The heat energy given out Essay Example for Free

The heat energy given out Essay I think it will happen for the following scientific reasons: As the size of the carbon chain grows, more bonds are added to the structure of the alcohol. This means that each time, more energy from the surroundings must be extracted in order to break these starting bonds (endothermic stage). Yet, the more energy that is taken to break the bonds, the more energy is used to form the products bonds and this makes the energy of the products greater than that of the reactants. The alcohols start off with methanol, which has 0 carbon carbon bonds, 3 carbon hydrogen bonds, 1 carbon oxygen bond and 1 oxygen hydrogen bond. When the products are formed, excess energy is released which is mainly due to the amount of C = O bonds being made. The products of methanol have 2 C = O bonds and 4 O H bonds. Since a C = O bond has a high energy value of 805, many of them will ensure that the energy of the products is greater than that of the reactants. Here are the theoretical values for the input, output and exothermic heat energy of methanol along with a diagram and the bond energy values: Bond type Energy Value (Kj) Bond type Energy Value. Now lets take ethanol as an example. The bonds are 1 C C bond, 5 C H bonds, 1 C O bond and 1 O H bond. The number of C H bonds has risen by 2 and the carbon bond has gone up by one. For the products, there are 4 C = O bonds and 6 O H bonds which is two more bonds than methanol. Here is the input and output calculation for ethanol: The theoretical input energy for the ethanol is greater than that of methanol as is the output energy and the exothermic heat energy difference. The same is shown with proponal, butanol, pentanol, heptanol and octanol. The pattern that we see is that when the alcohols gain a carbon, they have to break an extra 2 C H bonds (and C C bonds if it is connected to another carbon) and this makes it need more energy from the surroundings which comes out as more energy when the products are formed. The theoretical values show that the more bonds in the reactants, the greater the bonds in the products and the more the theoretical energy difference. Also, since there is a regular change in the structure of the alcohols, then there is probably a regular change in the energies too. There is a regular change in the exothermic energy given out. Here is a graph of my theoretical values in order to show the relationship between the energy given out and the number of carbons: The number and range of results I will need, to obtain reliable evidence are: I will need to have at least 20 results; twice for each different alcohol, perhaps thrice if possible. If each experiment is done at least once, then averages of mass differences can be obtained and will make the energy given out by one mole of alcohol readings of each, much more accurate. The range of these results will be from the alcohol ethanol to the alcohol octanol which is 7 alcohols in all as we are excluding methanol and heptanol. This will enable me to make bond energy charts for each alcohol to easily identify and illustrate the relative heat energies released. I will require the apparatus for my investigation: Spirit burners of each alcohol, 5 heatproof mats, metal stand and clamp, thermometer, can, ruler, measuring cylinder, splint and a cardboard can lid. The way I will use this apparatus to obtain reliable evidence is shown below: Once the apparatus has been assembled as shown, fill the measuring cylinder with a specific volume of water and pour into the can. The starting temperature of the water should be recorded and the temperature it will go up to should be calculated by adding the original temperature to a temperature rise (e. g. 20i C + 7i C =27i C). Check that the distance between the alcohol and spirit burner and that the temperature rise is the same for every experiment. Weigh the alcohol before the experiment and then place in the shelter of the windbreakers, so it is directly underneath the can. Light the alcohol using a lighted splint and close it in with another heatproof mat. Safety glasses must be worn as the alcohols are flammable and if some gets on your hands, they must be washed immediately in case any flame touches your hand. Also, it would be safer and less of an equipment hazard if one Bunsen burner were used. Put the cardboard lid on top of the can and the thermometer through it (punch hole in lid and slide thermometer through). After the water temperature goes up to the one decided, put out the alcohol and weigh its finishing mass. This should be recorded. To prepare for a repeat empty out the can and refill and change the alcohol with another of the same type. Repeat the procedure for other alcohols and take average. I have used the following to help me plan my investigation: I have used the following books to help me plan my investigation: Physics for you by Keith Johnson. On page 37 to 39, I found out information concerning measuring heat energy, its values, specific heat capacity and a table displaying specific heat capacities of different substances. Revision guide for GCSE Double Science Physics where on page 67 to 68, there is information about heat transfer, evaporation, the conduction of heat and vibrating particles. Chemistry for you by Lawrie Ryan (Revised National Curriculum Edition). On page 178 to 179, there is information regarding organic molecules such as alcohol; their structures, physical properties and homologous series. On page 182, there is information on the combustion of alcohols, a brief explanation of the combustion experiment and combustion formulas. On page 186, which is about energy transfer, there is more detailed coverage of incomplete/complete combustion and fuels. On page 190 to 195, there are things about exothermic/endothermic reactions, what happens to the temperature during these reactions, energy level diagrams, making and breaking bonds and finally bond energy calculations.   Nuffield Book of Data sheet has exothermic heat energies of all the alcohols combustion reactions and all the varied bond energy values. I have done the following experiments to help plan my investigation: periment on page 191 to see what substances have endothermic or exothermic reactions. Previous practise experiment of the alcohol investigation, which helped me to find corrections for certain procedures, various precautions, tips that would produce less inaccuracy, discover key factors and how to set up the apparatus. Here is the set up of my results table as an example of what I learnt from the practise experiment.

The Miracle of A Dolls House :: A Dolls House Essays

The Miracle of A Doll's House      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the play A Doll's House, Nora fits in a role of the little helpless wife whose husband takes care of everything.   During the play, she keeps a secret from her husband that eventually leads to the destruction of her marriage.   When the secret surfaces, Nora finds out just what kind of man she was married to.   Maybe she always knew but now wants something different in her life.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A few years earlier her husband was terribly sick and needed to get away for a while, possibly go south.   With no money, he was unable to go. Nora wanted to do everything she could for her husband to help him get well. In order to do this she needed to borrow money.   Unfortunately she made the mistake of borrowing it and forging her father's signature.   This is the secret that she hides all through the play from her husband.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Nora believes Helmer will try to take the blame for what she has done.   She thinks he will keep being the man that takes charge and fixes all problems that may come about.   What she doesn't realize at this point is that Helmer does not truly care for her the way she has brought herself to believe throughout the years of their marriage.   Nora tells Dr. Rank, a family friend: â€Å"...You know how deeply, how passionately Torvald is in love with me.   He would never hesitate for a moment to sacrifice his life for my sake.†      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Later in the play Nora made the same mistake with Kristine Linde as she did with Dr. Rank.   In the following line Nora expresses   her belief of what Helmer may do:   â€Å"Then you must testify... And I tell you this: nobody else knew anything, I alone was responsible for the whole thing. Remember that!†      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   These are two of the most important lines in the play because they signify the whole relationship's meaning and underlying imagery.   What Nora thinks will happen when her husbands finds out is completely opposite of what really happens.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When Helmer reads the letter and calls out to Nora, she answers back almost like she was expecting him to come running to save her.   When she says: â€Å"... Let me go! Let me out!...You mustn't try to save me, Torvald!† , she clearly wants him to try and save her, playing the role of the damsel in distress.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Nora begins to doubt her husbands faithfulness when she tells him how much she loved him and he responds with:   â€Å"Don't come to me with a lot

Frankenstein, or his Creation? Essay

Frankenstein is a gothic novel written by Mary Shelley in a writing competition between friends. Mary Shelley’s life may have greatly influenced what happened in the text and which character the sympathies of the reader were aimed at. Her mother died because of complications with the birth of Mary, and at 16 Mary eloped with the writer/poet Percy Shelley, together they had four children but three of them died. After the first child died Mary had a dream in which she had brought the child back to life by warming it near the fire. These events in Mary Shelley’s life may have influenced her writing, for example the dream about giving life to the dead child links to Victor Frankenstein’s ambition to create life. The story of Frankenstein is told through three narratives, Robert Walton, Victor Frankenstein and the Creature. This therefore enables the story to come from the characters themselves but this can make the story very biased, although this may be true we are still able to see where the sympathies lie. Although we see Victor as a suffering, lonely man we also clearly see that he is egocentric, unsympathetic and irresponsible where as the Creatures violent, unjustified killings are countered by his childlike, innocent approach to the world surrounding him. Starting by looking at Victor Frankenstein and where the sympathy can be placed on him, then moving on to look at the sympathies for the creature, it will be possible to see which character in the story has the most sympathy. The story begins in the remote icy wildness of the Pole; this strange setting prepares the reader for the story that is to unfold. Throughout the story we can see what Frankenstein was like and can discover whether the reader can have sympathy for him. Frankenstein was obviously a genius as he created the creature through his own brilliance and ambition. Its understandable that his creation was a scientific experiment, it was not brought into the world to be loved or sympathised with. Frankenstein believed that bringing life into an inanimate object would benefit humanity it was not his fault that it went wrong. After he created the creature and realised that it was a big mistake he demonstrates a sense of remorse for his actions and feels guilty about creating the monster. Even as the monster gained life it obvious to see that Frankenstein was drained of it, â€Å"I was lifeless, and did not recover my senses for a long time. † This shows that Frankenstein could not possibly have cared or taught the creature as he was ill for a long time yet when a woman gives birth she may feel lifeless and be ill but she still cares for and loves her child. Frankenstein could not have been responsible for the monsters actions as it had its own freewill, and as a result of this Frankenstein suffered many losses, not only family but friends, health and peace of mind. The creature was slowly killing Frankenstein. Although Frankenstein demonstrated that he thought he was like god as he was creating life, â€Å"a new species would bless me as its creator and source†. Victor Frankenstein gave no sympathy or love to his creation. The creature was forced to explore the world on its own and was not given any teaching. Frankenstein created the creature for selfish achievement and deserved everything he got afterwards. Although he lost family members because of the creature, he was responsible for its actions and it was his fault, through lack of love and caring, that it went to murdering people as a result of this. The creature on the other hand was brought into the world with no parents, and no one to teach or love him. He had a childlike understanding of the world in which he was created; we can see this in the creature’s narration when he calls bird, â€Å"little winged animals†. As well as receiving no formal teaching he suffered prejudice and rejection of society due to the repulsive appearance and grotesque image that’s his creator, Victor Frankenstein, had given him. The Creature was full of friendliness and sensitivity yet this was destroyed by the unfairness and rational behaviour of both Frankenstein and every other person he came across. The murders he committed could be justified by the lack of understanding of the world and society. After leading a life of unhappiness he destroyed himself. We can see from these two sides of the story that although the Creature was a murderer his reasons for murder could be justified. Victor Frankenstein’s reasons for abandonment and egocentricity however were not. There may be many points of sympathy for Victor Frankenstein but each point is countered by a reason that’s unsympathetic. However the creatures sympathy points were not countered by unsympathetic points, thus this leads to believe that the sympathies of the reader were aimed at the Creature and the wasteful, unloved for life it led. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

Essay on How Technology has Impacted Parenting - 1556 Words

Ever feel vanquished in the shifting, forever changing worlds of technology and mass media? Most parents today work hard trying to find a balance between trying to keep up, and staying ahead of what their children are doing. Between devices like cell phones, iPods, and other music players that have access to the Internet, game systems as great as yesterdays computers, and with all of this exposure to mass media, how can you be sure your child is being exposed to suitable content? As kids get older, too much screen time can intervene with activities such as being physically active, reading, doing homework, playing with others, and being with family. Although, teens are not alone, grown-ups are not much different than adolescents in†¦show more content†¦As once stated, because children are being exposed to so much, there are hazards like: lack of physical activity, exposure to adult themes and content, and lack of interaction with family and peers. â€Å"Most people agree that technology from computers to cell phones to iPods has impacted every aspect of being a child† (Gensneimer). â€Å"Perie calls it a tool that can be used to build or destroy; she says children now have exponential choices† (Johnson). For the most part is true because there are more risks than there are benefits. Most parents are clueless to what their children are doing on the internet or on their cell phones because technology has found away to cut out the middle man which are parents, and need to understand that media has a influence on everything they are concerned about in their child’s growth and development such as the way they perform in school, learning abilities, sexual role, and aggressive behavior. Needless to say parents work hard to keep their children from harm, but they think nothing of taking their child to an R-rated movie or allowing them to play violent video games. They are trying to cut the junk food out of their diets while their kids gorge on junk media. Moreover, â€Å"spending an average of 53 hours a week with media and technology this generation spends more time on gadgets than other activities including school, family, sports, and even sleep† (Dowsnen). 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