Investigation on finding the Molar Mass of Butane Essay Example for Free

Investigation on finding the Molar Mass of Butane Essay Aim: To find the molar mass of butane, by finding the number of moles of gas in the container and comparing it to the mass of butane in the container Theory Butane (C4H10), also called n-butane, is the unbranched alkane with four carbon atoms, CH3CH2CH2CH3. Its only other isomer is methylpropane: CH(CH3)3. It is an organic compound which belongs to the alkane group or organic compounds. It is a highly flammable, colourless and odorless gas at r. t.p. this, along with the fact that is an easily liquedified gas, is why it is used in lighters as a fuel. Its Relative Molecular Mass is 58.12g, and it is barely soluble in water like most organic compounds: 0.0061 g/100 cm3, at 20 à ¯Ã‚ ¿Ã‚ ½C. In the experiment we shall find the mass of butane by calculating the change in mass of the lighter before and after the experiment. We shall find the number of moles in the container by finding the volume, pressure and temperature of butane inside the container, and then use the formula PV = nRT (where P: Absolute Pressure measured in millibars, V: Volume of gas measured in dm3,T: absolute temperature in Kelvin, and R is the universal gas constant, which equals to 83.14472 dm3à ¯Ã‚ ¿Ã‚ ½mbarà ¯Ã‚ ¿Ã‚ ½K-1à ¯Ã‚ ¿Ã‚ ½mol-1). Since we could not measure the temperature or pressure inside the container, we measured the atmospheric pressure and temperature. We assumed that if we waited for enough time, the temperature inside the container will be equal to the atmospheric temperature. Secondly, the atmospheric temperature = pressure inside the container and the pressure exerted by the column of water. The pressure exerted by the column of water = mgh. [Reference: www.wikipedia.com] Prediction I feel that the mass of one mole of butane will be approximately 58, as this is the RMM of Butane (correct to 0 d.p.). Apparatus * Lighter (filled with Butane) * Water * Trough * Digital Thermometer [à ¯Ã‚ ¿Ã‚ ½ 0.01à ¯Ã‚ ¿Ã‚ ½C] * Top-pan balance [à ¯Ã‚ ¿Ã‚ ½ 0.01g] * Burette [à ¯Ã‚ ¿Ã‚ ½ 0.05 cm3] * Pressure Gauge [à ¯Ã‚ ¿Ã‚ ½ 0.5mb] * Meter Rule [à ¯Ã‚ ¿Ã‚ ½ 0.0005m] * Table showing Vapour Pressure of water at various Temperatures Modifications to Method * We dipped the lighter in water before any of the trials, and then dried it using ethanol in an attempt to reduce the margin of error in the mass reading due to water droplets sticking the lighter. * The Burette was filled completely with water. * We did not take the final volume reading when the level of water in the burette was equal level with the water in the trough. Instead, we measured the height of the water column above the level of water in the trough. * We found the volume of water between the tip of the cylinder and the 0cm3, and included that in our calculations of the volume of water. Fair Test * After every trial, we dipped the lighter in ethanol and then shook it to dry to ensure that was minimal inaccuracy in the mass reading due to water droplets sticking to the lighter. However, it is impossible to get rid of all the water droplets. Therefore we dipped the lighter in water and dried it using ethanol before any tests in an attempt to ensure that the extra mass (though minimal) due to water droplets on the lighter remained constant throughout the experiment and thus could be ignored. * We filled the burette completely with water, to ensure that no gases were inside the burette before the trial, which would have affect the pressure readings. * The pressure inside the container is equal to the pressure due to butane and moisture. Using a table, we shall find the pressure due moisture, and subtract it from our pressure reading to get the pressure due to butane alone. * We waited a little which after the trail before measuring the air temperature to ensure that the temperature of butane inside the burette was the same. * We used water inside the burette since butane barely dissolves in water. * We removed the metal piece at the top of the lighter, as water droplets could easily stick to it. Also, it ensured that the butane could not catch fire. Safe Test * We removed the metal piece of the lighter, to ensure the butane could not catch fire. * We were careful while dipping the lighter in ethanol, not to release butane as ethanol is flammable. Conclusion In the experiment, when we opened the nozzle of the lighter, butane escaped from the lighter, causing a decrease in mass of the butane inside the lighter. The butane rose to the top of the burette, since butane is less dense than water. This caused the pressure at the top of the butane to be greater than the atmospheric pressure. Since liquids are mostly incompressible, the increase pressure at the top, created a force on the top of the water column, pushing it down. Hence the volume of gas (butane and vapour) inside the burette would increase, causing the pressure of gas to decrease until it is equal to the atmospheric pressure. This process kept on occuring as more and more bubbles of butane and moisture reached the top, hence at the end of each trial the pressure inside the burrrete can be estimated to be equal to the atmospheric pressure. From the graph, it has been calculated that the RMM of butane is 53.946à ¯Ã‚ ¿Ã‚ ½60.2% using the formulae RMM = mass/n and pV= nRT. There are no anomalies, since the graph passes through the error bars of all 4 points. Evaluation In the experiment, the accuracy is fairly high as the experimental value for the RMM of butane is 54, while in theory it is 58.12 (percentage error of only 7.089%), which shows that very few systematic error occured during the experiment. This is also shown by the fact that the y-intercept is 0.0125, which is very close to 0, showing an almost completely proportional relationship between mass and n. Regarding the precision of error, the margin of error has been calculated as 60.2% and is far to high, resulting in a poor precision. However the experiment was more precise than this value of 60.2% shows it to be, because from the graph one can see that all the points lie close to the line of best fit. In the experiment, various errors could have occured, such as: Systematic Errors: * Error in readings of pressure due to high uncertainty. Random Errors: * The pressure due to the water column has no been taken into consideration. * We are assuming that the temperature inside the burette is equal to atmospheric pressure, which may not be true. * Water droplets may have still stuck to the lighter, causing an error in mass. To reduce the margin of error we could have: * Calculated the pressure exerted do to the water column, and subtracted it from the atmospheric pressure to find the pressure inside the container. * Taken a larger container than a burrette, so that we could release more butane and cause a larger change in mass, so that the uncertainty of 0.01g would have a smaller affect on the margin of error. * Used a seperate lighter for each trial, eliminating the error caused due to water droplets clinging to the sides of the lighter.

Mystical Motifs in Woolf’s Mrs. Dalloway Essay -- Virginia Woolf Mrs.

Mystical Motifs in Woolf’s Mrs. Dalloway The scholarship surrounding Woolf’s mysticism by and large focuses on a psychoanalytical approach. While this paper will somewhat attempt to move away from a psychoanalytical methodology, it is valuable to examine the existing scholarship and the departures from this approach. Within this theoretical structure, the critical discussion further breaks down into two separate, though not incompatible, groups: those who see Woolf’s use of mysticism as a feminist statement and those who see Woolf as a mystic. I contend that both perspectives are valid and are inherent in Woolf’s application of mystical motifs, particularly in Mrs. Dalloway. Val Gough in his article â€Å"With Some Irony in Her Interrogation: Woolf’s Ironic Mysticism† makes an argument for Woolf’s ironic use of mysticism in her works as a feminist statement. Through various syntactical subtleties, Gough points out areas in Woolf’s work where â€Å"the mystic quest for truth [is portrayed] in a subtly skeptical manner† (Gough 86). Gough extends her use of irony to examine how it serves â€Å"to de-naturalize the relationship between text and reader, to make it overtly complex and problematic† (88). He contends that irony, in operating between the reader and the text, serves to break down, to some extent, the â€Å"stability of the sign and of supposed ‘absolute’ truth† (88). Ultimately, he concludes that â€Å"Woolf’s ironic mysticism†¦necessarily involves a feminist challenging of rigid structures of phallic (and imperialist) power, thus making it a mysticism of subversive, politically critical, feminist irony† (89). Gough’s particular approach is interesting because it contends that an ironic mysticism is inherently politicized and specifica... ...ulie. â€Å"Varieties of Mystical Experience in the Writings of Virginia Woolf.† Twentieth Century Literature Vol 41 Iss 4 (1995): 328-349. Minow-Pinsky, Makiko. â€Å"‘How then does light return to the world after the eclipse of the sun? Miraculously, fraily†: A Psychoanalytic Interpretation of Woolf’s Mysticism.† Virginia Woolf and the Arts. Pace University Press: New York 1997. Moore, Madeline. The Short Season Between Two Silences: The Mystical and the Political in the Novels of Virginia Woolf. Allen & Unwin: Winchester, Mass 1984. Rachman, Shalom. â€Å"Clarissa’s Attic: Virginia Woolf’s Mrs. Dalloway Reconsidered.† Twentieth Century Literature Vol 18 Issue 1 (1972): 3-18 Smith, Susan Bennett. â€Å"Reinventing Grief Work: Virginia Woolf’s Feminist Representations of Mourning in Mrs. Dalloway and To The Lighthouse.† Twentieth Century Literature Vol 41 Iss 4 (1995): 310-327

Media Representation in Lgbt

Media and its representation of Lesbian, Gay, Bisexual, Transsexual (LGBT) themes has been prevalent throughout time. According to the collections of studies and stories by Meem, Mitchell and Jonathan (2010) concerning LGBT individuals, it is important to represent such themes because it is able to enlighten people on how our society as a whole, has become dynamic. The Media can be seen as a â€Å"central source† where negative perceptions can be created. As a result, stereotypes can be either created or perpetuated about this group, negative or otherwise. Media as a medium, therefore, is an extremely powerful tool in our society, and can be used to change or create people's perceptions about this particular segment of our world (LGBT). Stereotyping people can be harmful and have long lasting effects on us as a society, â€Å"It can transform slight assumptions on people and make them perceived realities† (Meem, Mitchell; Jonathan 2010). Such stereotypes are capable of perpetuating inequality and social prejudice in society. However, it is imperative to note that stereotyping through the media is sometimes inevitable. In the case of television, stereotyping occurs through advertisements, news bulletins and entertainment. For films, stereotyping has been used as a form of marketing. The stereotypical codes give television and film audiences a common and quick way of understanding a particular person. In most cases, stereotypical codes focus on ethnicity, social roles, sexual orientation, occupation, race and gender. Most often, the groups being stereotyped may not defend themselves. They are usually the minority and raising their voices may make little or no impact. However, there are some measures, which have been instituted to help reduce stereotyping. For instance, media campaign against this vice has become useful in reducing stereotypes in society. However, the vice is still rampant in some sections of the media. â€Å"There are those who have a common tendency of thinking that the way people think and can be uniform across the globe† (Carroll, 2009). This is not true people are diverse and their mindsets also vary. This is mostly applicable in homosexuality whereby gays and lesbians are viewed to be outside the mainstream or dominant culture. With the emergence of gothic culture, it is probable to categorize them as being weird or abnormal. The dominant culture in this case refers to marriage and love relationships between people of different gender. Same sex marriages and behavioral patterns are prevalent in virtually all cultures. As Carroll (2009) documents, â€Å"same sex behavior is found in every culture, and its prevalence remains about the same† (p. 290). The media is a viable source of information in society such that televisions and films are very influential due to both sound and visual effect. These two mediums of communication are crucial in symbolic annihilations of lesbians and gays. According to Vollmer (2003), films and TVs tend to avoid integrating gays and lesbians in their programs for fear of offending advertisers, target audiences as well as investors. This kind of portrayal is not desirable because it denies them their human rights. The fact that they belong to a new generation culture does not mean that they should not enjoy their rights. With their visual effects, the two mediums of communication cultivate a perception that homosexuals are bad elements in society. They should not be given a chance to be heard if they have views to express. Due to fear of loosing audience and revenues, these two mediums of communication edit their programs to extent that audiences place homosexuals under the category of abhorred people. This has extended even in the ways they are covered in television news. â€Å"The issue of sexual orientation has been used as an indicator of villainy and deviance in children’s movies† (Vollmer, 2003). If children were to be shown movies that portray homosexuals as bad characters in society, then, they would grow up hating them. A negative perception is cultivated in such children. Such kinds of stereotypes can instigate violence in society. For example, a gay male may not be welcomed in a party due to his sexual orientation. It is only a question of ethics. Homosexuals are also put as either victims or villains in movies. They are depicted as belonging to a weird or foreign culture that cannot be tolerated. It is rare to have a movie that has the main character being gay or lesbian. If a girl begins to demonstrate some signs of male characteristics, she is referred to as a ‘tom-boy’. It is like a taboo to show such kinds of signs in a girl. On the other hand, if a male does not have masculine features, he is seen as an outcast. All of these perceptions are obtained from the media, and especially televisions and movies. According to Mehta and Hay (2005), media houses have for a long time helped to construct and reinforce stereotypical ideas about masculinity and men. From what is portrayed in the media, it is possible for people to dismiss others on the basis of whether they have masculinity or are feminine (Ferrey, 2008). Televisions and movies through their visual effects help define ‘a real man’. During advertisements, there are some particular aspects of man that are portrayed. A man who fails to have certain forms of male features may not be shown on TV or may not be considered for a film (Cohen ; Hall, 2009). Moreover, the marketing companies have started to objectifying men in the same manner women have been objectified. The fitness of a man, his muscles and general outlook count a lot in determining whether he is to feature in a program or not. Men are so used to this behavior, they do not see the need to object. Therefore, the media will never stop giving what one considers ‘good or real’ men airplay. Forming a type of segregation. A research study titled, Attitudes toward stereotypical versus counter-stereotypical gay men and lesbians indicates that six hundred and sixty two confessed gays, lesbians and bisexuals had contended with victimization in the society (Cohen ; Hall, 2009). Of those, 20% reported to have been attacked or abused because of their sexual orientation. In the year 2005, Federal Bureau had reported 1,171 of hate crime offenses took place because of homosexual orientation. This is the kind of segregation that has existed in the society for centuries. The major problem is because media and mostly electronic media show homosexuals as people who have undertaken ‘abnormal’ directions of life. They are not part of the mainstream culture. The only solution is for governments to create institutions that can help people understand that everybody should enjoy unlimited human rights. Forums can also help eradicated the notions cultivated by the media, about gays and lesbians and institute a culture of tolerance. In summary, no particular person should be segregated or discriminated on the basis of their sexuality. However, gender pre-judgments are still present in all media, the best remedy to help integrate all people no matter their sexuality, is to spend resources on education. Young people need to be taught tolerance and understanding in order to accept all kinds of people, regardless of their sexual orientation and direction. References Carroll, J. L. (2009). Sexuality now: embracing diversity. Belmont: CengageBrain Learning. Cohen, T. R. ; Hall, D. L. (2009). Attitudes toward stereotypical versus counter-stereotypical gay men and lesbians. Retrieved on 17th November 2011 from http://findarticles. om/p/articles/mi_m2372/is_4_46/ai_n35656044/ Ferrey, P. A. (2008). Gender Stereotypes persist. Retrieved on 17th November 2011 from http://www. nytimes. com/inc_com/inc1211198677212. html Meem, D. T. , Michelle A. G. , ; Jonathan A. (2010). Finding Out: An Introduction to LGBT Studies. Thousand Oaks, CA: Sage. Mehta, V. P. ; Hay, K. (2005). A superhero for gays? Gay masculinity and green lantern . The Journal of American Culture, 28(4), 390-404. Vollmer, M. L. (2003). Gender transgression and villainy in animated film. Taylor ; Francis Journal, 1(2), 89-109.

Effective Communication - 1225 Words

Effective communication with children, young people and families Good communication is central to working with children, young people, families and carers. It helps build trust, and encourages them to seek advice and use services. It is key to establishing and maintaining relationships, and is an active process that involves listening, questioning, understanding and responding. You should always communicate with them appropriately to match the stage of development, personal circumstances, and needs of the person you’re talking to. It is important to be able to communicate both on a one-on-one basis and in a group. Communication is not just about the words you use, but also about the way you’re speaking and your body language. You need†¦show more content†¦Consultation and negotiation †¢ Consult the child or young person, and their parents or carers from the beginning of the process. †¢ Make informed judgements about how to involve children, young people, parents and carers in decisions as far as is possible and appropriate. Take account of their views and what they want to see happen. Be honest about the weight of their opinions and wishes. †¢ Inform, involve and help the child or young person to express what they are feeling. Help them to describe what they are experiencing and to assess different courses of action. Help them understand the consequences of each and, where appropriate, agree next steps. †¢ Recognise that different people have different interests in a situation and be able to work with them to reach the best and most fair conclusion for the child or young person. †¢ Share reasons for action with the child or young person and their parent or carer, unless to do so would increase the risk of harm to them or another pe rson. †¢ Judge when, and how, to hand over control of a situation to others. Knowledge How communication works †¢ Understand the value of the role of parents and carers, and know how and when to refer them to further sources of information, advice or support. †¢ Know that communication is a two-way process. †¢ Know how to listen to people, make them feel valued and involved. †¢ Understand theShow MoreRelatedCommunication : Effective And Effective Communication818 Words   |  4 PagesEffective communication is an extremely important piece in a business organization. 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