Bias Against Females Essay Samples

Bias Against Females Essay SamplesPeople might find it strange to admit that they have a tendency to write bias against females when writing an essay. This might be a new development for them but it is completely normal. These individuals always prefer to avoid writing with prejudice or as if it were an inanimate object.This is not so much because the essay samples are female, but rather this is because they always find it difficult to write the same thing on the subject. So they tend to choose some words that they can be more specific with or at least they are not as obvious as 'opposite sex'. When you go out to buy an essay sample, you might notice these words also included in the titles or the names of the sample essays.Many people are aware of the fact that the word 'sex' is used to describe a person, usually a person of the opposite sex. They say that if you have the habit of using the word 'sex' in writing, this is usually because the writer has some bias against females. But i n the case of essays written by males, there is hardly any use of any bias against females.If you are one of those people who write their own prejudice against females and that does not include the use of the word 'sex', then the chances are high that you do not make it easy for yourself to be admired by all. The truth is that there are many different ways in which an essay sample can be done in an unbiased manner. But of course if you want to be awarded a prize, you would not have any scope for such thing.The best way to overcome the problem of bias is to try and improve your skills in using the words bias and sexual. One way to do this is to use all the colors available in the rainbow and to use them appropriately to make sure that you are not biased. Use pink, yellow, blue, red, green, indigo, violet, etc.You will have to be very careful about using the words 'that'the' in any place in your essay. All these words will add up to the number of biases you have in your writing. So if you want to overcome the bias in your essay, you must be able to talk about those points without making any statements about the people in the sample.If you are being accused of bias against females, you must remember that if you are a writer, you must have encountered bias all the time. This does not mean that all writers are prejudiced against females.

The Congos Power Struggle with Belgium - 1276 Words

The template for the Congo wars stems from disorderly years of power struggles and international interference that followed the country’s independence from Belgium in 1960. President Mobutu Sese Seko (starting 1971) for nearly three decades ruled with autocratic and corrupt values, which increased the gradual decay of all their state institutions that left communities throughout the country to fend for themselves. Mobutu’s regime after a certain amount of time began to be destabalized and that aided the emergence of a rebellion in eastern Congo in 1995. The group was successful in toppling the Mobutu dictatorship however the alliance fell apart after Kabila and his Ugandan and Rwandan backers turned on each other, which sparked the Second Congo War on August 2, 1998. The Alliance of Democratic Forces for the Liberation of Congo-Zaire (AFDL or ADFLC) was a coalition of Congolese protestors, irritated minority groups and nations that formed an insurgency to overthrow Mobutu Sese Seko in 1996 with the recruitment of tens of thousands child soldiers from local communities in the East A Laurent Kabila came into power in the First Congo War (1996-1997). . A â€Å"war of liberation† was inspired in 1996–97 when a regional alliance, spearheaded by Rwanda and Uganda, sent thousands of soldiers to support the AFDL. The campaign falsely geared great hopes of change and renaissance throughout the country and made a triumphal entry in the Congolese capital in May 1997 as Mobutu fledShow MoreRelated Patrice Lumumba’s Struggle Against Belgian Imperialism Essay921 Words   |  4 PagesPatrice Lumumba’s Struggle Against Belgian Imperialism It is hard to believe that in 2002 there is still imperialism being practiced in the world, but the fact of the matter is, it is. 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Blended Learning free essay sample

This model is realized as a combination of a face-to-face environment and online learning, using a proprietary learning management system (LMS) named adaptive hypermedia courseware (AHyCo). AHyCo is based on adaptive hypermedia and in addition to supporting learning and testing, introduces completely new constructivist and cognitivist elements to education. By supporting collaborative and project-oriented activities AHyCo promotes students motivation for learning and establishes learning as an active and interactive process. Blended learning refers to a mixing of different learning environments. It combines traditional face-to-face classroom methods with more modern computer-mediated activities. According to its proponents, the strategy creates a more integrated approach for both instructors and learners. Formerly, technology-based materials played a supporting role to face-to-face instruction. Through a blended learning approach, technology will be more important. For example, consider a traditional class meeting schedule. Say that the course would normally meet MWF, from 1-3 PM. If the institution were to apply a blended learning approach, the course may change so that it meets once per week instead of the usual three-session format. Learning activities that otherwise would have taken place during classroom time can be moved online. In other circumstances, a greater reliance on technology within the classroom may occur. Activities may be structured around access to online resources, communication via social media or interaction with distance learners in other classrooms or other learning environments. There are many different approaches to blended learning. It can take on many shapes or forms, depending on the teachers and learners involved. As of now, there is no consensus on a single agreed-upon definition for blended learning. The terms blended, hybrid, and mixed-mode are used interchangeably in current research literature. Blended Learning has been around for many years, but the name has changed as the uses and recognition have increased. Many people may be using a form of blended learning in lessons and teaching, but may not realize it or be able to give it an actual name. Blended learning is something that is used in the world of education as well as the world of business. Blended learning is not a new concept, but may be a new term to many users. Below is a list of just a few of the more common, but older, names of blended learning. You may hear blended learning described as â€Å"integrative learning†, â€Å"hybrid learning†, â€Å"multi-method learning† (Node, 2001). The term blended learning is being used with increasing frequency in both academic and corporate circles. In 2003, the American Society for Training and Development identified blended learning as one of the top ten trends to emerge in the knowledge delivery industry (cited in Rooney, 2003) (Graham, 2004). Blended learning began as online learning when poor rural school districts had to rely on online learning for students who were taking higher level classes that they could not afford a teacher to come in and teach. [2] [edit] Mixing synchronous learning and asynchronous learning A blended learning approach can combine face-to-face facilitation with computer-mediated instruction and/or discovery learning opportunities. It also applies science or IT activities with the assistance of educational technologies using computer, cellular or Smartphones, Satellite television channels, videoconferencing and other emerging electronic media. Learners and teachers work together to improve the quality of learning and teaching, the ultimate aim of blended learning being to provide realistic practical opportunities for learners and teachers to make learning independent, useful, sustainable and ever growing. [3] [edit] Considerations in blended learning Whether a course should be proposed as a face-to-face interaction, an online course or a blended course depends on the analysis of the competencies at stake, the nature and location of the audience, and the resources available. Depending on the cross-analysis of these 3 parameters, the course designer will opt for one of the 3 options. In his course scenario he/she will then have to decide which parts are online, which parts are offline. A basic example of this is a course of English as a second language where the instructor reaches the conclusion that all audio-based activities (listening comprehension, oral expression) will take place in the classroom where all text-based activities will take place online (reading comprehension, essays writing). [4] Blended learning increases the options for greater quality and quantity of human interaction in a learning environment. Blended learning offers learners the opportunity â€Å"to be both together and apart. †[5] A community of learners can interact at any time and anywhere because of the benefits that computer-mediated educational tools provide. Blended learning provides a ‘good’ mix of technologies and interactions, resulting in a socially supported, constructive, learning experience; this is especially significant given the profound effect that it could have on distance learning. In a perfect world, an ideal harmony can be created between face to face and online learning. Blended learning strives to do that. In this scenario, the benefits of both approaches would be utilized, without incurring the negative side effects of an unbalanced approach. The challenge, though, is that it is difficult to come up with a perfect prescription for how to establish a course that will be effectively blended. The needs of every course is different, as are the needs of learners in a given course. There isn’t a way to set up a perfect formula that says â€Å"use 10% internet, 20% face to face interaction and 2 shakes of hugs and a lot of high fives† and then you’ll have a perfect learning environment. While it is easiest for most of us to picture a blended learning environment in a traditional classroom environment with a sprinkle of computers thrown in, there are other ways to create blended learning environments. Researchers Russell T. Osguthorpe and Charles R. Graham from Brigham Young University suggest that there are at least three environments that are effective blended learning environments: 1. online and face-to-face learning activities, 2. online and face-to-face students, and 3. online and face-to-face instructors. [6] There are a variety of motivations for utilizing blended learning environments. Obviously, educators want to maximize the benefits that any approach would offer learners. The authors described six goals that are applicable to the types of learning environments that they described: pedagogical richness, access to knowledge, social interaction, personal agency, cost effectiveness, and ease of revision. In regards to the cost effectiveness of blended learning, Bleak budgets coupled with looming teacher shortages amidst an increasing demand for results are accelerating the growth of online learning into blended environments. (Horn and Staker) Blended e-learning refers to the learning which takes place through a combination of face-to-face facilitated learning, e-learning and self-study. Some of the advantages of blended learning include; cost effectiveness for both the accrediting learning institution and the learner, accessibility to a post secondary education, and flexibility in scheduling and timetabling of course work. Some of the disadvantages may include; computer and internet access, limited knowledge in the use of technology, study skills, problems which are similar to those who would be entering a physical learning institution. It should also be noted that some authors talk about hybrid learning (this seems to be more common in Northern American sources) or mixed learning. However, all of these concepts broadly refer to the integration (the blending) of e-learning tools and techniques. Blended learning is on the rise in higher education. 93% of higher ed instructors and admin say they are using blended learning strategies somewhere in their institution. One clear advantage of blended learning in education is its connection with differentiated instruction. Differentiated instruction involves â€Å"custom-designing instruction based on student needs. †[17] In differentiated instruction, educators look at students’ learning styles, interests, and abilities. Once these factors have been determined, educators decide which curriculum content, learning activities, products, and learning environments will best serve those individual students’ needs. Blended learning can fit into a number of these areas. By using blended learning, educators are definitely altering the learning environment when students work collaboratively in learning communities online, for example. Teachers could also add relevant curriculum content that would be unavailable or difficult to comprehend outside of the internet. Learning activities and products can also be changed to use technologies in a classroom that uses blended learning. In a study by Dean and associates, research showed that providing several online options in addition to traditional classroom training actually increased what students learned. 2001) Another study showed that student interaction and satisfaction improved, along with students learning more, in courses that incorporated blended learning. (DeLacey and Leonard, 2002) Another advantage of blended learning is pacing and attendance. In most blended learning classrooms, there is the ability to study whenever the student chooses to do so. If a student is absent, she/he may view some of the missed materials at the same time that the rest of the class does, even though the student cannot be physically in the classroom. This helps students stay on track and not fall behind, which is especially helpful for students with prolonged sicknesses or injuries that prevent them from attending school. These â€Å"self-study modules† also allow learners to review certain content at any time for help in understanding a concept or to work ahead for those students who learn at a faster pace. (Alvarez, 2005) Because of the ability of students to self-pace, there is a higher completion rate for students in blended learning classrooms than to those in strictly e-learning situations. Flavin, 2001) This self-pacing allows for the engagement of every learner in the classroom at any given time. Students also see that the learning involved becomes a process, not individual learning events. This revelation allows for an increased application of the learning done in the classroom. (Flavin, 2001) [edit] Blended Learning in K-12 Settings Blended learning, whether it is in the form of online programs or bringing other technologies into a physical setting, can serve a variety of purposes for students in K-12 settings. Although research and information about blended learning in colleges and universities is widely available, the same is not true for K-12 settings. Recently this has begun to change, as groups including Innosight Institute and the Charter School Growth Fund have done work to chronicle the existence of different blended learning models and capture their results, as well as to define what makes blended learning different in K-12 settings from higher educationgiven the distinctly different settings and needsand the different models in evolution. The first comprehensive study published in May 2011, titled The rise of blended learning: Profiles of emerging models, profiled 40 different blended-learning models at different stages of their life cycle and gave a variety of data about the different tools being used, policies impeding blended learnings productive growth, and definitions as well as rationales for those definitions. The basic definition that Innosight Institute has used to define blended learning is from the perspective of the studentnot the schoolwhich is in keeping with the non-profit think tanks focus on transforming education into a student-centric system. The definition is the following: Blended learning is any time a student learns at least in part at a supervised brick- and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace. Innosight Institute captured six different models it saw in existence to this point of how students are experiencing blended learning. Those six models are: Face-to-Face Driver, Rotation, Flex, Online Lab, Self-Blend, and Online Driver. Some of the models that are capturing the imagination of those focused on next-generation schooling powered by digital learning include Carpe Diem Collegiate High School and Middle School, Rocketship Education, and KIPP Empower. The remainder of this section discusses the implementation of blended learning in elementary, middle, and high school classrooms based on the older research prior to Innosight Institutes report. Online programs, for example, serve students whose needs are not met at their physical school. Many programs seek to serve students with limited educational opportunities [18]. A lack of classes, conflicts with scheduling, un- or under-qualified teachers, and a need to make up credits or to obtain them in certain disciplines may also drive the need for online courses. Under the federal mandates of No Child Left Behind, teachers are required to be highly qualified in the content area they teach. At smaller schools and in rural areas, this is not always possible. Thus, access to highly qualified teachers may only exist through an online forum. What is Blended? A blended learning approach combines face to face classroom methods with computer-mediated activities to form an integrated instructional approach. In the past, digital materials have served in a supplementary role, helping to support face to face instruction. For example, a blended approach to a traditional, face to face course might mean that the class meets once per week instead of the usual three-session format. Learning activities that otherwise would have taken place during classroom time can be moved online. As of now, there is no consensus on a single agree-upon definition for blended learning. The Resources page contains cites to several articles that provide definitions. In addition, the terms blended, hybrid, and mixed-mode are used interchangeably in current research literature. For the purposes of the Blended Learning Initiative at Penn State, the term blended is preferred. Why Blend? The goal of a blended approach is to join the best aspects of both face to face and online instruction. Classroom time can be used to engage students in advanced interactive experiences. Meanwhile, the online portion of the course can provide students with multimedia-rich content at any time of day, anywhere the student has internet access, from Penn State computer labs, the coffee shop, or the students’ homes. This allows for an increase in scheduling flexibility for students. In addition to flexibility and convenience for students, according to research shared at the ALN Conference Workshop on Blended Learning amp; Higher Education November 17, 2005, there is early evidence that a blended instructional approach can result in learning outcome gains and increased enrollment retention (http://www. ic. edu/depts/oee/blended/workshop/bibliography. pdf). Blended learning is a student-centered approach to creating a learning experience whereby the learner interacts with other students, with the instructor, and with content through thoughtful integration of online and face-to-face environments. 1 A well-designed blended learning experience thoughtfully organizes content, support materials, and activities via synchronous and asynchronous learning events, all of which are delivered in a variety of modes ranging from traditional lecture to online tutorials. Communication and collaboration are necessary functions of a blended approach. Because formative assessment is embedded throughout learning events, the learner assumes responsibility for his or her learning. In contrast to teacher-centered, rote-learning approaches, blended learning environments provide multiple ways to access content and to demonstrate mastery. As a result, they lend themselves more readily to differentiation of content and process. A blended approach also gives the learner the opportunity to be more responsible for his or her learning, which creates a learning situation that may be more meaningful on an individual level. Because the learner comes to construct knowledge through personal effort, she or he is more likely to demonstrate understanding beyond rote memorization, and to transfer what she or he has learned to new settings. 2 History of blended learning The concept of blended learning, in which multiple learning environments and activities are combined, has existed for quite some time. Long before the advent of computers and social networks, teachers created blended learning experiences using simple technologies like paper and pencil. Educators have always crafted learning experiences that incorporate a variety of activities in different environments for the purpose of reinforcing learning material. For example, consider the concept of the apprenticeship. Prior to the hands-on experience, the apprentice studied the work of the master through observation, conversation, and possibly through reading. Contemporary definitions of blended learning take into account the role that technology can play. Technologies like CD-ROM and the internet have made it possible to create new environments for learning, new opportunities for synchronous and asynchronous collaboration, and new modes of delivery for learning materials, self-directed guides, and tutorials. More recently, blended learning figures prominently in conversations about online learning. In this context, blended learning represents a convergence of online and face-to-face experiences. Interactions across both environments are mitigated by space, time, fidelity, and personal interaction. 3 While some research indicates that blended learning solutions have a positive impact on student learning, most research has taken place in higher education and adult learning, so care should be taken when extending this research to the K-12 arena. 4 The aim is to encourage students to be active learners by using online technologies to enable or support learning activities that continue outside of the lecture hall, classroom or lab, and encourage students to arrive in class well prepared.

Investigating the affect of concentration on the rate of reaction between magnesium and hydrochloric acid Essay Example

Investigating the affect of concentration on the rate of reaction between magnesium and hydrochloric acid Essay In this investigation I will be measuring the rate of reaction between magnesium and hydrochloric acid. The rate of a reaction tells us how quickly a chemical reaction happens. Reaction Rate = change in volume, mass or concentration of substance Time taken There are two ways to measure the rate of a reaction, by observing how quickly the reactants are used up or by observing how quickly the products are formed. Measurements of the rate of reaction can be taken in three main ways: We will write a custom essay sample on Investigating the affect of concentration on the rate of reaction between magnesium and hydrochloric acid specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Investigating the affect of concentration on the rate of reaction between magnesium and hydrochloric acid specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Investigating the affect of concentration on the rate of reaction between magnesium and hydrochloric acid specifically for you FOR ONLY $16.38 $13.9/page Hire Writer * Measuring the rate of precipitation * Measuring the volume of gas * Measuring the change in mass The results gained from these experiments can be drawn on a graph, which enables the rate of reaction to be worked out. In a chemical reaction atoms are rearranged. In order for a reaction to occur the molecules must collide by coming together. However not all collisions are effective. This is because in gases and liquids, particles are constantly moving causing millions and millions of collisions every second. If there were a reaction every time molecules collided all chemical reactions would only take a few seconds. This is why only a small fraction of the collisions between the particles have an effect. When particles collide head on and are fast moving a reaction occurs. This is because if collisions between particles have enough energy a reaction will occur. In gases, liquids and in solution, the particles move at a range of speeds. Some are moving very slowly and others are moving very fast. To react, particles must collide with enough energy and in the correct orientation for bonds to be broken. This is because for a chemical reaction to take place, some bonds in the reactants must be broken. In a chemical reaction if the activation energy is low many of the collisions will have enough energy so the reaction will be fast whilst if the activation energy is high fewer collisions will have enough energy so the reaction will be slower. The activation energy for a reaction is the minimum energy needed for a reaction to occur. You can show this on an energy profile for the reaction. For a simple exothermic reaction, the energy profile looks like this: When magnesium powder and dilute hydrochloric acid are mixed together a reaction occurs. This reaction is exothermic meaning heat is given off. Magnesium + Hydrochloric Magnesium + Hydrogen + Energy Acid Chloride Mg (s) + 2HCl (aq) MgCl2 (aq) + H2 (g) + Energy The rate of this reaction can be changed by varying the conditions in which the reaction occurs. The factors that affect the rate of reaction are: * Surface area * Temperature * Presence of a catalyst * Concentration/pressure if gaseous The surface area of the solid reactants can be changed which has a big effect on the rate of reaction. For example magnesium powder will react faster with hydrochloric acid than magnesium ribbon. This is because although the same mass is used the powder has a larger surface area. This means that more particles are exposed to the acid so there is a greater chance of collisions and the more collisions in a given time the greater the rate of reaction. This is illustrated in the diagram below. If the same mass of magnesium ribbon was used the reaction would be slower because of the smaller surface area. Only the outside of the ribbon is in contact with the acid particles so to begin with only the outside of the ribbon will react. The magnesium particles inside the ribbon can only react when the outside particles have reacted; this is because they do not come in contact with the acid until this point. Therefore as you increase the surface area you increase the rate of reaction. A simple graph of the affect of surface area on the rate of reaction is shown below. An increase in temperature will increase the rate of reaction. The kinetic energy of particles is proportional to the temperature. Particles will have more kinetic energy at higher temperatures. This causes them to move faster which means that the collisions will be more frequent between particles in any moment in time. Also they collide more energetically and therefore there is more chance of collisions with energy equal to or greater than the activation energy and so more collisions will cause a reaction. A graph showing the affect of temperature on the rate of reaction is shown below. Another way to show the effect of temperature on the rate of reaction is to use a Maxwell-Boltzmann curve. A simple curve is shown below. As you increase the temperature the particles will move faster as they will have more energy, however not all the particles in a substance will move at the same speed. As the temperature has been increased there will be more particles with an energy level equal to or greater than the activation energy and therefore more collisions will bring about a reaction. This affect of the increase in temperature on the number of molecules with energy equal to or greater than the activation energy is shown below. A catalyst is a substance which alters the rate of a reaction without itself being used up or changed chemically during the reaction. Most catalysts reduce the activation energy and so increase the rate of reaction. A catalyst provides an alternative path for a reaction with a lower activation energy. This means that there will be more particles with an energy equal to or greater than the activation energy. Therefore there will be more collisions in which the particles react and so the rate of reaction will have increased. Enzymes also have this affect as they are biological catalysts. Two graphs are shown below one showing the affect of a catalyst on the activation energy and on the rate of reaction. Many reactions involve catalysts, some examples are shown below. Reaction Catalyst Decomposition of hydrogen peroxide manganese(IV) oxide, MnO2 Nitration of benzene concentrated sulphuric acid Manufacture of ammonia by the Haber Process iron Conversion of SO2 into SO3 during the Contact Process to make sulphuric acid vanadium(V) oxide, V2O5 Hydrogenation of a C=C double bond nickel Increasing the concentration of a reagent increases the number of particles in a given volume; this increases the rate of reaction. This is due to the fact that there are more reactant particles in solution and therefore collisions will be more frequent so there is more chance of collisions with energy greater than or equal to the activation energy. Collisions are only effective if they have energy equal to or greater than the activation energy. The activation energy is the minimum amount of energy needed for a reaction to occur. This is because in order for particles to react they must collide with enough energy and in the correct orientation for bonds to be broken. This is because for a chemical reaction to take place, some bonds in the reactants must be broken. This is shown in the diagrams below. When a reaction first begins there is a high concentration of reactant particles. There are more collisions between the particles and so the rate of reaction is greatest at the beginning of a reaction. As there are more collisions there will be more collisions with an energy equal to or greater than the activation energy so the rate of reaction will be faster at the beginning of a reaction. However as a reaction continues the concentration of reactant particles decreases as they have already reacted. This causes the rate of reaction to decrease. This is because there will be less collisions so there will be fewer collisions with an energy greater than or equal to the activation energy causing the rate of reaction to decrease and eventually be 0 when the reaction stops. The reaction will finish when either of the reactants have run out. This pattern is shown on the graphs on the following page. The rate of reaction at a particular point can be worked out by drawing a graph of the results. This is done by drawing a tangent at the chosen time as shown in the diagram opposite. The next step is to draw a right-angled triangle from the tangent as shown in the diagram opposite. The gradient of the tangent can be worked out using the following formula, Gradient = opposite Adjacent You can show the decrease in the rate of reaction at the end of a reaction by drawing a tangent at both the beginning and end of the reaction. This will allow you to compare the rate of reaction at the beginning and end of the reaction. Variables The factors that affect the rate of reaction are: * Surface Area * Concentration * Presence of a catalyst * Temperature I will be varying the concentration of the hydrochloric acid. The concentrations I will be using are, 0.8M, 1.0M, 1.2M, 1.4M, 1.6M. Preliminary Work When carrying out preliminary work I used the highest and lowest concentrations available in order to find a suitable mass of magnesium and volume of hydrochloric acid. This enabled me to see if the reaction was going too fast or too slow to be recorded. This helped me in choosing a suitable mass and volume. Using the highest and lowest concentration also allowed me to make sure that all of the concentrations will react at a reasonable rate. Method 1. Measure out 25ml of 0.8M hydrochloric acid using a 25ml measuring cylinder. Pour the acid into a 100ml beaker. 2. Place the boat on the balance and tare the balance. Add 0.2g of magnesium powder using a spatula. 3. Place the beaker with acid and the boat with magnesium on the balance and tare it. 4. Pour the magnesium powder into the beaker of hydrochloric acid and put the empty boat back on the balance. Start the stopwatch at the same time as the magnesium is added. 5. Record the mass loss every 15 seconds and record results in a table. Results Mass of magnesium = 0.2g Concentration of acid = 0.8M Volume of acid = 25ml Time (s) Mass loss (g) 0 0.00 15 0.08 30 0.14 45 0.17 60 0.21 75 0.23 90 0.25 105 0.27 120 0.29 135 0.30 150 0.31 165 0.33 180 0.33 I have used magnesium powder not magnesium ribbon because the magnesium powder has a greater surface area which will mean that less magnesium will need to be used in order for it to react at a reasonable rate. After looking at the results for the 0.8M acid with 0.2g of magnesium and 25ml of acid I have found that the reaction was too fast too record. I reduced the mass to 0.1g to see if this was a suitable mass. This should reduce the rate of reaction as there are less reactant particles so less collisions. Method 1. Measure out 25ml of 0.8M hydrochloric acid using a 25ml measuring cylinder. Pour the acid into a 100ml beaker. 2. Place the boat on the balance and tare the balance. Add 0.1g of magnesium powder using a spatula. 3. Place the beaker with acid and the boat with magnesium on the balance and tare it. 4. Pour the magnesium powder into the beaker of hydrochloric acid and put the empty boat back on the balance. Start the stopwatch at the same time as the magnesium is added. 5. Record the mass loss every 15 seconds and record the results in a table. Results Mass of magnesium = 0.1g Concentration of acid = 0.8M Volume of acid = 25ml Time (s) Mass loss (g) 0 0.00 15 0.07 30 0.10 45 0.11 60 0.14 75 0.15 90 0.16 105 0.16 120 0.17 135 0.17 150 0.17 165 0.17 180 0.17 The results of this experiment show that the reaction is still quite fast. To solve this problem I have reduced the volume of acid to 15ml as this will reduce the rate of reaction as there are less reactant particles so less collisions. I also decided to record the mass loss every 5 seconds not 15 seconds and this will make my results more accurate and will allow me to plot a better graph. Method 1. Measure out 15ml of 0.8M hydrochloric acid using a 25ml measuring cylinder. Pour the acid into a 100ml beaker. 2. Place the boat on the balance and tare the balance. Add 0.1g of magnesium powder using a spatula. 3. Place the beaker with acid and the boat with magnesium on the balance and tare it. 4. Pour the magnesium powder into the beaker of hydrochloric acid and put the empty boat back on the balance. Start the stopwatch at the same time as the magnesium is added. 5. Record the mass loss every 5 seconds and record the results in a table. Results Mass of magnesium = 0.1g Concentration of acid = 0.8M Volume of acid = 15ml Time (s) Mass loss (g) 0 0.00 5 0.05 10 0.10 15 0.10 20 0.11 25 0.12 30 0.13 35 0.14 40 0.15 45 0.16 50 0.17 55 0.17 60 0.18 65 0.18 70 0.20 75 0.20 80 0.21 85 0.21 90 0.22 95 0.23 100 0.23 105 0.23 110 0.23 115 0.23 120 0.23 This reaction seemed to work well so I have repeated the experiment using acid of concentration 1.6M. I have done this in order to check that the mass and volumes chosen are suitable for all the concentrations. I need to ensure that the reaction will not be too fast or too slow to record. Results Mass of magnesium = 0.1g Concentration of acid = 1.6M Volume of acid = 15ml Time (s) Mass loss (g) 0 0.00 5 0.19 10 0.20 15 0.23 20 0.24 25 0.26 30 0.27 35 0.28 40 0.29 45 0.30 50 0.30 55 0.30 60 0.30 65 0.30 70 0.30 75 0.30 These results show that the volume of acid and mass of magnesium are suitable as both the highest and lowest concentrations will react and neither reacts too quickly or too slowly. I have decided to use 0.1g of magnesium powder and 15ml of hydrochloric acid. I will be recording the mass loss every 5 seconds. Fair Test The test will be fair because I will only be changing the concentration of hydrochloric acid. I will use: * The same volume of acid * The same mass of magnesium * The same temperature of acid (room temperature) * The same surface area of magnesium * No catalyst * The same sized beaker Prediction I predict that as the concentration increases the rate of reaction will increase. This is because the more concentrated the acid is the more particles there are in a particular volume. As there is a greater number of particles there will be more frequent collisions so there is more likely to be a collision between particles that have energy equal to or greater than the activation energy. A graph showing the activation energy is shown below. In order for the particles to react they must have energy equal to or greater than the activation energy. They must collide with enough energy and in the correct orientation in order for a reaction to occur. A higher concentration of acid will cause the reaction to be faster because there will be more collisions that cause a reaction. This is shown in the diagrams below. As there are more particles there will be more productive collisions. Safety When carrying out the experiment I need to wear safety spectacles and make sure that no equipment is near the edge of the table. Hydrochloric acid is corrosive and causes burns so I must wear eye protection. Hydrochloric acid is also dangerous with magnesium so I need to make sure I only use low concentrations of acid and a small volume of acid. Powdered magnesium is dangerous with acid because of the large surface area so I will use a small mass of magnesium. The gas produced in the reaction between magnesium and hydrochloric acid is hydrogen, which is a highly flammable gas. Therefore I must only use small quantities of magnesium and hydrochloric acid so ensure that less hydrogen is released. Apparatus 1 x boat 1 x spatula 1 x balance 1 x 25ml measuring cylinder 1 x beaker (100ml) 1 x stop watch Magnesium Powder Hydrochloric Acid of concentration 0.8M, 1.0M, 1.2M, 1.4M, 1.6M Method 1. Set up apparatus as shown in the diagram opposite 2. Measure out 15ml of 0.8M hydrochloric acid using a 25ml measuring cylinder. Pour the acid into a 100ml beaker. 3. Place the boat on the balance and tare the balance. Add 0.1g of magnesium powder using a spatula. 4. Place the beaker with acid and the boat with magnesium on the balance and tare it. 5. Pour the magnesium powder into the beaker of hydrochloric acid and put the empty boat back on the balance. Start the stopwatch at the same time as the magnesium is added. 6. Record the mass loss every 5 seconds and record the results in a table. 7. Repeat steps 1 to 6 with concentrations 1.0M, 1.2M, 1.4M and 1.6M 8. Repeat steps 1 to 7 twice more to make results more reliable and find the average mass loss at each time for each concentration. Mass loss (g) Time (s) Try 1 Try 2 Try 3 Average 0 0.00 0.00 0.00 0.00 5 0.05 0.04 0.03 0.04 10 0.06 0.06 0.06 0.06 15 0.07 0.07 0.07 0.07 20 0.08 0.08 0.08 0.08 25 0.09 0.09 0.10 0.09 30 0.10 0.10 0.10 0.10 35 0.11 0.10 0.11 0.11 40 0.12 0.11 0.12 0.12 45 0.12 0.11 0.13 0.12 50 0.13 0.12 0.14 0.13 55 0.13 0.12 0.14 0.13 60 0.14 0.13 0.14 0.14 65 0.14 0.13 0.15 0.14 70 0.15 0.13 0.16 0.15 75 0.15 0.13 0.16 0.15 80 0.15 0.13 0.16 0.15 85 0.15 0.14 0.17 0.15 90 0.15 0.14 0.18 0.16 95 0.15 0.14 0.18 0.16 100 0.15 0.15 0.18 0.16 105 0.15 0.15 0.18 0.16 110 0.15 0.15 0.18 0.16 115 0.15 0.15 0.18 0.16 120 0.15 0.15 0.18 0.16 125 0.15 0.15 0.18 0.16 130 0.15 0.15 0.18 0.16 135 0.15 0.15 0.18 0.16 140 0.15 0.15 0.18 0.16 Results for 0.8M Mass loss (g) Time (s) Try 1 Try 2 Try 3 Average 0 0.00 0.00 0.00 0.00 5 0.05 0.05 0.06 0.05 10 0.09 0.07 0.08 0.08 15 0.10 0.10 0.09 0.10 20 0.11 0.10 0.11 0.11 25 0.13 0.10 0.13 0.12 30 0.14 0.12 0.14 0.13 35 0.14 0.12 0.14 0.13 40 0.15 0.14 0.14 0.14 45 0.15 0.14 0.14 0.14 50 0.16 0.14 0.15 0.15 55 0.16 0.15 0.15 0.15 60 0.16 0.16 0.16 0.16 65 0.16 0.16 0.16 0.16 70 0.17 0.16 0.16 0.16 75 0.17 0.17 0.17 0.17 80 0.17 0.17 0.17 0.17 85 0.17 0.17 0.17 0.17 90 0.17 0.17 0.17 0.17 95 0.17 0.17 0.17 0.17 100 0.17 0.17 0.17 0.17 105 0.17 0.17 0.17 0.17 110 0.17 0.17 0.17 0.17 115 0.17 0.17 0.17 0.17 120 0.17 0.17 0.17 0.17 125 0.17 0.17 0.17 0.17 130 0.17 0.17 0.17 0.17 135 0.17 0.17 0.17 0.17 140 0.17 0.17 0.17 0.17 Results for 1.0M Mass loss (g) Time (s) Try 1 Try 2 Try 3 Average 0 0.00 0.00 0.00 0.00 5 0.08 0.08 0.05 0.07 10 0.10 0.10 0.09 0.10 15 0.12 0.12 0.11 0.12 20 0.12 0.14 0.13 0.13 25 0.13 0.14 0.13 0.13 30 0.13 0.15 0.14 0.14 35 0.14 0.15 0.15 0.15 40 0.15 0.15 0.15 0.15 45 0.15 0.16 0.15 0.15 50 0.16 0.16 0.16 0.16 55 0.16 0.16 0.16 0.16 60 0.16 0.17 0.16 0.16 65 0.17 0.17 0.17 0.17 70 0.17 0.17 0.17 0.17 75 0.17 0.17 0.17 0.17 80 0.17 0.18 0.17 0.17 85 0.17 0.18 0.17 0.17 90 0.17 0.18 0.17 0.17 95 0.17 0.18 0.17 0.17 100 0.17 0.18 0.17 0.17 105 0.17 0.18 0.17 0.17 110 0.17 0.18 0.17 0.17 115 0.17 0.18 0.17 0.17 120 0.17 0.18 0.17 0.17 125 0.17 0.18 0.17 0.17 130 0.17 0.18 0.17 0.17 135 0.17 0.18 0.17 0.17 140 0.17 0.18 0.17 0.17 Results for 1.2M Mass loss (g) Time (s) Try 1 Try 2 Try 3 Average 0 0.00 0.00 0.00 0.00 5 0.11 0.08 0.09 0.09 10 0.12 0.10 0.11 0.11 15 0.13 0.11 0.14 0.13 20 0.14 0.12 0.15 0.14 25 0.15 0.13 0.15 0.14 30 0.15 0.13 0.16 0.15 35 0.15 0.14 0.16 0.15 40 0.16 0.15 0.16 0.16 45 0.16 0.15 0.17 0.16 50 0.17 0.16 0.17 0.17 55 0.17 0.16 0.17 0.17 60 0.18 0.17 0.18 0.18 65 0.18 0.17 0.18 0.18 70 0.18 0.17 0.18 0.18 75 0.18 0.17 0.18 0.18 80 0.18 0.17 0.18 0.18 85 0.18 0.17 0.18 0.18 90 0.18 0.17 0.18 0.18 95 0.18 0.17 0.18 0.18 100 0.18 0.17 0.18 0.18 105 0.18 0.17 0.18 0.18 110 0.18 0.17 0.18 0.18 115 0.18 0.17 0.18 0.18 120 0.18 0.17 0.18 0.18 125 0.18 0.17 0.18 0.18 130 0.18 0.17 0.18 0.18 135 0.18 0.17 0.18 0.18 140 0.18 0.17 0.18 0.18 Results for 1.4M Mass loss (g) Time (s) Try 1 Try 2 Try 3 Average 0 0.00 0.00 0.00 0.00 5 0.12 0.11 0.13 0.12 10 0.13 0.12 0.14 0.13 15 0.15 0.13 0.15 0.14 20 0.16 0.14 0.16 0.15 25 0.16 0.14 0.16 0.15 30 0.17 0.15 0.16 0.16 35 0.17 0.15 0.17 0.16 40 0.18 0.15 0.17 0.17 45 0.18 0.16 0.18 0.17 50 0.18 0.17 0.18 0.18 55 0.18 0.17 0.18 0.18 60 0.18 0.17 0.19 0.18 65 0.18 0.17 0.19 0.18 70 0.18 0.17 0.19 0.18 75 0.18 0.17 0.19 0.18 80 0.18 0.17 0.19 0.18 85 0.18 0.17 0.19 0.18 90 0.18 0.17 0.19 0.18 95 0.18 0.17 0.19 0.18 100 0.18 0.17 0.19 0.18 105 0.18 0.17 0.19 0.18 110 0.18 0.17 0.19 0.18 115 0.18 0.17 0.19 0.18 120 0.18 0.17 0.19 0.18 125 0.18 0.17 0.19 0.18 130 0.18 0.17 0.19 0.18 135 0.18 0.17 0.19 0.18 140 0.18 0.17 0.19 0.18 Results for 1.6M Conclusion The results tables show that when using the 0.8M acid after 10 seconds the average mass loss was 0.06g. After 100 seconds there was an average mass loss of 0.16g. When using the 1.0M acid after 10 seconds the average mass loss was 0.08g. After 100 seconds there was an average mass loss of 0.17g. When using the 1.2M acid after 10 seconds the average mass loss was 0.10g. After 100 seconds there was an average mass loss of 0.17g. When using the 1.4M acid after 10 seconds the average mass loss was 0.11g. After 100 seconds there was an average mass loss of 0.18g. When using the 1.6M acid after 10 seconds the average mass loss was 0.13g. After 100 seconds there was an average mass loss of 0.18g. I have drawn a graph of the results showing the mass loss against time for 0.8M, 1.0M, 1.2M, 1.4M, 1.6M acid. I have plotted the points and drawn a line of best fit for each concentration. This has allowed me to work out the rate of reaction at certain times by finding the gradient of the line at this point. The equation I have used for this is: Gradient = opposite Adjacent I have found that when using the 0.8M acid at 5 seconds the rate of reaction was 0.0054gs-1. When using 1.0M acid at 5 seconds the rate of reaction was 0.0067gs-1. When using 1.2M acid at 5 seconds the rate of reaction was 0.0085gs-1. When using 1.4M acid at 5 seconds the rate of reaction was 0.0092gs-1. When using 1.6M acid at 5 seconds the rate of reaction was 0.0100gs-1. My results show that the rate of reaction increases as the concentration increases. The higher the concentration the faster the mass loss in grams. My graph shows this because it took 28 seconds for 0.10g to be lost when using hydrochloric acid of concentration 0.8M. It took 16.5 seconds for 0.10g to be lost when using hydrochloric acid of concentration 1.0 M. It took 9.5 seconds for 0.10g to be lost when using hydrochloric acid of concentration 1.2M. It took 6.5 seconds for 0.10g to be lost when using hydrochloric acid of concentration 1.4M. It took 2.5 seconds for 0.10g to be lost when using hydrochloric acid of concentration 1.6M. This clearly shows that the higher the concentration the faster the rate of reaction. I have used the graphs drawn to work out the average rate of reaction of each concentration. I have worked this out using the following formula: Average rate of = total mass loss Reaction time I have taken the time as the time it took each reaction to reach the total mass loss. The average rate of reaction of 0.8M acid was 0.0017gs-1 The average rate for 1.0M acid was 0.0021gs-1, The average rate for 1.2M acid was 0.0024gs-1, The average rate for 1.4M acid was 0.0026gs-1 The average rate for 1.6M acid was 0.0030 gs-1. The graphs that I have drawn are curves and clearly show that the rate of reaction is faster at the start of the reaction than at the end. The change in the gradient of the curve shows this. I have worked out the rate of reaction at 5 seconds for the 0.8M acid and found the rate to be 0.0054gs-1. The rate of reaction at 80 seconds for the 0.8M acid was 0.0007gs-1. This shows the decrease in rate as the reaction proceeds. This is because when a reaction first begins there is a high concentration of reactant particles. There are more collisions between the particles and so the rate of reaction is greatest at the beginning of a reaction. As there are more collisions there will be more collisions with energy equal to or greater than the activation energy so the rate of reaction will be faster at the beginning of a reaction. However as a reaction continues the concentration of reactant particles decreases as they have already reacted. This causes the rate of reaction to decrease. This is because there will be less collisions so there will be fewer collisions with an energy greater than or equal to the activation energy causing the rate of reaction to decrease and eventually be 0 when the reaction stops. The reaction will finish when either of the reactants have run out. This pattern is shown on the graphs below. The rate of reaction increases as concentration increases because a higher concentration contains more particles in a given volume. This is shown in the diagram below. This is due to the fact that there are more reactant particles in solution and therefore collisions will be more frequent. This means that there is more chance of collisions with energy greater than or equal to the activation energy. Collisions are only effective if they have energy equal to or greater than the activation energy. The activation energy is the minimum amount of energy needed for a reaction to occur. This is because in order for particles to react they must collide with enough energy and in the correct orientation for bonds to be broken. This is because for a chemical reaction to take place, some bonds in the reactants must be broken. The equation for this reaction is: Magnesium + Hydrochloric Magnesium + Hydrogen + Energy Acid Chloride Mg(s) + 2HCl(aq) MgCl2(aq) + H2 (g) + energy My conclusion agrees with my prediction because I predicted that as the concentration is increased the rate of reaction also increased so the waste gas, hydrogen will be given off faster at a high concentration than at a low concentration. This is what my results proved to be correct meaning that my prediction was correct. Evaluation I used the same conditions for each individual experiment. I used the same volume of hydrochloric acid in each experiment. I also kept the mass of magnesium the same and used the same sized beaker in each experiment. I carried out each experiment 3 times in order to gain more reliable results. However I do not think that my results were that accurate. This is because I used magnesium powder, which meant that the surface area was not constant. Although the mass was the same I did not check that the surface area was exactly the same as this would have been extremely difficult to do. Another problem was keeping the temperature constant. The solution was not heated however the temperature of the room would not have been constant. This is because he experiment was carried out over a number of different days meaning that the temperature would not be exactly the same. Another variation in the temperature was caused by the fact that the reaction is exothermic. The magnesium was weighed out i n a boat however it was difficult to get all the magnesium out of the boat and into the beaker of hydrochloric acid. This would have caused a slight variation in mass of magnesium in each experiment, which would have affected the rate of reaction. Also the balance used only recorded the change in mass loss to 2 decimal places. This caused the value on the balance to fluctuate greatly, which made it difficult to record the mass loss. I do not think that my results are that accurate because even allowing for experimental error when I repeated the results some of the readings were not the same. This is shown on my graphs as I have some points on my graphs that do not quite fit which shows that not all my readings were accurate. I think that this is mainly due to the fact that the balance was only to 2 decimal places as it meant that the same reading appeared many times before the value rose. Also I rounded the averages to 2 decimal places because the readings I took were only to 2 decimal places. This has caused some of the reactions to have the same total mass loss, however this is not accurate as if the results were all to 3 decimal places the total mass loss would alter slightly. Recording the results to 3 decimal places would have improved the shape of my graphs and there would be fewer points that did not fit. Although the results of each experiment are not exactly the same none were sufficiently different to be considered anomalous. Had there been any anomalous results I would have left them out of the average to try and maintain the accuracy of the results. The experiments for each of the different concentrations did not have the same total mass loss however I have carried out a calculation as shown below which shows that the mass of hydrogen should be the same in each experiment. Mg(s) + 2HCl(aq) MgCl2(aq) + H2 (g) Number of Moles of Mg = mass Mr = 0.1 24 = 0.00417 moles Mg:H2 1:1 0.00417:0.00417 Number of moles of H2 = 0.00417 moles Mass of H2 = number of moles x Ar = 0.00417 x 2 = 0.00834g This shows that during the reaction 0.00834g of hydrogen should be formed. To ensure that this mass is constant for all the concentrations used I have done another calculation as shown below. Mg:HCl 1:2 0.00417:0.00834 This tells me that if there are at least 0.00834 moles of hydrochloric acid then 0.0041g of hydrogen will be formed. Number of moles of 0.8M HCl = Concentration x volume 1000 = 0.8 x 15 1000 = 0.012moles This calculation shows that when using the lowest concentration of HCl (0.8M) there are a sufficient number of moles in order for 0.00834g of hydrogen to be formed. This indicates that for each concentration the total mass loss should be 0.00834g. However the lowest total mass loss recorded was 0.16g which is much too large. This shows inaccuracies in the method. I think that there was a greater mass loss than expected because during the reaction there would have been spray causing some of the solution to be lost. This would have caused a greater mass loss and would also explain why each concentration did not have the same total mass loss. When using the 1.6M acid the reaction was more vigorous than that of the 0.8M acid. Therefore more acid would have been lost due to spray with the 1.6M acid causing a greater total mass loss. If I were to repeat this investigation I would not use the same equipment, as there were many inaccuracies. To try and stop the variation of surface area magnesium ribbon could be used. However this would mean than more magnesium would be needed in order for a reaction to take place because magnesium ribbon has a smaller surface area than magnesium powder. Also to stop the variation in temperature a water bath could be used. This would allow me to carry out the experiment at a set temperature. I would also use a balance that records the change in mass to 3 decimal places. I think that this is necessary because the change in mass was not that large due to the fact that the gas given off was hydrogen. Hydrogen is very light causing the mass loss to be small. Using a balance to 3 decimal places would record the loss in mass more accurately. I could also have hooked the balance up to a computer causing the results to be recorded electronically. This would make the results much more accurate. I used a measuring cylinder to measure the 15ml of hydrochloric acid, this was because there was not a 15ml pipette available. However using a pipette and pipette filler would have been a more accurate way of measuring the acid. I think that I have sufficient evidence so support my conclusions however the results could be made more accurate by using a larger range of concentrations or recording the change in mass at a greater number of intervals. This would make the line of best fit more accurate. I could also try to take more readings at the start of the reaction, as this is when the rate of reaction is fastest. This would also make the graph easier to plot. I could also repeat each experiment a greater number of times in order to make my results more reliable. I could extend the experiment by changing the product collected. This could be done by using marble chips instead of magnesium causing carbon dioxide to be collected. This would also make the change in mass easier to record because carbon dioxide gas has a Mr value of 44 whereas hydrogen has a Mr value of 2. I could also investigate other factors that affect the rate of a reaction such as surface area and mass of magnesium, volume of acid and tempera ture to see if I get similar results.

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