Tuesday, January 28, 2020
Simultaneous Equilibria in the Benzoic Acid
Simultaneous Equilibria in the Benzoic Acid Jekathjenani Ratnakumaran Simultaneous Equilibria in the Benzoic Acid Toulene -Water System Introduction: Benzoic acid is an aromatic carboxylic acid with molecular formula, C7H6O2. It appeared as colorless crystalline solid and has a fade, pleasant odor. Benzoic acid is easily available in nature and are used as a precursor to plasticizers, and sodium benzoate. Also, it inhibits the growth of microorganisms such as yeast, mold and bacteria. It also, used as an ointment to treat the fungal diseases such as ringworm and athletes foot. This benzoic acid can be prepared from the bromobenzene, benzyl alcohol and benzyl chloride. The purpose of this experiment is to determine the distribution coefficient (ÃŽ ±) and dimerization constant of the benzoic acid in equilibrium of toluene and water. The distribution coefficient can be determined by using the distributive law which is given by the Nernst in 1891. This law states that distribution of the solute either solid or liquid between two non miscible solvents1. When the solute distributes in the two non miscible solvent at constant temperature, the solute remains in both solvent at the same molecular conditions and then, the concentration of solute in those two non miscible solvents will be equal to the distribution constant, K. In this experiment, the two non miscible solvents are water and toluene. There are three equilibrium states occur in the system used in this experiment such as distribution equilibrium, aqueous phase equilibrium and toluene phase equilibrium. These three equilibria contain benzoic acid (HBz), water (W) and Toluene (T). The distribution occurs as monomer in water and hence, there is monmer-dimer equilibrium occurs in the water and toluene phase2. From the distribution equilibrium, the distribution coefficient, ÃŽ ± can be calculated by, HBz (w)HBz (T) From the aqueous equilibrium phase, the aqueous dissociation constant, Ka is calculated as follows, HBz (w)H+ + Bz From the toluene equilibrium phase, the aqueous dimerization constant, K2 is calculated as follows, 2HBz (T)(HBz)2 The total concentration of benzoic acid in Toluene (CT) and total concentration of benzoic acid in water (Cw) can determine using the formula 1 and 3, they are as follows, Cw= [HBz]w + [H+] CT= [HBz]T + 2[(HBz)2] By plotting the graph using above formula, the total concentrations present in both water and toluene can be determined. Methods: This experiment was conducted by following the procedure given in the laboratory manual by the department of chemistry, Trent University. Related questions Answers: The structure of a dimer of benzoic acid is shown below, O H- O C C O- H O As benzoic acid has phenyl group and it is non polar but water is a polar solvent. Therefore, the carboxyl group in benzoic acid will be harder to form hydrogen bonding with water and decrease the interactions between the benzoic acid molecules. Hence it does not form a dimer with water. In the case of hexane, the hexane is non polar solvent and therefore, the benzoic acid forms dimer with hexane. In the case of methanol, as it has hydrogen bonding, it is considered as polar solvent. When it reacts with benzoic acid, it does not form a dimer of benzoic acid. Furthermore, in the case of propanone, benzoic acid does not form dimer because propanone is a polar solvent. As the titrant solution is base solution, the indicator required to give end point is phenolphthalein. The indicator used in the titration is based on the pH values of the solutions used. In this case, as solution contains benzoic acid and its titrated against NaOH, therefore, the to bring the end point, the phenolphthalein which has pH approximately 9 is used. If the titrant is base solution, then the methyl orange, which has pH 3.5 is used to identify the end point. Results: Table 1 represents the volume of the benzoic acid, toluene and water added in the five solutions in different fractions of the volumes. Solutions Volume of benzoic acid in toluene Solution (ml) Volume of water added (ml) Volume of toluene required to bring total volume to 100 ml (ml) 1 50 50 0 2 40 50 10 3 25 50 25 4 15 50 35 5 5 50 45 Mass of the benzoic acid used = 5.000 g Volume of the NaOH used= 10 ml Calculated concentration of the NaOH = 0.018 M Table 2 represents the titrated volume of the solutions against NaOH and HCl and calculated concentrations of benzoic acid in the Toluene and Water. Solution Number VNaOH (w) (ml) VNaOH(T) (mL) VHCl (T) (mL) CW x 10-3 (M) CT x 10-2 (M) ÃŽ ² Cw (1-ÃŽ ²) CT/Cw (1-ÃŽ ²) 1 5.8 35.7 0.3 4.35 2.70 0.1141 0.00385 7.0130 2 5.4 28.9 0.4 4.05 2.20 0.1181 0.00357 6.1625 3 4.9 16.4 0.8 3.67 1.30 0.1236 0.00322 5.3450 4 3.0 10.7 1.6 2.25 0.92 0.1545 0.00190 4.8421 5 2.2 5.7 5.0 1.65 0.80 0.1773 0.00136 5.8823 Figure 1 represents the plot of Cw (1-ÃŽ ²) versus CT/Cw (1-ÃŽ ²). Data Analysis Calculations: Volume of HBz in water, V1= 0.02 L Volume of NaOH, V2= 0.0058 L Concentration of NaOH, C2= 0.015 M Concentration of HBz, Cw= (0.0058 x 0.015) / 0.02 M = 4.35 x 10-3 M Volume of HBz in water, V1= 0.02 L Volume of NaOH + HCl, V2= 0.036 L Concentration of NaOH, C2= 0.015 M Concentration of HBz, CT= (0.036 x 0.015) / 0.02 M = 2.70 x 10-2 M By using the below formula, the value of ÃŽ ² was calculated, The value of Ka for benzoic acid is 6.46 x 10-5 0.00435 ÃŽ ²2 + 6.46 x 10-5 ÃŽ ² 6.46 x 10-5 Using the quadratic formula, the value of ÃŽ ² is, ÃŽ ² = 0.1141 Calculation of Cw (1-ÃŽ ²) for solution 1, Cw (1-ÃŽ ²)= 0.00435 (1- 0.1141) = 0.00385 Calculation of CT/Cw (1-ÃŽ ²) for solution 1, CT/Cw (1-ÃŽ ²)= (0.0270) / (0.00385) = 7.013 From the figure 1, the value of K2 and ÃŽ ± are as follows, Y = -0.1344 x + 5.8939 ÃŽ ± (intercept) = 0.1344 2ÃŽ ±2K2= 5.8939 K2= (5.8939 ) / (0.03613) = 163.13 M Discussion: The experiment was conducted with careful consideration to get the result as close as to the real value. However, due to the some experimental error involved in this experiment, the calculated values are not close to the literature value. The calculated K2 value is 163.13 L/mol and the alpha value is 0.1344. The literature values are 260 L/mol and 1.49 respectively. Figure 1 represents the plot of Cw (1-ÃŽ ²) versus CT/Cw (1-ÃŽ ²). Based on the graph shown on figure 1, the peak is falling and then raising. When the amount of benzoic acid decreases, the amount of concentration of toluene increases. On the contrary, the value of concentration of benzoic acid (HBz) in water is higher than the concentration of HBz in toluene. In comparison with the literature value, the calculated value has deviated from it. However, the calculated percentage error is 37 %. This is considered as large difference when compared to literature values. These differences between the calculated and literature v alue occurred due to the experimental error. Equipments used in this experiment were used by the previous batch. As the experiment was conducted using the pre used equipments, there might be an error in the contamination. The solution that has made in this experiment has to be mixed well. This will provide a more accurate result. Failure to do this step might have resulted in the failure of result. Also, the burette reading and end point notification are considered one of the errors which lead to inaccurate result. Due to these occurrences, the experiment does not turn successful and have heavily affected the final results. Moreover, the adjustment made in the water bath and less time of keeping the solution in the water bath also might be lead to the error in the final result. Because temperature is ne of the factor affects the dissociation of particles. Furthermore, due to the weather condition (winter), temperature and pressure changes and might not favored to conduct the experim ent. Conclusion: In conclusion, the simultaneous equilibria of benzoic acid presence in the water and toluene solvent was studied by conducting this experiment. In order to get accuracy of result, the precision can be improved by more attention on the experimental procedure and handling the equipments. Also, accurate result can be made by observing the measurements such as notifying the burette reading and end point in a proper manner. References Chemistry Made Simple about Nernst Distribution Lawn; Metallurgy, (2009) Ellison H.R. Simultaneous equilibria in the benzoic acid-benzene-water system, A distribution experiment; 48 (2): 124 (1971). DOI: 10.1021/ed048p124P. Atkins and J. de Paula, Atkins’ Physical Chemistry, 8th ed., W. H.Freeman and Co., New York (2006). Department of Chemistry, Laboratory Manual, Experiment G1- Heat Capacity Ratio for Gases, Trent University, Peterborough, Ontario(2014)
Monday, January 20, 2020
Slavery in the American South Essay examples -- History African Americ
Slavery in the South Slavery was a big part of life in the South. Many plantation owners relied on slaves and their work to help get the money and crops they needed. There were two types of slaves in the South at this time. There were house slaves and there were field slaves. House slaves consisted of servants, maids, and butlers. They were normally treated better than the field slaves (Biel 14). They got to be inside most of the time. Owners of house slaves would usually not beat them because they wanted the slaves to look presentable for whatever guests arrived or stopped by. With house slaves, the owner’s family enjoyed a luxurious lifestyle (Biel 14). These houses were normally extremely elegant. Some house slaves had the luxury of being taught basic education. Just enough to understand what was going on and what to do.      Field slave life was much different than that of a house slave. There was no education taught to a field slave. Literacy for enslaved blacks was clearly viewed as a potential weapon against the slave system (â€Å"Voices of Triumph†167). Educated slaves were thought not only more likely to rebel but also to pose a greater threat if they did (â€Å"Voices of Triumph†167). Forty to fifty slaves lived on a typical plantation (Biel 14). These field slaves were very important and was a heavy contributor to the plantation owner’s income. Slavery was a way to use man, woman, and child power to raise crops for sale (Boorstin and Kelly 273). The largest of these crops was cotton, which the Southerners thought was the â€Å"King†of all crops, but also important were tabacco, rice, hemp, and sugar (Boorstin and Kelly 273). From age 12, slaves were expected to get up at sunrise and work until it was to dark to see (Biel 14). It was the black slave, working from dusk to dawn, who planted, tended, and harvested these crops, as well as built fences, cut wood, and fed farm animals (Boorstin and Kelly 273).      The institution of slavery was operated by the planters and through custom. The owner of the plantation was the head guy who ran the plantation. A small planter would go ahead and supervise the plantation by himself if he could. If he was a medium or major planter, he hired an overseer and perhaps an assistant overseer to represent him (Williams, Current, and Friedel 494). An overseer was a position that had the responsibility of watchi... ...they wouldn’t get caught. Some would go as far as turning their own house into a place where slaves could go and hide out for awhile. The people in the north made a big contribution to runaway slaves also. Some Northern states passed â€Å"personal liberty laws†which made it difficult if not impossible to catch fugitives and banned state officers from assisting in their captures (Williams, Current, and Friedel 448). Works Cited African Americans Voices of Triumph. Virginia: Time-Life      Books, 1993. Biel, Timothy Levi. The Civil War. California: Lucent Books,      1991. Boorstin, Daniel, and Brooks Mather Kelly. A History of the      United States. New Jersey: Prentice Hall, 1992. Goldston, Robert. The Coming of the Civil War. New York:      The Macmillan Company, 1972. Pentry, Ann. Harriet Tubman: Conductor on the Underground      Railroad. New York: Thomas Crowell Company, 1955. Stewert, Jeffrey C. 1001 Things Everyone Should Know About African American History. New York: Main Street Books, 1996. Williams, T. Harry, Richard N. Current, and Frank Freidel.      A History of the United States to 1877. New York:      Alfred A. Knopf, Inc., 1969 Slavery in the American South Essay examples -- History African Americ Slavery in the South Slavery was a big part of life in the South. Many plantation owners relied on slaves and their work to help get the money and crops they needed. There were two types of slaves in the South at this time. There were house slaves and there were field slaves. House slaves consisted of servants, maids, and butlers. They were normally treated better than the field slaves (Biel 14). They got to be inside most of the time. Owners of house slaves would usually not beat them because they wanted the slaves to look presentable for whatever guests arrived or stopped by. With house slaves, the owner’s family enjoyed a luxurious lifestyle (Biel 14). These houses were normally extremely elegant. Some house slaves had the luxury of being taught basic education. Just enough to understand what was going on and what to do.      Field slave life was much different than that of a house slave. There was no education taught to a field slave. Literacy for enslaved blacks was clearly viewed as a potential weapon against the slave system (â€Å"Voices of Triumph†167). Educated slaves were thought not only more likely to rebel but also to pose a greater threat if they did (â€Å"Voices of Triumph†167). Forty to fifty slaves lived on a typical plantation (Biel 14). These field slaves were very important and was a heavy contributor to the plantation owner’s income. Slavery was a way to use man, woman, and child power to raise crops for sale (Boorstin and Kelly 273). The largest of these crops was cotton, which the Southerners thought was the â€Å"King†of all crops, but also important were tabacco, rice, hemp, and sugar (Boorstin and Kelly 273). From age 12, slaves were expected to get up at sunrise and work until it was to dark to see (Biel 14). It was the black slave, working from dusk to dawn, who planted, tended, and harvested these crops, as well as built fences, cut wood, and fed farm animals (Boorstin and Kelly 273).      The institution of slavery was operated by the planters and through custom. The owner of the plantation was the head guy who ran the plantation. A small planter would go ahead and supervise the plantation by himself if he could. If he was a medium or major planter, he hired an overseer and perhaps an assistant overseer to represent him (Williams, Current, and Friedel 494). An overseer was a position that had the responsibility of watchi... ...they wouldn’t get caught. Some would go as far as turning their own house into a place where slaves could go and hide out for awhile. The people in the north made a big contribution to runaway slaves also. Some Northern states passed â€Å"personal liberty laws†which made it difficult if not impossible to catch fugitives and banned state officers from assisting in their captures (Williams, Current, and Friedel 448). Works Cited African Americans Voices of Triumph. Virginia: Time-Life      Books, 1993. Biel, Timothy Levi. The Civil War. California: Lucent Books,      1991. Boorstin, Daniel, and Brooks Mather Kelly. A History of the      United States. New Jersey: Prentice Hall, 1992. Goldston, Robert. The Coming of the Civil War. New York:      The Macmillan Company, 1972. Pentry, Ann. Harriet Tubman: Conductor on the Underground      Railroad. New York: Thomas Crowell Company, 1955. Stewert, Jeffrey C. 1001 Things Everyone Should Know About African American History. New York: Main Street Books, 1996. Williams, T. Harry, Richard N. Current, and Frank Freidel.      A History of the United States to 1877. New York:      Alfred A. Knopf, Inc., 1969
Sunday, January 12, 2020
Personal Goal
Throughout my life there have been a lot of people, books and audio tapes that have taught me important lessons. For me, making the right decision in life is crucial as I believe we have only one life and one chance and we should make the most of it. In my life I want to be known for my successful career, my generosity and my positive influence towards people. I guess this is my long term goal in life and I am confident that my study in Northeastern University will take me closer towards my goal in life. Since I was twelve years old, I was in a position where I needed to choose between going to school in Indonesia, where I would stay close to my family and friends, or going to school in Australia, where I would get a better education, but be by myself, far away from my family and friends. I took action and moved from my comfort zone. Moving and living into a totally new country is certainly a great life experience which thought me that determination and self-motivation is the key in helping one succeed in life. My parents always remind me that when the time comes my responsibility is to continue our family business and taking care of my brother and sisters. It is in our culture that the eldest son in the family had the responsibility to take care of the whole family. I believe it is not an easy task but as a responsible son I will prepare and equipped myself with whatever I need to achieve this goal. My short term goal is to have a real working experience in one of the leading company in the United States. When choosing a University in United States, it was always my intention of not getting just a business theory but more importantly real working experience in a company. I do my research and finds that Northeastern University is known for its internship program in United States. In doing MBA degree at Northeastern, I will choose finance as my career track. I choose finance firstly because it is an important area that I need to understand in order to take my family business to the next stage and I also believe that by taking this career track it will get me ready to face the real business world. I am confident that by taking a MBA at Northeastern University will help me to achieve my short term goal of equipping me with knowledge and a real working experience that I really need. Determination and Self motivation is what will keep me moving towards my life goal and I believe that with strong determination and self motivation I will be able to accomplish all of my goals in life. Please answer the following questions: a) What have you learned in your research on Northeastern that has motivated you to apply? ) What unique contributions will you bring to the Northeastern community as a student? c) How will you benefit personally and professionally from your experience at Northeastern? A) The most appealing factor that motivated me to apply is the fact that Northeastern is one of the top Universities in United States that have the best internship program and the recommendation by people who claimed that the schools are so helpful with their students. I believe that University involvement in helping their student succeeding in their career is very important. I read a review that stated that Northeastern provide students with a lots of tools and workshop for their internship. B) In my career both in Indonesia and Australia, I had the opportunity to experience many different kinds of activity from sporting activity, community activity to working experience. My sporting experience includes representing Indonesia to play in an international U-13 competition, playing musical instrument in a band for a concert in Australia, one of a member in Indonesian Student Association in Australia, as well as having two years experience working as a marketing manager in a building material manufacturer company in Indonesia. As a student I am confident that my experience will bring unique contribution to Northeastern Community. C) Personally the most valuable thing that I could have is experiencing and learning in different culture, different environment and diverse people from all over the country. The chance of being able to be around different people from different country and background are priceless for me because it will open my mind about being able to adapt in a diverse environment and a challenge to be able to settle and work together with people from different culture and background. An experience outside university as well as in the workplace will no doubt give me a price less experience especially towards my career internationally, because in a business world we have to be able to deal with almost everyone and I will take this opportunity as my chance to practice this rare opportunity. I look forward to meeting new people from all over the world, making new friends, learning about the western culture, doing new activity and working together as a team. Another personal benefit is that living away from my family will make me able to be live independently and solving problems on my own. I believe that as I move along in my study at Northeastern I will have more and more benefit that right now I have not seen.
Saturday, January 4, 2020
Chinese Translations of Common English Names
Learn your Chinese name with this list of English names and their Chinese translations. Theyre ordered alphabetically, by gender, and translated based on the English pronunciation. The Chinese names are written in the simplified characters used in Mainland China. How the Names Are Translated Its common for Chinese people to translate their native names into English by pronunciation. An English translation is created by using sounds similar to the Chinese characters. English names can be translated into Chinese in the same way, however, characters in Chinese are often chosen based on meaningâ€â€not just pronunciationâ€â€as some characters put together form negative combinations. Additionally, gender introduces a variety of characters that include a description of the nameâ€â€like Marilyn Monroe (玛ä ¸ ½Ã¨Å½ ²Ã‚ ·Ã¦ ¢ ¦Ã©Å" ²) versus Jim Monroe (Ã¥ ‰å §â€  ·Ã©â€" ¨Ã§ ½â€"). Here, the latter can be described as more masculine, and the former can be considered more feminine, emphasizing the differences in their natures. 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