cerebral cortex, but also to the limbic systemthis is why we can have emotional responses and trigger strong memories to certain smells and tastesgustation and olfaction work together but olfaction
is much stronger/more sensitive (when someone has a cold it is difficult to taste food)
Copyright © John Wiley & Sons, Inc. All rights reserved.
OlfactionThe olfactory epithelium is located in the superior part of the nasal cavity covering the surface of the cribriform plate and extending along the superior nasal concha
Copyright © John Wiley & Sons, Inc. All rights reserved.
OlfactionThe olfactory epithelium consists of 3 kinds of cells:
The olfactory receptor is a bipolar neuron with cilia (called olfactory hairs). There are 10-100 million of these receptors in the nose that respond to odorant molecules
Supporting cells provide
support and nourishment
Basal cells are stem cells
that replace olfactory
receptors
*
Copyright © John Wiley & Sons, Inc. All rights reserved.
OlfactionThe olfactory apparatus can detect about 10,000 different odors, often in concentrations as low as 1/25 billionth of a milligram per milliliter of air .
Copyright © by The McGraw-Hill Companies, Inc. The Aztec Accou.docx
Copyright © by The McGraw-Hill Companies, Inc. The Aztec Account of the Conquest of Mexico 1
The Aztec Account of the
Conquest of Mexico
edited by Miguel León Portillo
1
OVERVIEW
The Native Americans left few written records of the arrival of the Spanish conqueror
Hernán Cortés in Tenochtitlán (today's Mexico City) in 1519. From them, however, Miguel
León Portillo, a Mexican anthropologist, constructed an eyewitness account of how Cortés
treated the Native Americans and seized Montezuma (also known as Moctezuma) before
going on to destroy the city and to take over much of what is present-day Mexico.
GUIDED READING As you read, consider the following questions:
• How did Montezuma’s messengers describe Cortés and his troops?
• How did Cortés and his troops treat the Native Americans?
he Spaniards arrived in Xoloco, near the entrance to Tenochtitlan. That
was the end of the march, for they had reached their goal.
Motecuhzoma now arrayed himself in his finery, preparing to go out to
meet them. The other great princes also adorned their persons, as did the
nobles and their chieftains and knights. They all went out together to meet the
strangers.
They brought trays heaped with the finest flowers—the flower that
resembles a shield; the flower shaped like a heart; in the center, the flower with
the sweetest aroma; and the fragrant yellow flower, the most precious of all.
They also brought garlands of flowers, and ornaments for the breast, and
necklaces of gold, necklaces hung with rich stones, necklaces fashioned in the
petatillo style.
Thus Motecuhzoma went out to meet them, there in Huitzillan. He
presented many gifts to the Captain and his commanders, those who had
come to make war. He showered gifts upon them and hung flowers around
their necks; he gave them necklaces of flowers and bands of flowers to adorn
their breasts; he set garlands of flowers upon their heads. Then he hung the
gold necklaces around their necks and gave them presents of every sort as gifts
of welcome. . . .
Report on the Spaniards
The messengers reported to the king. They told him how they had made
the journey, and what they had seen, and what food the strangers ate.
Motecuhzoma was astonished and terrified by their report, and the description
of the strangers' food astonished him above all else.
T
Copyright © by The McGraw-Hill Companies, Inc. The Aztec Account of the Conquest of Mexico 2
He was also terrified to learn how the cannon roared, how its noise
resounded, how it caused one to faint and grow deaf. The messengers told
him: "A thing like a ball of fire comes out of its entrails: it comes out shooting
sparks and raining fire. The smoke that comes out with it has a pestilent odor,
like that of rotten mud. This odor penetrates even to the brain and causes the
greatest discomfort. If the cannon is aimed against a mountain, the mountain
splits and cracks open. If it is aimed against a tree, it shatters the tree into
splinters. This is a mo.
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Lab 9 Chemical Reactions IIPre-lab Questions1. Michelangelo u.docx
Lab 9: Chemical Reactions II
Pre-lab Questions
1. Michelangelo used fresco painting when he painted the Sistine Chapel. Fresco painting involves most of the types of chemical reactions you just studied. Listed below are some of the reactions used in creating a Fresco painting. Identify the type of chemical reaction used for each step and balance the chemical equation if needed.
Initially, some sort of heat must be generated. Propane is an example of a common fuel source used for heating.
C3H8 + O2 → CO2 + H2O
This is a ____________________________________________ reaction.
Next, quicklime (calcium oxide) is made by roasting calcium carbonate (limestone).
CaCO3 → CaO + CO2
This is a ____________________________________________ reaction.
The quicklime is slaked to form lime plaster.
CaO + H2O → Ca(OH)2
This is a ____________________________________________reaction.
The lime plaster is cured or dried.
Ca(OH)2 + CO2 → Ca(OH)(HCO3)
This is a ____________________________________________ reaction.
This quickly continues to react to form calcium carbonate and water.
Ca(OH)(HCO3) → CaCO3 + H2O
This is a ____________________________________________ reaction.
Frescos will deteriorate over time when exposed to the damp, acidic environments typical of modern urban city atmospheres.
CaCO3 + H2SO4 → CaSO4 + H2O + CO2
This is a ____________________________________________ reaction.
2. Balance each of the chemical equa_ons you will be doing in this laboratory exercise.
Combustion:
C4H10 (g) + O2 (g) → CO2 (g) + H2O(g)
Synthesis:
Hb (s) + O2 → HbO2 (s)
Single Replacement:
Zn (s) + H3C6H5O7 (aq) → Zn3(H3C6H5O7)2 (aq) + H2 (g)
Double Replacement:
Zn(C2H3O2)2 (aq) + Na3PO4 (aq) → NaC2H3O2 (aq) + Zn3(PO4)2 (s)
Decomposition:
(NH4)2CO3 (s) → NH3 + H2O + CO2 (g)
Experiment: Getting to Know your Reactions
Procedure
**Take photographs of your experiment set up for Parts 1 - 5 and your results. Submit them with your laboratory report.**
Part 1: Combustion
C4H10 (g) + O2(g) → CO2 (g) + H2O (g)
1. Light a butane lighter and observe the flame. (The ignition of the flame is a reaction between butane and the oxygen in the air you breathe.)
2. Record your observations in the data table from when the lighter is turned on until it is turned off.
Part 2: Synthesis (A + B → C)
Hb(s) + O2 → HbO2 (s)
1. Take a deep breath, hold it as long as possible and then exhale. Visualize the reaction occurring.
2. Record your observations before inhaling and a>er you exhale.
3. Construct an oxyhemoglobin molecule with modeling clay and toothpicks.
Hint: See figure of molecule in introduction as a guide.
4. Take a photograph of your model and submit it with your laboratory report.
Part 3: Single Replacement (A + BC → AC + B)
Zn (s) + H3C6H5O7 (aq) → Zn3(C6H5O7)2 (aq) + H2 (g)
1. Place a test tube in a test tube rack or small beaker.
2. Slightly tilt a test tube and slide a small zinc-coated (galvanized) washer down the side.
3. Use a 10 mL graduated cylinder to measu ...
Synthesizing nickle ammonium chloride chemistry two
The document describes a lab procedure for synthesizing and analyzing Ni(NH3)nCl2. Students will synthesize the compound from NiCl2∙6H2O, then use a back titration method to determine the mass percent of NH3 in the product. They will titrate the sample with excess HCl, then back titrate the leftover HCl with NaOH. The mixed indicator bromocresol green and methyl red will signal the endpoint, allowing calculation of NH3 content from reagent amounts and volumes. The procedure aims to accurately determine NH3 mass percent while avoiding issues like volatile loss during direct titration.
Chemistry 201 Laboratory- Harold Washington College Reac
Chemistry 201 Laboratory- Harold Washington College
Reactions of Copper and Percent Recovery
Introduction
In Chapter 4 of your textbook, we have covered the 3 main classes of reactions in aqueous
solution: precipitation reactions, acid-base reactions, and oxidation-reduction reactions. These
can be summarized as follows:
• In Precipitation reactions: a solid product forms from aqueous reactants. The product can
be predicted by using solubility rules.
• In Acid-base neutralization reactions: an acid (proton donor) reacts with a base (proton
acceptor) to form an ionic salt and sometimes water. You can recognize this type of
reaction by the presence of an acid and base in the reactants.
• In Oxidation-reduction reactions (or redox for short): electrons are transferred between
reactants. So you will always see changes in oxidation number within this type of
reaction.
In this lab, we will be examining these reactions by carrying out a sequence of reactions
starting from metallic copper in the form of a wire. According to the Law of Mass Conservation,
covered in section 2.3 of your textbook, mass is neither created nor destroyed. So since no
copper is added or removed during the course of these reactions, you should be able to
quantitatively recover all of the copper metal you started with at the end of these reactions (if
everything goes well).
You need to carefully observe and record your observations. You should be able to
carefully describe the reactions in terms of color change (color of solution or solid forming), gas
formation (as bubbles), heat generation (change in temperature), or precipitate formation,
throughout the experiment.
At the end of the reactions series, you will collect the copper recovered and calculate the
percent recovery (% yield) of copper using this formula:
% yield = actual amount of Cu recovered x 100 %
original amount of Cu
Materials and Equipment
• Piece of copper wire (about 0.5 g)
• concentrated HNO3 (aq)
• 3.0M NaOH
• 6.0M H2SO4
• solid zinc
• 2-250 mL beakers, 400 mL beaker
• 50 mL graduated cylinder
• boiling chips
• stirring rod
• iron ring and ring stand, wire gauze,
• Bunsen burner
• evaporating dish
• electronic balance
Chemistry 201 Laboratory- Harold Washington College
SAFETY NOTES
• Safety goggles should be worn at all times
• Sulfuric acid, nitric acid, and sodium hydroxide are corrosive chemicals and should be
handled with care.
• Gloves are to be worn when handling these chemicals.
• Waste should be put in the designated container in the hood. Never throw chemicals
down the drain.
PROCEDURE
1. Obtain a piece copper wire, measure its mass to the nearest 0.01 g, and place it in a 400
mL beaker.
2. IN THE HOOD, add 4-5 mL of concentrated nitric acid, HNO3, to the beaker. (Caution:
Be careful not to get any of the nitric acid on yourself. If you do, wash it o ...
Rate of Reaction
The document outlines the procedures for 5 experiments that investigate factors that affect the rate of chemical reactions. The experiments will study how:
1) The size of calcium carbonate affects the rate of its reaction with hydrochloric acid.
2) The concentration of sodium thiosulphate solution affects the rate of its reaction with sulfuric acid.
3) The temperature of sodium thiosulphate solution affects its reaction rate with sulfuric acid.
4) The presence of manganese(IV) oxide affects the decomposition rate of hydrogen peroxide.
5) The presence of copper(II) sulfate affects the reaction rate between zinc and sulfuric acid.
Chem 162 Lab 3 Gas Laws Pa.docx
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.
Disaster Readiness and Risk Reduction.pptx
This document discusses the relationship between the number of particles, mass, and moles of different substances. It begins by asking if 10g of NaCl and 10g of H2O have the same number of particles, and if 2500 particles of sugar and sulfur have the same mass. The document then describes an experiment comparing the mass and number of pieces of different materials. It finds that while the number of items was the same, the masses were different. Similarly, one mole of different substances contains the same number of particles but different masses. The document lists the molar mass and number of particles for different substances to illustrate this. It then asks the reader to look up atomic masses of elements and observe they are different, allowing one to
Lab report writing
This document provides guidance on writing an eighth grade science lab report on how temperature affects the rate of a chemical reaction. It recommends writing a focused research question that specifies the independent variable (temperature from 40 to 80 degrees Celsius) and dependent variable (mass of reaction mixture in grams). The hypothesis should state that as temperature increases, the mass will decrease due to one of the products escaping as a gas. The method section describes the controlled variables and step-by-step process for conducting trials at different temperatures, recording data, and presenting it in a table.
Topic 4 Block A
This document summarizes a student group's chemistry experiment on the effect of temperature on the solubility of potassium nitrate. The group used a Stella dynamic model to predict that solubility would increase exponentially with temperature. They conducted trials dissolving potassium nitrate in water at 0°C, 25°C and 60°C, collecting data from 15 total trials at each temperature. Their results showed solubility increased as temperature increased, supporting their hypothesis. However, their 60°C data was lower than predicted, possibly due to cooling from room temperature. Overall, their precise data matched other research, though other large data sets showed more variability.
Unit 1 2009
1) The document provides instructions and questions for several science lab experiments involving measurement of volume, mass, and chemical reactions.
2) Students are asked to measure the volume of irregular objects using water displacement and calculate changes in volume.
3) Other experiments involve using a triple beam balance to measure mass, observing chemical reactions between baking soda and heat or acid, and calculating percent of air in dry sand.
Stoichiometry Lab – The Chemistry Behind Carbonates reacting with .docx
Stoichiometry Lab – The Chemistry Behind Carbonates reacting with Vinegar
Objectives: To visually observe what a limiting reactant is.
To measure the change in mass during a chemical reaction due to loss of a gas.
To calculate CO2 loss and compare actual loss to expected CO2 loss predicted by the balanced chemical equation.
Materials needed: Note: Plan ahead as you’ll need to let Part 1 sit for at least 24 hours.
plastic beaker graduated cylinder
electronic balance 2 eggs
1 plastic cup baking soda (5 g)
dropper vinegar (500mL)
2 identical cups or glasses (at least 500 mL)
Safety considerations: Safety goggles are highly recommended for this lab as baking soda and vinegar chemicals can be irritating to the eyes. If your skin becomes irritated from contact with these chemicals, rinse with cool water for 15 minutes.
Introduction:
The reaction between baking soda and vinegar is a fun activity for young people. Most children (and adults!) enjoy watching the foamy eruption that occurs upon mixing these two household substances. The reaction has often been used for erupting volcanoes in elementary science classes. The addition of food coloring makes it even more fun. The reaction involves an acid-base reaction that produces a gas (CO2). Acid-base reactions typically involve the transfer of a hydrogen ion (H+) from the acid (HA) to the base (B−):
HA + B− --> A− + BH (eq #1)
acid base
The base often (although not always) carries a negative charge. The acid usually (although not always) becomes negatively charged through the course of the reaction because it lost an H+. An example of a typical acid base reaction is below:
HCl(aq) + NaOH(aq) --> NaCl(aq) + H2O(l) (eq #2)
The reaction is actually taking place between the hydrogen ion (H+) and the hydroxide ion (OH−). The chloride and sodium are spectator ions. To write the reaction in the same form as eq #1:
HCl(aq) + OH- --> Cl- + H2O (l) (eq #3)
Sodium bicarbonate (NaHCO3) will dissociate in water to form sodium ion (Na+) and bicarbonate ion (HCO3−).
NaHCO3 --> Na+ + HCO3− (eq #4)
Vinegar is usually a 5% solution of acetic acid in water. The bicarbonate anion (HCO3−) can act as a base, accepting a hydrogen ion from the acetic acid (HC2H3O2) in the vinegar. The Na+ is just a spectator ion and does nothing.
HCO3− + HC2H3O2 --> H2CO3 + C2H3O2− (eq#5)
Bicarbonate acetic acid carbonic acid acetate ion
The carbonic acid that is formed (H2CO3) decomposes to form water and carbon dioxide:
H2CO3 --> H2O(l) + CO2(g) (eq#6)
carbonic acid water carbon dioxide
The latter reaction (production of carbon dioxide) accounts for the bubbles and the foaming that is observed upon mixing vinegar and baki.
Simple Chemistry Experiments
Classic, mini chemistry experiments- some require materials typically found in a high school chemistry lab, while others are extremely simple. Very straightforward!
Lab4
The document describes two methods for forming copper oxide. The first method heats copper powder, allowing it to react with oxygen in the air to form copper oxide. Comparing the masses of copper and copper oxide determines the empirical formula. The second method uses copper(II) sulfate solution reacted with sodium hydroxide to form a copper hydroxide precipitate. Heating this decomposes it into copper oxide and water vapor, allowing calculation of the empirical formula from the known quantities. Procedures are provided for both experiments.
K cl o3decomp05
This experiment studied the thermal decomposition of potassium chlorate (KClO3) in the absence of a catalyst. Three possible reactions were predicted to occur, producing either KCl, KClO2, or KClO. Oxygen gas produced was collected over water and its volume measured. The mass of the solid product was also measured and used to determine which reaction occurred. Analysis of the gas and solid products indicated that the decomposition reaction produced KClO2 in the absence of a catalyst, rather than KCl as occurs with a catalyst present.
Simple Chemistry Experiments
Classic, mini chemistry experiments- some require materials typically found in a high school chemistry lab, while others are extremely simple. Very straightforward!
Chem 162 Lab 7 Freezing Point Depression Lab- .docx
1. This document provides sample data and calculations for a freezing point depression lab involving acetic acid and an unknown solute.
2. Key results include the freezing point of acetic acid (15.8°C), and the depressed freezing points of two solutions containing increasing amounts of the unknown solute (-3.5°C and -6.5°C).
3. The document also outlines procedures for determining the freezing point constant Kf for water using 0.5M and 1M sucrose solutions, and calculating the van't Hoff factor i for CaCl2 solutions.
Chemistry with Advanced.docx
This document provides scoring guides and instructions for various chemistry assignments, labs, and activities. It includes summaries of required components for essays, research papers, lab reports, and journal entries. Key requirements outlined are the use of complete sentences in paragraphs, proper MLA formatting for citations, 12-point Times New Roman font, and double spacing. The document also lists specific points allotted for different sections of assignments and labs, such as introduction, method, results, and discussion sections.
ScienceShare.co.uk Shared Resource
The document discusses factors that can affect the rate of a chemical reaction, including concentration, temperature, and surface area. It provides examples of reactions that occur at different rates, such as paint drying versus metal nail rusting. The document also describes an experiment to investigate how concentration affects the rate of a reaction between solutions X and Y by measuring the time taken for the solution to change color when different amounts of solution Y are added.
Similar to Unit 4 Lab StoichiometryCHEM 1806Purpose To practice the conce.docx (17)
Lab 9 Chemical Reactions IIPre-lab Questions1. Michelangelo u.docx
Lab 9 Chemical Reactions IIPre-lab Questions1. Michelangelo u.docx
Synthesizing nickle ammonium chloride chemistry two
Synthesizing nickle ammonium chloride chemistry two
Chemistry 201 Laboratory- Harold Washington College Reac
Chemistry 201 Laboratory- Harold Washington College Reac
Stoichiometry Lab – The Chemistry Behind Carbonates reacting with .docx
Stoichiometry Lab – The Chemistry Behind Carbonates reacting with .docx
Chem 162 Lab 7 Freezing Point Depression Lab- .docx
Chem 162 Lab 7 Freezing Point Depression Lab- .docx
More from dickonsondorris
Copyright © eContent Management Pty Ltd. Health Sociology Revi.docx
Copyright © eContent Management Pty Ltd. Health Sociology Review (2012) 2 1 ( 4 ) : 4 1 3 - 4 3 1 .
Death and grief on-line: Virtual memorialization and changing
concepts of childhood death and parental
bereavement on the Internet
LISA M MITCHELL, PETER H STEPHENSON*, SUSAN CADELL"^ AND MARY ELLEN MACDONALD'
Department of Anthropology, University of Victoria, Victoria, BC, Canada; *School of
Environmental Studies and Department of Anthropology, University of Victoria, Victoria, BC,
Canada; ^School of Social Work, Renison University College, University of Waterloo, Waterloo,
ON, Canada; 'Faculty of Dentistry, McGill University, Montreal, QC, Canada
A B S T R A C T : 'Virtual memorials' intended to memorialize the lives of children imply significant shifts in the conceptualiza-
tion of death, particularly for grieving parents. Created by parents in memory of their deceased children, on-line memorials
constructed using templates reflect strong cultural beließ about the nature of childhood deaths, grief and the development of a
kind of distal afterlife. Yirtual memorials create a new social value for the deceased and shift death and bereavement from
private into more public experiences. Building upon this work, we describe a kind of 'on-line immortality' created through
virtual memorials where the virtiud presence of the deceased in text and images, and practices intended to sustain a relation-
ship with the deceased can extend bereavement and the social lives of the dead indefinitely. While such memorials can offer
solace, they also potentiate business opportunities for those hoping to create lasting customers. As such, they may also extend
mourning indefinitely. This may be especiaUy true for certain kinds of deeply problematic deaths, such as those of children.
KEYWORDS: virtual, online, memorials, grief, children, parents
Though many people sit night after night intheir living rooms watching various kinds of
'death' and irmumerable dead bodies as a form
of entertainment (e.g., CSI, Bones), the death of
loved ones and the grief which follows are still
mosdy sequestered from everyday life in eco-
nomically and technologically advantaged coun-
tries, including Canada. Grief and bereavement
are confmed to specific times and places, and are
mainly private, or secluded experiences. Most
deaths take place in hospitals, nursing homes, and
hospices, and are managed by health care profes-
sionals who also inform the bereaved of what is
'normal' and what is 'pathological' in the grief
process, and offer ways to 'resolve' grief and to
grieve properly. Anthropological research has
long established that the dead in many cultural
contexts have social lives (Baydala, Hampton,
Rinunwa, Kinunwa, & Kinunwa, 2006; Counts
& Counts, 2004; Hattori, McCubbin, & Ishida,
2006; Keesing, 1982; Rodman & Rodman,
1983). But, until recendy the dominant approach
in Canadian bereavement care has been that
survivors should view death as fmal and they
should 'wor.
Copyright © Pearson Education 2010 Digital Tools in Toda.docx
Copyright © Pearson Education 2010
Digital Tools in Today’s Classroom
Chapter 3any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images;any rental, lease, or lending of the program.
This multimedia product and its contents are protected under copyright law. The following are prohibited by law:
Copyright © Pearson Education 2010
Reflecting on What I KnowWhy is it important to learn about different technology tools when they are constantly changing?Most desktop computers do the same things as mobile devices, so why do teachers need to use them?How can the cost of digital devices be justified when the functions they perform are often limited in number and scope.
Copyright © Pearson Education 2010
Using Digital Tools in the Classroom
Four Digital Tool CategoriesPlatformConnectivityDevice SoftwareFile Format
Copyright © Pearson Education 2010
ComputersDesktop ComponentsAll-in-One DesktopsMonitor, Processor, SpeakersLaptops
Computer Pros and ConsDigital ToolProsConsDesktop ComponentsEasily replace or upgrade individual components by school personnel
Monitors are often large enough for easy group sharingDesk workspace reduced
Heavy
ImmobileAll-in-one DesktopCompact size provides additional space for individual or group work.
Drives (e.g., USB, CD, DVD) may be more accessible if CPU is not stored on desktop.Higher cost
Entire unit must go for repairs
ImmobileLaptopPortable – can be used in multiple locations
Compact size
Many schools keep extra laptops for use when others are sent for repair Access to power outlets
Easily damaged from dropping
Short battery life
Smaller screen limits usability for small-group learning
Copyright © Pearson Education 2010
Mobile DevicesDigital Media Players/RecordersDigital Camerase-Book ReadersGPS Navigation ReceiversGraphing CalculatorsPDA (Personal Data Assistants)Personal Response Systems
Mobile Devise Pros Digital ToolProsDigital Media Players/RecordersPortable for field use
Review at home
Stores more data than a tape
Less moving parts than a tape recorder
Digital format produces higher quality recordings that are easy to edit
Files easily transfer to other digital devices
Files can be copied indefinitely without degradationDigital CamerasInexpensive all-in-one models
Easy to use
Instant viewing of images
Digital editing and deletion of unwanted photos
Large storage capacityE-booksStores multiple books that can easily be exchanged or deleted
Enables digital manipulation of contents, e.g., searching, highlighting, bookmarking, audible reading, increasing font size
Enables digital enhancements, e.g., links to video or related informationGPS Navigation ReceiversProvides a variety of real-time information
Small portable sizePersonal Data AssistantsLow cost as compared to laptops
Light weight – easy to carry
Multifunction
Uses less power than a .
Copyright © Jen-Wen Lin 2018 1 STA457 Time series .docx
Copyright © Jen-Wen Lin 2018
1
STA457 Time series analysis assignment (Fall 2018)
Statistical properties of (moving-average) rule returns
Date: 23 October 2018
Jen-Wen Lin, PhD, CFA
1. Introduction
Technical indicator is widely used to generate trading signals by practitioners to make
trading decisions. The usual rule is to trade with the trend. In this case, the trader initiates a
position early in the trend and maintains that position as long as the trend continues.
In this assignment, you are asked to study the statistical properties of returns for applying
the oldest and most widely used method in technical indicators—moving averages.1
The structure of this paper is given as follows. Section 2 defines the trading rule (or
strategy). In Section 3 and 4, we formulate the trading return based on a given trading rule and
state the corresponding statistical properties, respectively. The questions for you to answer are
listed in Section 5. Finally, references and appendix are given in Section 6 and 7, respectively.
2. Trading rule
Suppose that at each time 𝑡, market participants predict the direction of the trend of asset
prices using a price-based forecast 𝐹#, where 𝐹# is a function of past asset prices
𝐹# = 𝑓(𝑃#,…,𝑃#*+,-,…).
1 The simplest rule of this family is the single moving average which says when the rate penetrates from below
(above) a moving average of a given length, a buy (sell) signal is generated.
Copyright © Jen-Wen Lin 2018
2
The above predictor is then converted to buy and sell trading signals 𝐵#: buy (+1) and sell (-1)
using, i.e.
{
"𝑆𝑒𝑙𝑙" ⇔ 𝐵# = −1 ⇔ 𝐹# < 0
"𝐵𝑢𝑦" ⇔ 𝐵# = +1 ⇔ 𝐹# > 0
Note that the signal of a trading rule is completely defined by one of the inequalities giving a
sell or buy order (if the position is not short, it is long).
For example, consider a trading rule based on the moving average of order five rule (𝑚 =
5). In this case, 𝑓 is given by
𝑓(𝑃#,…,𝑃#*+,-) = 𝑃# −
∑ 𝑃#*BCBDE
5
.
In this case, we buy the asset (𝐵# = +1) at time 𝑡 + 1when
𝐹# > 0 ⟺ 𝑃# >
∑ 𝑃#*BCBDE
5
;
and sell the asset (𝐵# = −1) when
𝐹# < 0 ⟺ 𝑃# <
∑ 𝑃#*BCBDE
5
.
The Figure below illustrates the dynamics of the above 5-periods moving average method—
when the rate penetrates from below (above) the moving average of order five, a buy (sell)
signal is generated.
Copyright © Jen-Wen Lin 2018
3
For your assignment, we consider 𝐹# based on a moving-average technical indicator. In
general, for a given moving-average indicator, 𝐹# may be expressed as (a function of log
returns):
𝐹# = 𝛿 + I 𝑑K𝑋#*K
+*M
KDE
, (1)
where 𝑋# = 𝑙𝑛(𝑃# 𝑃#*-⁄ ), 𝛿 and 𝑑K are defined by a given trading rule (See Appendix for more
details). For this assignment, we assume 𝛿 = 0.
2.45
2 4
2.35
Price
2.25
2.2
Signal
13 17 21 25
33
37
41
45
Day
Return oscillator
•
Sett',
‘,s1
A
\
\
006
006 _
i
0
Copyright © John Wiley & Sons, Inc. All rights reserved..docx
Copyright © John Wiley & Sons, Inc. All rights reserved.
Chapter 17
The Special
Senses
Copyright © John Wiley & Sons, Inc. All rights reserved.
Special SensesRecall that a sensation is the conscious or subconscious awareness of an internal or external stimulus
For this chapter, “external stimulus” means light rays striking the retina of the eye, sound waves impinging on the tympanic membrane of the ear, molecules in the air and food transmitting smells and tastes to the chemical sensors in the nose an on the tongue, and the force of gravity acting on equilibrium receptors in the inner ear which sense changes in inertia
Copyright © John Wiley & Sons, Inc. All rights reserved.
Special SensesReceptors for the special senses of smell, taste, vision, hearing, and equilibrium are anatomically distinct from one another and are concentrated in specific locations in the head
In addition to the stimuli and the receptors, there are specific afferent pathways and translation sites in the brain for information assembled from these special senses
Copyright © John Wiley & Sons, Inc. All rights reserved.
Special Senses
General Senses
Include somatic sensations (tactile, thermal, pain, and proprioceptive) and visceral sensations
Are scattered throughout the body
Are relatively simple structures
Special Senses
Include smell, taste, vision, hearing and equilibrium
Are concentrated in specific locations in the head
Are anatomically distinct structures
Form complex neural pathwaysComparing the general senses and the special senses
Copyright © John Wiley & Sons, Inc. All rights reserved.
Olfaction and TasteOlfaction is the process of perceiving smells. Smell and taste are brought about through the interpretation of chemicals present in the environment
Olfactory and gustatory (taste) impulses travel not only to the cerebral cortex, but also to the limbic systemthis is why we can have emotional responses and trigger strong memories to certain smells and tastesgustation and olfaction work together but olfaction
is much stronger/more sensitive (when someone has a cold it is difficult to taste food)
Copyright © John Wiley & Sons, Inc. All rights reserved.
OlfactionThe olfactory epithelium is located in the superior part of the nasal cavity covering the surface of the cribriform plate and extending along the superior nasal concha
Copyright © John Wiley & Sons, Inc. All rights reserved.
OlfactionThe olfactory epithelium consists of 3 kinds of cells:
The olfactory receptor is a bipolar neuron with cilia (called olfactory hairs). There are 10-100 million of these receptors in the nose that respond to odorant molecules
Supporting cells provide
support and nourishment
Basal cells are stem cells
that replace olfactory
receptors
*
Copyright © John Wiley & Sons, Inc. All rights reserved.
OlfactionThe olfactory apparatus can detect about 10,000 different odors, often in concentrations as low as 1/25 billionth of a milligram per milliliter of air .
Copyright © by The McGraw-Hill Companies, Inc. The Aztec Accou.docx
Copyright © by The McGraw-Hill Companies, Inc. The Aztec Account of the Conquest of Mexico 1
The Aztec Account of the
Conquest of Mexico
edited by Miguel León Portillo
1
OVERVIEW
The Native Americans left few written records of the arrival of the Spanish conqueror
Hernán Cortés in Tenochtitlán (today's Mexico City) in 1519. From them, however, Miguel
León Portillo, a Mexican anthropologist, constructed an eyewitness account of how Cortés
treated the Native Americans and seized Montezuma (also known as Moctezuma) before
going on to destroy the city and to take over much of what is present-day Mexico.
GUIDED READING As you read, consider the following questions:
• How did Montezuma’s messengers describe Cortés and his troops?
• How did Cortés and his troops treat the Native Americans?
he Spaniards arrived in Xoloco, near the entrance to Tenochtitlan. That
was the end of the march, for they had reached their goal.
Motecuhzoma now arrayed himself in his finery, preparing to go out to
meet them. The other great princes also adorned their persons, as did the
nobles and their chieftains and knights. They all went out together to meet the
strangers.
They brought trays heaped with the finest flowers—the flower that
resembles a shield; the flower shaped like a heart; in the center, the flower with
the sweetest aroma; and the fragrant yellow flower, the most precious of all.
They also brought garlands of flowers, and ornaments for the breast, and
necklaces of gold, necklaces hung with rich stones, necklaces fashioned in the
petatillo style.
Thus Motecuhzoma went out to meet them, there in Huitzillan. He
presented many gifts to the Captain and his commanders, those who had
come to make war. He showered gifts upon them and hung flowers around
their necks; he gave them necklaces of flowers and bands of flowers to adorn
their breasts; he set garlands of flowers upon their heads. Then he hung the
gold necklaces around their necks and gave them presents of every sort as gifts
of welcome. . . .
Report on the Spaniards
The messengers reported to the king. They told him how they had made
the journey, and what they had seen, and what food the strangers ate.
Motecuhzoma was astonished and terrified by their report, and the description
of the strangers' food astonished him above all else.
T
Copyright © by The McGraw-Hill Companies, Inc. The Aztec Account of the Conquest of Mexico 2
He was also terrified to learn how the cannon roared, how its noise
resounded, how it caused one to faint and grow deaf. The messengers told
him: "A thing like a ball of fire comes out of its entrails: it comes out shooting
sparks and raining fire. The smoke that comes out with it has a pestilent odor,
like that of rotten mud. This odor penetrates even to the brain and causes the
greatest discomfort. If the cannon is aimed against a mountain, the mountain
splits and cracks open. If it is aimed against a tree, it shatters the tree into
splinters. This is a mo.
Copyright © Cengage Learning. All rights reserved. CHAPTE.docx
This chapter discusses the political context in which public administrators operate. It focuses on three themes: 1) the structure of the three levels of government and their relationship to public administration, 2) the legislative branch's role in the policy process and oversight of agencies, and 3) the judiciary's role in reviewing agency actions and interpreting laws. The chapter examines the executive, legislative, and judicial branches at the federal, state, and local levels to help administrators understand their political environment.
Copyright © by Holt, Rinehart and Winston. All rights reserved.docx
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Kate Chopin’s “The Story of an Hour” originally published 1894.
The Story of an Hour
Kate Chopin
Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break
to her as gently as possible the news of her husband's death.
It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in
half concealing. Her husband's friend Richards was there, too, near her. It was he who had been
in the newspaper office when intelligence of the railroad disaster was received, with Brently
Mallard's name leading the list of "killed." He had only taken the time to assure himself of its
truth by a second telegram, and had hastened to forestall any less careful, less tender friend in
bearing the sad message.
She did not hear the story as many women have heard the same, with a paralyzed inability to
accept its significance. She wept at once, with sudden, wild abandonment, in her sister's arms.
When the storm of grief had spent itself she went away to her room alone. She would have no
one follow her.
There stood, facing the open window, a comfortable, roomy armchair. Into this she sank,
pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul.
She could see in the open square before her house the tops of trees that were all aquiver with
the new spring life. The delicious breath of rain was in the air. In the street below a peddler was
crying his wares. The notes of a distant song which some one was singing reached her faintly,
and countless sparrows were twittering in the eaves.
There were patches of blue sky showing here and there through the clouds that had met and
piled one above the other in the west facing her window.
She sat with her head thrown back upon the cushion of the chair, quite motionless, except
when a sob came up into her throat and shook her, as a child who has cried itself to sleep
continues to sob in its dreams.
She was young, with a fair, calm face, whose lines bespoke repression and even a certain
strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on
one of those patches of blue sky. It was not a glance of reflection, but rather indicated a
suspension of intelligent thought.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Kate Chopin’s “The Story of an Hour” originally published 1894.
There was something coming to her and she was waiting for it, fearfully. What was it? She
did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky,
reaching toward her through the sounds, the scents, the color that filled the air.
Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that
was approaching to possess her, and she was striving to beat it back with her will—as powerless
as her two white slender hands would have been.
When she abandone.
Copyright © 2020 by Jones & Bartlett Learning, LLC, an Ascend .docx
Copyright © 2020 by Jones & Bartlett Learning, LLC, an Ascend Learning Company
Case 1: Arnold, a 62-year-old plumber, had been experiencing a series of symptoms, including increased thirst, frequent urination, and
unusual weight loss. After some prodding from his wife, he went to see his family physician, Dr. Lopez. The doctor gave him a physical
exam, ordered some blood work, and scheduled a follow-up appointment. On the return visit, Arnold sat down with the doctor to discuss
his diagnosis. Dr. Lopez explained, “You have noninsulin-dependent diabetes or type 2 diabetes, which is a chronic condition that affects
the way your body metabolizes glucose. Insulin is a pancreatic hormone that transforms dietary glucose into energy for your cells. If you
had type 1 diabetes, it would mean that your pancreas produces little or no insulin. However, with type 2 diabetes, your pancreas produc-
es sufficient amounts of insulin, but your cells are no longer utilizing it efficiently, which causes fluctuation in your blood glucose levels. To
treat your condition, you’ll need to start eating a healthy diet, start exercising regularly, and monitor your blood sugar. I’m writing you a
prescription for Metformin and a glucose monitor.” After finishing his explanation, Dr. Lopez asked Arnold if he had any questions. Slightly
stunned, Arnold just shook his head and replied, “No.” Dr. Lopez also told him that his practice has a diabetes fact sheet posted on their
website and suggested that he look it up and read it. Arnold thanked him and left. He went to the pharmacy to have his prescription filled
and also bought a bottle of glucosamine, a dietary supplement used by some people to treat joint pain. When his wife asked what the
glucosamine was for, Arnold said, “I think I’m supposed to be taking it. The doctor mentioned it a few times.”
1. What are some reasons why Arnold likely did not understand what Dr. Lopez told him?
2. What could Dr. Lopez have done to better present the information in a way that Arnold would understand?
3. Was it a good idea for Dr. Lopez to refer Arnold to his practice’s website for more information? Why or why not?
Case 2: Dr. Falk and Dr. Keller operate a family medical practice. One afternoon, as they ate lunch in the break room, they discussed an
article about health literacy that Dr. Falk was reading in a national news magazine. “There’s been a growing trend toward healthcare or-
ganizations becoming health literate,” Dr. Keller said. “The statistics are pretty surprising,” Dr. Falk replied. “More than half of the people
surveyed had only basic or below basic health literacy skills.” “Do you think it’s something we should look into at our practice?” Dr. Keller
asked. “I think we should,” Dr. Falk replied. While they were talking, Amanda, the office manager, and Jean, one of the nurses, came
into the break room to get some coffee. They overheard what the doctors were discussing, and Amanda asked Jean, “What.
Copyright © 2019, American Institute of Certified Public Accou.docx
Copyright © 2019, American Institute of Certified Public Accountants, Inc. All Rights Reserved.
AICPA Code of
Professional Conduct
Effective December 15, 2014.
Updated for all Official Releases through September 1, 2018
ii
Table of Contents
Preface: Applicable to All Members ...................................................................................... 1
0.100 Overview of the Code of Professional Conduct ........................................................ 1
.01 ................................................................................................................... 1
.02 ................................................................................................................... 1
.03 ................................................................................................................... 1
0.100.010 Principles and Rules of Conduct ............................................................. 1
0.100.020 Interpretations and Other Guidance .......................................................... 1
0.200 Structure and Application of the AICPA Code ......................................................... 2
0.200.010 Structure of the AICPA Code ................................................................. 2
0.200.020 Application of the AICPA Code .............................................................. 2
0.200.030 Citations ............................................................................................. 3
0.200.040 Transition Provisions ............................................................................ 4
0.200.050 Drafting Conventions ............................................................................ 4
0.300 Principles of Professional Conduct ........................................................................ 5
0.300.010 Preamble ............................................................................................ 5
0.300.020 Responsibilities .................................................................................... 5
0.300.030 The Public Interest ............................................................................... 5
0.300.040 Integrity .............................................................................................. 6
0.300.050 Objectivity and Independence ................................................................. 6
0.300.060 Due Care ............................................................................................ 6
0.300.070 Scope and Nature of Services ................................................................. 7
0.400 Definitions ........................................................................................................ 7
.01 ................................................................................................................... 8
.02 .......................................................................................................
Copyright © 2018 Pearson Education, Inc. All Rights ReservedChild .docx
Copyright © 2018 Pearson Education, Inc. All Rights ReservedChild Development Worldwide: A Cultural Approach
First Edition
Chapter 1
Child Development Worldwide:
Who, How, and Why
Copyright © 2018 Pearson Education, Inc. All Rights ReservedLearning Objectives (1 of 4)
1.1 A Worldwide Profile of Humanity Today
1.1.1 Describe the nature of the “global demographic divide” between developing and developed countries, and explain why the United States is following a different demographic path from other developed countries.
1.1.2 Distinguish between developing and developed countries in terms of income, education, and cultural values.
1.1.3 Explain why socioeconomic status (SES), gender, and ethnicity are important aspects of child development within countries.
1.2 Humans: The Cultural and Global Species
1.2.1 Identify the evolution of characteristics that make modern humans distinct from their nearest great ape species.
1.2.2 Summarize the major changes in human cultures since the Upper Paleolithic period.
1.2.3 Apply information about human evolution to how child development takes place today.
Copyright © 2018 Pearson Education, Inc. All Rights ReservedLearning Objectives (2 of 4)
1.3 The Field of Child Development: Emergence and Expansion
1.3.1 Provide some reasons why the field of child development primarily focused on younger children until about the mid-20th century.
1.3.2 Describe when the field of child development began to address adolescence in a notable way, and explain why the age range that Hall had designated for adolescence has been moved downward by contemporary researchers.
1.3.3 Explain how the field of child development has recently expanded anew to encompass emerging adulthood.
1.3.4 Describe the cultural-developmental approach, and why developmental stages and pathways within this approach are somewhat flexible.
Copyright © 2018 Pearson Education, Inc. All Rights ReservedLearning Objectives (3 of 4)
1.4 How We Study Child Development
1.4.1 Recall the five steps of the scientific method.
1.4.2 Summarize the main measurements used in research on child development.
1.4.3 Distinguish between major types of research designs.
1.4.4 Describe the two major types of research designs distinctive to developmental psychology.
1.4.5 Identify some key ethical standards for child development research.
Copyright © 2018 Pearson Education, Inc. All Rights ReservedLearning Objectives (4 of 4)
1.5 Why We Study Child Development Worldwide
1.5.1 Explain the three general levels at which child development contributes knowledge.
1.5.2 Give examples of how scientific knowledge can be applied across contexts to improve children’s lives.
Copyright © 2018 Pearson Education, Inc. All Rights Reserved
Copyright © 2018 Pearson Education, Inc. All Rights ReservedA Cultural Approach to Understanding Child DevelopmentChild development is the ways individuals grow and change until adulthoodCulture is the total pattern of a group’s customs, beliefs, art, and techn.
Copyright © 2018 Pearson Education, Inc. C H A P T E R 6.docx
Copyright © 2018 Pearson Education, Inc.
C H A P T E R 6
Files and Exceptions
Copyright © 2018 Pearson Education, Inc.
TopicsIntroduction to File Input and OutputUsing Loops to Process FilesProcessing RecordsExceptions
Copyright © 2018 Pearson Education, Inc.
Introduction to File Input and OutputFor program to retain data between the times it is run, you must save the data
Data is saved to a file, typically on computer disk
Saved data can be retrieved and used at a later time“Writing data to”: saving data on a fileOutput file: a file that data is written to
Copyright © 2018 Pearson Education, Inc.
Copyright © 2018 Pearson Education, Inc.
Introduction to File Input and Output (cont’d.)“Reading data from”: process of retrieving data from a fileInput file: a file from which data is readThree steps when a program uses a file
Open the file
Process the file
Close the file
Copyright © 2018 Pearson Education, Inc.
Copyright © 2018 Pearson Education, Inc.
Types of Files and File Access MethodsIn general, two types of files
Text file: contains data that has been encoded as text
Binary file: contains data that has not been converted to textTwo ways to access data stored in file
Sequential access: file read sequentially from beginning to end, can’t skip ahead
Direct access: can jump directly to any piece of data in the file
Copyright © 2018 Pearson Education, Inc.
Filenames and File ObjectsFilename extensions: short sequences of characters that appear at the end of a filename preceded by a period
Extension indicates type of data stored in the fileFile object: object associated with a specific file
Provides a way for a program to work with the file: file object referenced by a variable
Copyright © 2018 Pearson Education, Inc.
Filenames and File Objects (cont’d.)
Copyright © 2018 Pearson Education, Inc.
Opening a Fileopen function: used to open a file
Creates a file object and associates it with a file on the disk
General format:
file_object = open(filename, mode)Mode: string specifying how the file will be opened
Example: reading only ('r'), writing ('w'), and appending ('a')
Copyright © 2018 Pearson Education, Inc.
Specifying the Location of a FileIf open function receives a filename that does not contain a path, assumes that file is in same directory as programIf program is running and file is created, it is created in the same directory as the program
Can specify alternative path and file name in the open function argument
Prefix the path string literal with the letter r
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Writing Data to a FileMethod: a function that belongs to an object
Performs operations using that objectFile object’s write method used to write data to the file
Format: file_variable.write(string)File should be closed using file object close method
Format: file_variable.close()
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Reading Data From a Fileread method: file object method tha.
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PSYC1003
Learner’s Name
Topic Selection and Thesis Worksheet
Topic: In the box below, state the topic of your research as a full sentence.
How do addictions of a family member affect nonaddicted family members?
Preliminary Thesis Statement: In the box below, state your preliminary thesis statement as
a full sentence or two. (Note: Your thesis statement may change as you discover new
information about your topic.)
Addiction has a devastating effect on families. When a family member is addicted to
drugs or alcohol, tension, miscommunication, and frequent arguments are likely to become a
part of the addict’s household. (DrugRehab.org, 2016).
List the curiosity questions you asked about the topic before researching it.
What is addiction, and what are the different types of addiction?
How does addiction affect family life?
How does addiction of a parent or parents affect a child?
How does addiction of a spouse affect a person?
What are the consequences of addiction?
How does addiction of a child affect the parents?
How does addiction affect the social life of a family that has an addicted member?
What kinds of people are prone to addiction?
What causes addiction?
How should the problem of addiction be dealt with?
What other points of view, in addition to your own, did you consider before deciding your
position on this specific topic?
Comment [A1]: Hi! Wonderful thesis
statement—it clearly establishes the point of
view and position for you paper.
Comment [A2]: Hi! The citation should come
before the final period in the sentence.
Comment [A3]: Hi! Great curiosity question
that reflect an open-minded approach to the
topic and a willingness to see where the
information will take you!
Copyright © 2018 Capella University. Copy and distribution of this document are prohibited.
PSYC1003
Before deciding my position on addiction, I considered the following points of view, in
addition to my own:
• Addiction of a family member is beneficial to nonaddict family members.
• Addiction of a family member does not affect nonaddict family members.
• Addiction of a family member may affect nonaddict children and adolescents in the family
as they tend to have impressionable minds.
• Addiction of a family member may affect nonaddict family members who have poor
mental health.
• Addiction of a family member may affect nonaddict family members who can be easily
influenced.
Comment [A4]: Hi! Wonderful job looking at
point of view! With points of view, we’re looking
at different ways the topic could be viewed from
a top-view level. The thesis is that addiction is
harmful for the non-addicted family member. A
starting point for looking at different points of
view is start with the opposite: addiction is
beneficial for the non-addict family member.
That may seem to viola.
Copyright © 2018 Pearson Education, Inc.C H A P T E R 3.docx
The document discusses decision structures and Boolean logic in Python. It covers if, if-else, and if-elif-else statements for controlling program flow based on conditional logic. Relational and logical operators are explained for creating Boolean expressions to evaluate conditions. The chapter also discusses comparing strings, nested conditional structures, Boolean variables, and using conditional logic to determine turtle graphics properties and state in Python.
Copyright © 2018 by Steven Levitsky and Daniel.docx
Copyright © 2018 by Steven Levitsky and Daniel Ziblatt
All rights reserved.
Published in the United States by Crown, an imprint of the Crown Publishing Group, a division of
Penguin Random House LLC, New York.
crownpublishing.com
CROWN and the Crown colophon are registered trademarks of Penguin Random House LLC.
Library of Congress Cataloging-in-Publication Data
Names: Levitsky, Steven, author. | Ziblatt, Daniel, 1972– author.
Title: How democracies die / Steven Levitsky and Daniel Ziblatt.
Description: First edition. | New York : Crown Publishing, [2018] | Includes bibliographical
references.
Identifiers: LCCN 2017045872| ISBN 9781524762933 | ISBN 9781524762940 (pbk.) |
ISBN 9781524762957 (ebook)
Subjects: LCSH: Democracy. | Political culture. | Democracy—United States. | Political culture—
United States. | United States—Politics and government—2017–
Classification: LCC JC423 .L4855 2018 | DDC 321.8—dc23
LC record available at https://lccn.loc.gov/ 2017045872
ISBN 9781524762933
Ebook ISBN 9781524762957
International edition ISBN 9780525574538
Cover design by Christopher Brand
v5.1
ep
http://crownpublishing.com/
https://lccn.loc.gov/2017045872
To our families:
Liz Mineo and Alejandra Mineo-Levitsky & Suriya, Lilah, and Talia Ziblatt
Contents
Cover
Title Page
Copyright
Dedication
Introduction
Chapter 1: Fateful Alliances
Chapter 2: Gatekeeping in America
Chapter 3: The Great Republican Abdication
Chapter 4: Subverting Democracy
Chapter 5: The Guardrails of Democracy
Chapter 6: The Unwritten Rules of American Politics
Chapter 7: The Unraveling
Chapter 8: Trump Against the Guardrails
Chapter 9: Saving Democracy
Acknowledgments
Endnotes
file:///tmp/calibre_4.8.0_tmp_kSZb6L/QHRTjZ_pdf_out/OEBPS/Levi_9781524762957_epub3_cvi_r1.xhtml
Introduction
Is our democracy in danger? It is a question we never thought we’d be
asking. We have been colleagues for fifteen years, thinking, writing, and
teaching students about failures of democracy in other places and times—
Europe’s dark 1930s, Latin America’s repressive 1970s. We have spent years
researching new forms of authoritarianism emerging around the globe. For
us, how and why democracies die has been an occupational obsession.
But now we find ourselves turning to our own country. Over the past two
years, we have watched politicians say and do things that are unprecedented
in the United States—but that we recognize as having been the precursors
of democratic crisis in other places. We feel dread, as do so many other
Americans, even as we try to reassure ourselves that things can’t really be
that bad here. After all, even though we know democracies are always
fragile, the one in which we live has somehow managed to defy gravity. Our
Constitution, our national creed of freedom and equality, our historically
robust middle class, our high levels of wealth and education, and our large,
diversified private sector—all these should inoculate us from the kind of
democrat.
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Right.docx
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
Psychology
Twelfth Edition
Chapter 1
What Is Psychology?
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
Psychology, Pseudoscience, and
Popular Opinion
• LO 1.1.A Define psychology, and describe how it
addresses topics from a scientific perspective.
• LO 1.1.B Provide examples of pseudoscience,
psychobabble, popular opinion, and “plain old
common sense” related to psychological topics,
and describe how scientific psychology would
address such claims.
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
What Psychology Is
• Psychology is the discipline concerned with
behavior and mental processes and how they are
affected by an organism’s external and internal
environment.
• Unlike pop psychology, scientific psychology is
based on research and empirical evidence.
– gathered by careful observation, experimentation, and
measurement
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
What Psychology Is Not (1 of 4)
• Psychologists have many pseudoscientific
competitors, such as astrologers and psychics.
• Like psychologists, promoters of nonscientific
systems try to explain people’s problems and
predict their behavior.
• When their claims are put to the test, they turn out
to be so vague as to be meaningless or just plain
wrong.
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
What Psychology Is Not (2 of 4)
• Psychology’s methods and reliance on empirical
evidence distinguish it from pseudoscience and
“psychobabble.”
• Like scientists in other fields, psychological
researchers strive to:
– discover new phenomena and correct mistaken ideas
– deepen our understanding of an already familiar world
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
What Psychology Is Not (3 of 4)
• Psychobabble is appealing because it confirms
our beliefs and prejudices.
• In contrast, psychology often challenges them.
• Fully understanding basic human processes that
most people take for granted often involves:
– examining them in a new light
– turning common wisdom on its head for a different
perspective
– shaking up cherished beliefs to see why and when they
hold true
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
What Psychology Is Not (4 of 4)
Figure 1.1
Psychology: It’s Not Just “Common Sense”
Copyright © 2017, 2014, 2011 Pearson Education, Inc. All Rights Reserved
Thinking Critically and Creatively About
Psychology
• LO 1.2.A Explain why critical thinking applies to all
scientific pursuits, and also why it should guide
everyday judgments and decision making.
• LO 1.2.B List eight important critical-thinking
guidelines and give an example of how each
applies to the science of psychology.
Copyright © 201.
Copyright © 2017 Wolters Kluwer Health Lippincott Williams.docx
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Chapter 1
Introduction to Nursing Research
in an Evidence-Based
Practice Environment
*
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Question
Tell whether the following statement is true or false:
Nursing research is systematic inquiry using disciplined methods to solve problems.
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Answer
False
Research is systematic inquiry using disciplined methods to solve problems. Nursing research is systematic inquiry to develop knowledge about issues of importance to the nursing profession.
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
What Is Research?Systematic inquiry using disciplined methods to solve problems
Nursing researchSystematic inquiry to develop knowledge about issues of importance to the nursing profession
*
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Consumer–Producer ContinuumConsumers: nurses who read and evaluate research reports or summariesProducers: nurses who design and undertake research studies
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Question
Tell whether the following statement is true or false:
Producers of research design and undertake studies.
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Answer
True
Knowledge of nursing research enhances the professional practice of both consumers of research (who read and evaluate studies) and producers of research (who design and undertake studies).
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Contemporary EmphasisEvidence-based practice projectsReplicationsResearch integration through systematic reviewMultisite and interdisciplinary studiesExpanded dissemination effortsIncreased focus on health disparities
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Sources of Evidence for Nursing PracticeTraditionAuthority Clinical experience, trial and error, intuitionLogical reasoning (inductive and deductive)
*
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
What Is a Paradigm?
A world view; a general perspective on the complexities of the real world, with certain assumptions about reality
Key paradigms for nursing research:Positivist paradigmNaturalistic paradigm
*
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
What Is the Nature of Reality?Positivist assumption: Reality exists; there is a real world driven by natural causes.Naturalistic assumption: Reality is multiple and subjective, constructed by individuals.
*
Copyright © 2017 Wolters Kluwer Health | Lippincott Williams & Wilkins
Question
What occurs in the positivist paradigm?
Reality is not fixed.
Reality is fixed.
Associated with qualitative research
Subjective, narrative materials
Copyright © 2017 Wolters Kluwer .
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Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
Operations Management
8th edition
Chapter 2
Operations Performance
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
Slack et al.’s model of operations management
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
In Chapter 2 – Operations performance – Slack et al. identify
the following key questions…
Why is operations performance vital in any organization?
How is operations performance judged at a societal level?
How is operations performance judged at a strategic level?
How is operations performance judged at an operational
level?
How can operations performance be measured?
How do operations performance objectives trade off against
each other?
Key questions
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
Three levels of operations performance
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Stakeholder groups with typical operations objectives
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
People – The social
account, measured by
the impact of the
operation on the quality
of people’s lives
Planet – The environmental account,
measured by environmental impact of
the operation
Profit – The economic
account, measured by
profitability, return on
assets, etc. of the
operation
Sustainability
How operations can impact TBL performance (1 of 3)
• Recyclability of materials, energy consumption and waste material
generation
• Reducing transport-related energy
• Noise pollution, fume and emission pollution
• Obsolescence and wastage
• Environmental impact of process failures
• Recovery to minimize impact of failures
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
People – The social
account, measured by
the impact of the
operation on the quality
of people’s lives
Planet – The environmental account,
measured by environmental impact of
the operation
Profit – The economic
account, measured by
profitability, return on
assets, etc. of the
operation
Sustainability
How operations can impact TBL performance (2 of 3)
• Customer safety from products and services
• Employment impact of an operation’s location
• Employment implications of outsourcing
• Repetitive or alienating work
• Staff safety and workplace stress
• Non-exploitation of developing country suppliers
Copyright © 2016, 2013, 2010 Pearson Education, Inc. All Rights Reserved
People – The social
account, measured by
the impact of the
operation on the quality
of people’s lives
Planet – The environmental account,
measured by environmental impact of
the operation
Profit – The economic
account, measured by
profitability, return on
assets, etc. of the
operation
Sustainability
How operations can impact TBL performance (3 of 3)
• Cost of producing p.
Copyright © 2017 by University of Phoenix. All rights rese.docx
1. The document provides financial information for Berkshire Instruments and Harrod's Sporting Goods to calculate key ratios and determine the cost of capital. For Berkshire Instruments, the vice president is determining the weighted average cost of capital using different capital structure assumptions. For Harrod's, the CFO is analyzing the company's financial ratios to negotiate loan terms with their bank.
2. The document contains income statements, balance sheets, and industry ratios for both companies over multiple years. It provides instructions to calculate profitability, asset utilization, and other ratios and compare to industry benchmarks. The goal is to evaluate financial performance and negotiating positions.
3. Key information includes capital structures, bond yields, dividend payouts, tax
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Copyright © 2016 John Wiley & Sons, Inc.
Copyright © 2016 John Wiley & Sons, Inc.
Managing and Using
Information Systems
A STRATEGIC APPROACH
Sixth Edition
Keri E. Pearlson
KP Partners
Carol S. Saunders
W.A. Franke College of Business
Northern Arizona University
Dr. Theo and Friedl Schoeller Research Center for Business and Society
Dennis F. Galletta
Katz Graduate School of Business
University of Pittsburgh, Pittsburgh, PA
Copyright © 2016 John Wiley & Sons, Inc.
VICE PRESIDENT & DIRECTOR George Hoffman
EXECUTIVE EDITOR Lise Johnson
DEVELOPMENT EDITOR Jennifer Manias
ASSOCIATE DEVELOPMENT EDITOR Kyla Buckingham
SENIOR PRODUCT DESIGNER Allison Morris
MARKET SOLUTIONS ASSISTANT Amanda Dallas
SENIOR DIRECTOR Don Fowley
PROJECT MANAGER Gladys Soto
PROJECT SPECIALIST Nichole Urban
PROJECT ASSISTANT Anna Melhorn
EXECUTIVE MARKETING MANAGER Christopher DeJohn
ASSISTANT MARKETING MANAGER Puja Katariwala
ASSOCIATE DIRECTOR Kevin Holm
SENIOR CONTENT SPECIALIST Nicole Repasky
PRODUCTION EDITOR Loganathan Kandan
This book was set in 10/12 Times Roman by SPi Global and printed and bound by Courier Kendallville.
This book is printed on acid free paper.
Founded in 1807, John Wiley & Sons, Inc. has been a valued source of knowledge and understanding for more than 200 years, helping people
around the world meet their needs and fulfill their aspirations. Our company is built on a foundation of principles that include responsibility to
the communities we serve and where we live and work. In 2008, we launched a Corporate Citizenship Initiative, a global effort to address the
environmental, social, economic, and ethical challenges we face in our business. Among the issues we are addressing are carbon impact, paper
specifications and procurement, ethical conduct within our business and among our vendors, and community and charitable support. For more
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duced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or
otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission
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Evaluation copies are provided to qualified academics and professionals for review purposes only, for use in their cou.
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Chapter
7
Analyzing
Business Markets
Copyright © 2016 Pearson Education, Inc. 7-*
Learning Objectives
What is organizational buying?
What buying situations do business buyers face?
Who participates in the business-to-business buying process?
How do business buyers make their decisions?
In what ways can business-to-business companies develop effective marketing programs?
How can companies build strong loyalty relationships with business customers?
How do institutional buyers and government agencies do their buying?
Copyright © 2016 Pearson Education, Inc. 7-*
What is
Organizational Buying?Business market
Consists of all the organizations that acquire goods and services used in the production of other products or services that are sold, rented, or supplied to others
Frederick E. Webster Jr. and Yoram Wind define organizational buying as the decision-making process by which formal organizations establish the need for purchased products and services and identify, evaluate, and choose among alternative brands and suppliers. Any firm that supplies components for products is in the business-to-business marketplace. More dollars and items change hands in sales to business buyers than to consumers.
*
Copyright © 2016 Pearson Education, Inc. 7-*
Business marketsFewer, larger buyersClose supplier–customer relationshipsProfessional purchasingMultiple buying influencesMultiple sales callsDerived demandInelastic demandFluctuating demandGeographically concentrated buyersDirect purchasing
Business marketers contrast sharply with consumer markets in some ways. The business marketer normally deals with far fewer, much larger buyers than the consumer marketer does, particularly in such industries as aircraft engines and defense weapons. Because of the smaller customer base and the importance and power of the larger customers, suppliers are frequently expected to customize their offerings to individual business customer needs. Business goods are often purchased by trained purchasing agents, who must follow their organizations’ purchasing policies, constraints, and requirements. More people typically influence business buying decisions. Buying committees consisting of technical experts and even senior management are common in the purchase of major goods. A study by McGraw-Hill found that it took four to four-and-a-half calls to close an average industrial sale. The demand for business goods is ultimately derived from the demand for consumer goods. The total demand for many business goods and services is inelastic—that is, not much affected by price changes. The demand for business goods and services tends to be more volatile than the demand for consumer goods and services. The geographical concentration of producers helps to reduce selling costs. Business buyers often buy directly from manufacturers .
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accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Unit 4 Lab StoichiometryCHEM 1806Purpose To practice the conce.docx
- 1. Unit 4 Lab: StoichiometryCHEM 1806 Purpose: To practice the concept of Stoichiometry Materials: Student Supplied – Distilled water, paper towels, small paper cup, mug LabPaq materials: 100 mL glass beaker, Funnel, 25 mL cylinder, Goggles, Digital Scale, Weighing boat, 2.5 g Calcium chloride, dehydrate, Filter paper, 2 g Sodium carbonate. Procedure: 1. While wearing goggles, weigh out 1.0 g CaCl2 and put it into the 100 mL beaker. Record the actual mass of CaCl2 you are using in Table 1. 2. Add 25 mL of distilled water to the beaker and stir. This is now the “Calcium chloride solution” 3. Calculate how much sodium carbonate you will need for a full reaction. Write that calculation in the Results and Discussion section. 4. Weigh out the calculated amount of Na2CO3 and put it in a small paper cup. (Record actual mass in Data Table 1) 5. Add 25 mL distilled water to the paper cup and stir to make “sodium carbonate solution.” 6. Pour the sodium carbonate solution into the beaker with the calcium chloride solution. 7. Record observations. Write out the reaction of what occurred in the results section. (The solid is calcium carbonate.) 8. Fold the filter paper in half, then in quarters. Record the mass of the filter paper. 9. Place the filter paper in the funnel and open one side. 10. Place the funnel in a mug or other cup to balance it. 11. Carefully swirl and pour the contents of the beaker into the filter paper. (Don’t let the solution overflow.) 12. Rinse the beaker with 1-3mL of distilled water and pour that water into the filter paper as well. (If there is a little solid left in the beaker, leave it. It is experimental error.) 13. When the liquid has drained, lay the filter paper and
- 2. precipitate on a plate or paper towels to allow it to dry. (mine took overnight, some people take 3 days) 14. When dry, weigh the precipitate + filter paper, record it, and calculate the mass of the precipitate. 15. In the discussion, calculate the theoretical yield and percent yield. (4 pts) Data: Table 1: Data Mass of CaCl2 Mass of Na2CO3 needed Actual mass of Na2CO3 used Observation of reaction Mass of filter paper Mass of filter paper + precip Actual yield of Calcium Carbonate 1. (3 pts) Calculate how much Na2CO3 you need to completely react your mass of CaCl2. (Show that calculation here) 2. (2 pts) Write out the reaction that occurred to form calcium carbonate. Remember to identify the phases and balance the equation. 3. (2 pts) Calculate the actual yield of Calcium Carbonate. (Show your work) 4. (2 pts) Calculate the theoretical yield of Calcium Carbonate. (Show your work)
- 3. 5. (2 pts) Calculate your percent yield of Calcium Carbonate. (Show your work) Insert a picture of your filter paper with yield for 2 pts extra credit. ;-) When you are finished, save the file as LASTNAME_Stoich and upload it to the Dropbox for Unit 4 Labs. Unit 4 Lab: Ionic ReactionCHEM 1806 Purpose: To observe several ionic reactions and practice net ionic equations Materials: Student Supplied –distilled water LabPaq materials: 24 well plate, 96 well plate, pipet (empty), Ionic Reaction bag. Procedure: **The 24-well plate will hold the chemical droppers. The 96- well plate is where the reactions will take place. 1. Load the well rows. 1. Place 2 drops of cobalt (II) nitrate solution into seven of the A row wells. 2. Place 2 drops of copper (II) nitrate into seven of the B wells. 3. Place 2 drops of iron (III) nitrate into seven of the C wells. 4. Place 2 drops of barium nitrate into seven of the D wells. 5. Place 2 drops of nickel (II) nitrate into seven of the E wells. When performing the following, NEVER TOUCH THE TIP OF THE PIPET TO THE SOLUTION ALREADY IN THE WELL! 2. Load the well columns 6. Place 2 drops of sodium phosphate solution into five vertical wells under column number 1. 7. Place 2 drops of sodium iodide solution into five vertical wells under 2. 8. Place 2 drops of sodium sulfate solution into five vertical wells under 3. 9. Place 2 drops of sodium chloride solution into five vertical wells under 4.
- 4. 10. Place 2 drops of sodium bicarbonate solution into five vertical wells under 5. 11. Place 2 drops of sodium carbonate solution into five vertical wells under 6. 12. Place 2 drops of sodium hydroxide solution into five vertical wells under 7. 3. Record all observations. If the solution is anything but transparent, a solid has been formed. Milky = precipitate. Data Table: (2 pts) 1 2 3 4 5 6 7 A B
- 5. C D E Results and Discussion: Insert a picture of your well plate with the reaction mixtures. (5 pts) Based on your observations, choose 10 wells that created a precipitate and write the net ionic equations. (8 pts) When you are finished, save the file as LASTNAME_Ionic and
- 6. upload it to the Dropbox for Unit 4 Labs. Unit 3 Lab: VSEPRCHEM 1806 A. Natural Orientation of Volumes about a Central Point. This part necessitates you have 6 balloons. Hold or tie them together in the quantity identified in the table and describe the shape in the table below. Balloon Arrangement Description of the Shape Two-Balloon Set Three-Balloon Set Four-Balloon Set Five-Balloon Set Six-Balloon Set B. Valence Shell Pairs: Single Bonds
- 7. Fill in the table below for the corresponding compounds. The shapes and other information on pages 4-6 of this lab will be helpful. Molecular Shape Number of Bonds About Central Atom Shape Description BF3 BeCl2 CH4 PF5 SF6
- 8. C. Valence Shell Pairs: Single Bonds and Non-Bonding electron pairs Fill in the table below for the corresponding compounds. The shapes and other information on pages 4-6 of this lab will be helpful. Molecular Formula Number of Bonds and Non-Bonding Pairs Shape Desrciption NF3 H2S H3O+ PH3 ClO2-
- 9. D. Valence Shell Pairs: Single and Double Bonds and Non- Bonding electron pairs Fill in the table below for the corresponding compounds. The shapes and other information on pages 4-6 of this lab will be helpful. Formula Number of Bonds and Non-Bonding Electron Pairs Shape Description CO32- SO2 H2CO SO3
- 10. SO32- NO2- PO33- When you are done, please save this file as LASTNAME_VSEPR and upload it to the Unit 3 Lab DropBox. Unit 2 Lab: ID Metal IonsCHEM 1806 Purpose: To identify metal ions by the colors they produce in a flame. The colors and their energies are discussed in this unit.
- 11. The color is produced by electrons being promoted and then relaxing to the ground state electronic structure. As the electrons move, energy is released and their energy is displayed as photons of light. Depending on the energy, a different color is released. Red is low energy; violet (purple) is high energy. Materials: Student Supplied – Lighter or matches; 8 paper- stemmed cotton swabs (Q-tips) NOT plastic stemmed ones LabPaq materials: Burner fuel, Goggles, 24-well plate, Experiment bag “Identification of Metallic Ions” Procedure: 1. Use the 24-well plate as a chemical holder, as shown to the right. 2. Place about 0.5mL (20 drops) of sodium nitrate in the first well of your well plate. 3. Place the chemical container in the well below the chemical to keep track of which chemical is where. 4. Repeat with the remaining chemicals. 5. Light the burner. 6. Soak a cotton end in the first chemical. 7. Pass the soaked cotton through the flame until there is a change in the flame color. (It might take 6 passes) Move the cotton through fairly rapidly so the cotton doesn’t burn. 8. Record the color change in the data table below. 9. Repeat steps 6-8 with the remaining chemicals, including the unknown. 10. All chemicals can be rinsed down the sink. Extinguish the flame by carefully replacing the cap over the flame. Data Table: (2pts) Sodium Nitrate Barium Nitrate Calcium Nitrate Cupric Nitrate Lithium Nitrate Potassium Nitrate Strontium Nitrate
- 12. Unknown Flame Color Results and Discussion: 1. (8 pts) Is there a trend in the color of the flame and corresponding placement on the periodic table? Discuss in terms of energy levels and colors observed. 2. (5 pts) What is the identity of your unknown? 3. (5 pts) Insert a picture of your lab set up (try to get a picture of the colored flame too – it isn’t easy!) 4. That’s it. Quick lab. When you are finished, save the file as LASTNAME_Metals and upload it to the Dropbox for Unit 2 Labs.