Three Philosophers

Three Philosophers

The author of this article had been invited by one of his colleagues to join him in setting up a booth at the entrance of a subway station in New York.  I enjoyed this article because it was interesting to know the types of questions that people wanted to ask. It was revealed that there are many people who are not sure about what they should start doing with their lives. In this article the philosophers explored what it is that gives life meaning, what we can do to make ourselves happy, and other ideas about human nature. I recommend this article because of it’s interesting topic, and because it was fun to read.

 

Measuring Keq Lab

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Measuring Keq

Part I:  Preparation of a standard absorption curve for FeSCN+2

Standard 0.20M Fe(NO3)3 0.0020 M KSCN 0.100M HNO3 [FeSCN+2] Absorbance
A 10.0 mL 0.0 mL 15.0 mL 0M 0.000
B 10.0 mL 1.0 mL 14.0 mL 8.00×10^-5M 0.307
C 10.0 mL 1.5 mL 13.5 mL 1.20×10^-4M 0.446
D 10.0 mL 2.0 mL 13.0 mL 1.60×10^-4M 0.616
E 10.0 mL 2.5 mL 12.5 mL 2.00×10^-4M 0.815
F 10.0 mL 3.0 mL 12.0 mL 2.40×10^-4M 0.965

EQUATION:     y=3966.9x                                                                            R2 0.9968

Part 2: Measuring Equilibrium

Test Solution 0.0020 M Fe(NO3)3 0.0020 M

KSCN

0.10 M

HNO3

Initial [Fe+3] Initial [SCN] Absorbance Equilibrium

[FeSCN+2]*

I 5.0 mL 0 5.0 mL 0.0010M 0M 0 0M
II 5.0 mL 1.0 mL 4.0 mL 0.0010M 2.0×10^-4M 0.172 4.33×10^-5M
III 5.0 mL 2.0 mL 3.0 mL 0.0010M 4.0×10^-4M 0.404 1.02×10^-4M
IV 5.0 mL 3.0 mL 2.0 mL 0.0010M 6.0×10^-4M 0.642 1.62×10^-4M
V 5.0 mL 4.0 mL 1.0 mL 0.0010M 8.0×10^-4M 0.845 2.13×10^-4M
VI 5.0 mL 5.0 mL 0.0 mL 0.0010M 1.0×10^-3M 0.904 2.28×10^-4M

 

* To be determined from the standard graph equation.

ANALYSIS:

  1. Use your graph equation to calculate the equilibrium concentrations of FeSCN+2.
  2.  Prepare and ICE chart for each test solution (II – VI) and calculate the value of Keq for each of your 5 tests solutions.

ICE CHART 1

Test Solution

Keq =282

Fe3+               +                SCN–                    ⇄            FeSCN2+
I 0.0010 0.00020 0
C -0.0000433 -0.0000433 +0.0000433
E 0.00096 0.00016 0.0000433

 

ICE CHART 2

Test Solution

Keq =378

Fe3+               +                SCN–                    ⇄            FeSCN2+
I 0.0010 0.00040 0
C -0.000102 -0.000102 +0.000102
E 0.00090 0.00030 0.000102

 

ICE CHART 3

Test Solution

Keq =444

Fe3+               +                SCN–                    ⇄            FeSCN2+
I 0.0010 0.00060 0
C -0.000162 -0.000162 +0.000162
E 0.00083 0.00044 0.000162

 

ICE CHART 4

Test Solution

Keq =444

Fe3+               +                SCN–                    ⇄            FeSCN2+
I 0.0010 0.00080 0
C -0.000213 -0.000213 +0.000213
E 0.00080 0.00060 0.000213

 

ICE CHART 5

Test Solution

Keq =384

Fe3+               +                SCN–                    ⇄            FeSCN2+
I 0.0010 0.0010 0
C -0.000228 -0.000228 +0.000228
E 0.00077 0.00077 0.000228

 

CONCLUSION AND EVALUATION:

  1. Comment on your Keq values.   Do your results convince you that Keq is a constant value regardless of the initial concentrations of the reactants?  Why or why not?

Yes, because most of the values we got for Keq are fairly close to each other.

  1. Calculate the average value of Keq from your five trials.  The actual value of Keq for this reaction at 25oC is reported as 280.   Calculate (should you use all of your values?) the percent difference of your average value from the reported value:

% difference = (experimental value – reported value)  x 100%

Reported value

Average = Keq1 + Keq2 + Keq3 + Keq4 + Keq5

5

Average = 282 +378 + 444 + 444 + 384  = 386

5

% difference = (386-280) x 100% = 37.9%

280

Desmos Art Functions Card 2018

 

 

 

 

 

https://www.desmos.com/calculator/jqfcmzmvkx

Working on this project was a good way to review what we have worked on during the semester. I started the card by graphing a pineapple, because I really wanted there to be a pineapple on the card. i then made a plan for what the rest of the card would look like, and started thinking about what kind of functions should be used for each shape. When I couldn’t get the shape of a line right, I started experimenting with different stretches until I could get the shape I was looking for. I had a problem while shading, I wanted a colour that wasn’t an option in desmos, then I found out that I could layer the different colours on top of each other to get what I wanted. This assignment helped me review what we have worked on earlier in the semester, and it has helped me find out what I should start reviewing for the finals.

Exploring waves lab

The first video shows a transverse pulse wave, It is a non-repeating wave where the spring is pulled perpendicular to its regular direction.

The second video shows a periodic transverse wave, it is the same as the last one, but instead of only one disturbance, it is repeating.

The third video shows a pulse longitudinal wave, the wave travels in the same direction of the spring, we bunched u[ some of the spring to make this wave.

The last video shows a periodic longitudinal wave, it is the same as the third wave, but it is repeating, while the last video only had one wave.

Wave interference videos

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This video shows two crests colliding with each other. This is called constructive interference. When the two crests collide for he moment, they combine to create one bigger wave

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this video demonstrates destructive interference where a crest collides with a traugh. When they collide they cancel each other out.

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in this last video, we attempted to create a standing wave. In the video you can see the nodes where the destructive interference occurs, and also the crests and traughs where you can see the constructive interference.

How do noise cancelling headphones use wave interference to eliminate unwanted sound?

A microphone inside the ear cup will sense an incoming wave, it will then send and equal negative wave in the other direction towards the incoming wave to eliminate it. The headphones use destructive interference to eliminate incoming sound waves.

Physics 11 – Newton’s Laws

This first video represents Newton’s first law: Inertia. An object will stay in motion, and an object at rest will stay at rest. I used the cart to show an object in motion. According to Newton’s law, in perfect conditions, the cart will never stop rolling after I push it, but it will stop due to friction slowing it down (in the video it hit something). I used a weight to show that it will take more force to get the object to start moving, if I used more force it would have moved.

The second video represents Newton’s second law: F=ma. This law shows the relationship between Net Force, Mass, and Acceleration. You can use this equation to calculate how much force it would take to accelerate an object with a certain mass at that speed. I used two pineapples with different masses. To get both of the pineapples to accelerate at the same speed I would need to apply more force to the heavier pineapple. If I were to use the same force on each of the pineapples, the smaller one would accelerate faster than the larger one. Another example, is if you had two cars, one heavier than the other, it would take more force to move the larger car at the same speed of the smaller one.

This last video shows a example of Newton’s third law: F1=-F2. Every action will have an equal and opposite reaction. With an object resting on the ground, you would have the force of gravity pushing downwards, and also the normal force, equal to the gravitational force, holding the object up. In my example, I used a ball of silly putty to show the opposite force, when the ball hits the desk, it bounces back upwards. But then why, for example, does my textbook not bounce when I drop it? The bouncing happens die to the elasticity of the object, it depends on the objects ability to deform and reform upon impact, even if the object does not bounce, the upward force is still there.