Indirect thermometric Titration Essay Example for Free

Indirect thermometric Titration Essay * School Name: Al Mashrek International School * School Code: 2108 * Subject: Chemistry * Topic: Indirect A thermometric Titration. * Assessment: Data Collection, Data Processing Presenting, Conclusion Evaluation. * Candidate Name: Bassam Al-Nawaiseh * Date: 20/5/2007 * Aim: The aim of this experiment is to determine the concentrations of two acids. The two acids are Hydrochloric acid, HCl, and Ethanoic acid, CH3CO2H. This will be done by thermometric titration, by calculating the enthalpy change for each reaction, enthalpy of neutralization. * Data Collection: Table 1: the temperature change for the HCl solution and CH3CO2H solution after adding 5 cmà ¯Ã‚ ¿Ã‚ ½ portions of 1M NaOH on each acid. * Data Processing Presenting: Graph 1: represents the temperature change in the solution when titrated with HCl after extrapolation. Graph 2: Represents the temperature change of the solution titrated against Ethanoic Acid after extrapolation. * From graph 1, it is shown that after extrapolating the final temperature of the solution are 38 à ¯Ã‚ ¿Ã‚ ½C instead of being 34 à ¯Ã‚ ¿Ã‚ ½C from the normal graph. * From graph 2, it is shown that after extrapolating the graph, the final temperature of the solution is about 34 à ¯Ã‚ ¿Ã‚ ½C instead of being 32 from the normal graph. * Amount of NaOH = c x v = 2 x 0.05 = 0.1 mol NaOH * Amount of Heat Energy for HCL solution = m x s x ?T = (100/1000) x 4.18 x (38 23) = 6.27 KJ * Molar Heat Energy for HCL solution = 6.27 x (1 / 0.1) = 62.7 KJ/mol * Amount of Heat Energy for Ethanoic Acid Solution = m x s x ?T = (100/1000) x 4.18 x (34 23) = 4.56 KJ * Molar Heat Energy for Ethanoic Acid solution =- 4.56 x (1 / 0.1) = -45.6 KJ/mol. (Negative sign was added to both the heat energies because the reaction is exothermic due to the rise in temperature of the solution.) * Conclusion Evaluation: * ?H neutralization for Ethanoic Acid (-45.6 KJ/mol) is lower than that for Hydrochloric Acid (-62.7 KJ/mol). This is because HCL is a strong acid which completely ionizes and dissociates. On the other hand, CH3COOH is a weak acid which partially ionizes in water. * Percentage Uncertainties is: * Pipette (Volume of NaOH): (0.1/50) x100 = 0.20% * Burette (Volume of HCL): (0.05/50) x 100 = 0.10% * Burette (Volume of CH3COOH): (0.05/50) x100 = 0.10% * Thermometer (Temperature of HCL): (0.5/61) x 100 = 0.81 % * Thermometer (Temperature of CH3COOH): (0.5/57) x 100 = 0.87 % * Total Percentage Uncertainty = 0.20+0.10+0.10+0.81+0.87 = 2.08 % * Absolute Uncertainty for ?H HCL = 62.7 x (2.08/100) = 1.3 * Absolute Uncertainty for ?H CH3COOH = 45.6 x (2.08/100) = 0.94 * ?H Hydration for HCL is -62.7 KJ/mol (à ¯Ã‚ ¿Ã‚ ½ 1.3) * ?H Hydration for CH3COOH is -45.6 KJ/mol (à ¯Ã‚ ¿Ã‚ ½ 0.95) * Percentage Error: 1. Literature value for HCL is -57.6 KJ/mol = (57.6 62.7)/57.6 = 0.0885 x 100 = 8.85 % 2. Literature value for CH3COOH is -36.8 KJ/mol = (36.8 45.6)/45.6 = 0.193 x 100 = 19.3 % * Errors: 1. Some heat was lost to the surrounding during the reaction. Water temperature decreased as a result from the heat loss, which caused a decrease in the final temperature. 2. The polystyrene cup was not covered with a lid, which also caused heat to be lost to the surrounding. 3. While stirring, the thermometer hit the bottom of the polystyrene cup which caused the thermometer to take the temperature of the cup instead of the water. This affected the readings of temperatures in different intervals which caused an error in drawing the graph. 4. Stirring of the solution was not constant all over the reaction, which caused a partial gain of heat. * Improvements: 1. The polystyrene cup should be covered with a lid, which will increase its insulation and will decrease the amount of heat lost to the surrounding. 2. The thermometer should not hit the bottom of the cup when stirring and friction should be reduced to maximum. This can be done by either holding the thermometer accurately up from the bottom. Or by adjusting it into a clamp embedding it in the solution, while using a glass rod for stirring. 3. Stirring the solution should be constant all over the reaction in order to have accurate readings during all time intervals, which will make the graph and its extrapolating more accurate.

Physics of Sea Ice :: physice ice sea

Sea ice is frozen sea water. Salt ions in the water complicate the growth of ice crystals, and makes sea ice much more dynamic than freshwater ice. Sea ice covers nearly 7% of the Earth's surface, has a huge effect on global climate, and is one of the largest, single biomes on Earth. Ice is the solid, crystalline form of water, which solidifies at 0Â ºC. Roughly 9 polymorphs of ice are defined, only one, however, occurs naturally on Earth. This common form of ice is known as ice 1h, and its lattice displays six-fold rotational symmetry. The incorporation of sea salt or other ions in the crystal lattice of ice faces both size and charge restrictions, thus the salt and water do not form solid solution. This means that as the ice grows, the ions are rejected and most of them are returned to the water. Some, however, are retained within the ice matrix as liquid inclusions; creating a network of channels through with this brine travels. The network of channels and associated brine inclusions greatly contribute to what makes sea ice different from freshwater ice. These inclusions change the deformational, thermal, and optical properties of ice; making sea ice unique in several different ways. Growth of Sea Ice * The latent heat of freezing, or the enthalpy of freezing, for the phase transition from water to ice is 334J/g for pure water and just slightly lower for sea water. * The energy (heat) released from the freezing layer of water is conducted through the ice and released into the atmosphere. * The thermal properties of the ice and snow cover, as well as the energy balance at the top and bottom of the growing ice sheet determine the rate at which heat can be pushed out. * For an ice surface that is in thermal equilibrium with the atmosphere, conservation of energy mandates that the heat must flux in and out of the ice . * This can be expressed mathematically, and using calculus techniques the thickness to which an ice sheet can grow can be predicted for given surface temperature conditions. Motion * Sea ice does not float freely on the polar oceans , but rather is moved around, tossed about, and deformed as a result of several forces which act on the ice pack.

The Death Penalty Shall Stay

The United States is known for its big capital punishment or death penalty mentality. However, passions in the U.S. are sharply divided, and equally strong among both supporters and protesters of the death penalty. The death penalty in this country should not be eliminated though. First, death is the only just punishment for murderers. Second, life without parole is far more expensive than a death sentence. Lastly, capital punishment serves as a deterrent for future potential criminals. All in all, it is important that the death penalty remains in the United States. When a murderer is executed, the message to the criminal and society is that the crime he committed is so heinous; he forfeits his own right to live. Justice for All states that juries do not impose the death penalty loosely. They continue to explain that the death penalty is imposed with a sense of protection and justice, not revenge (Social Issues: Justice for All). The death penalty punishment is earned as a result of the pain and suffering the criminal has caused on the victim and the victim’s loved ones. â€Å"For some crimes, it represents the only just punishment available on earth† (Sharp). Also, our society has nonetheless steadily moved to more humane methods of carrying out capital punishment. Many opponents of the death penalty argue that the cost of capital punishment is about twice as expensive as life without parole punishments. Although the upfront costs for the death penalty are in fact higher than the costs for life without parole cases, this concept flips as the years pass. Justice for All states that life without parole cases will cost $1.2 million-$3.6 million more over time than equivalent death penalty cases (Sharp). Another factor that opponents of the death penalty fail to recognize is the cost that branches out of life imprisonment. Keeping these criminals alive in prison costs money whether it’s for the food, space, water for the showers, etc. So, why spend the money for murderers who don’t deserve it? Lastly, common sense later followed by piles and piles of statistics has proven that criminals often plead for a life in prison rather than death. In the past it was believed that the death of murderers 1) prevents future crime or misbehavior from the murderer and 2) discourages other future and/or potential murderers from committing crimes. In the present, Paul Rubin, a professor of economics and law at Emory University uses detailed statistical analysis of the available data on the deterrent effects of capital punishment. He and his colleagues concluded that each execution led to an average of eighteen fewer murders (Rubin). Not only has the death penalty rid us of criminals but it has the future effect of reducing the crime rate.

The Integration Of Women Into Combat Military Occupational...

Clearing the Way: The Integration of Women into MOS 12B SGT Godoy, Edward 12B ALC Student 28 March 2015 Abstract This paper will discuss the U.S. Army’s decision to allow women into combat Military Occupational Specialty (MOS), specifically into MOS 12B known as a Combat Engineer which for years has been closed to women. I will speak briefly on the history of and mindset of the Army and how it has pretty much forced the women that currently serve to prove themselves. We will also discuss the certification process from Basic Combat Training (BCT), AIT (Advanced Individual Training), and Combat Engineer Advanced Leaders Course (ALC). This paper will also examine the specialized programs soldiers must receive such as Sexual†¦show more content†¦This restriction was meant to keep women from serving in units below the brigade level whose primary mission was to engage in direct combat on the ground. This restriction meant that women could not serve in combat Military Occupational Specialties such as special operations, infantry, armor, artillery, and in this case combat engineers. The current goal of Army leadership is to open most jobs by the end of fiscal year (October) 2015. Soon the Army will officially have female combat engineers, fighting and training alongside their male counterparts. We will all have to change any preconceived notions and biases of women in order to have a smooth transition and to ensure that female soldiers are not mistreated or given any special treatment, and ensure that they are treated fairly and be seen as just soldiers not female soldiers but just that, soldiers. Certifications So what does this mean for our MOS? The first thing we will discuss is the earning of certifications from Advanced Individual Training to Advanced Leaders Course. As you already may know, other than a few training posts, most Basic Combat Training is already co-ed. 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