# Use one of the following scenarios and  Choose Your Scenario activity as the basis for this assignment:Scenario 1: Mars Mission.Scenario

## Assignment Chemical Kinetics Experiment Student runs a chemical kinetics experiment following the

Assignment

Chemical Kinetics Experiment

Student runs a chemical kinetics experiment following the method of initial rates.

The data in the table below were obtained for the reaction:

2 ClO2 (aq) + 2 OH- (aq) ? ClO3 – (aq) + ClO2 – (aq) + H2O (1)

Using the method of initial rates what is the order of the reaction with respect to ClO2? (5 points)

Answer: Using the method of initial rates, it is third order reaction with respect to ClO2. Hence it is third order in ClO2.

Using the method of initial rates what is the order of the reaction with respect to OH-? (5 points)

Answer: Using the method of initial rates, it is third order reaction with respect to OH-. Hence it is third order in OH-.

Calculate k using experiment 1. (5 points)

Answer: Rate = K(ClO2)3 (OH-)3

By using experiment number 1.

0.0248 = K (0.060)3 (0.030)3

0.0248 = K (0.000216) (0.000027)

0.0248 = K (0.000216) (0.000027)

24800000000 = K (5832)

K = 4252400.55 M/s

Chemical Equilibrium Experiment

Using the concentrations found in the experiment for the iron cation and thiocyanate anion determine the Kc for iron (III) thiocyanate using 1.71mL of iron cation solution and 4.00 mL of thiocyanate anion solution. The absorbance for this mixture at 460 nm is 0.339. Show your calculations. (10 points)

Answer: Using the following formula,

Kc = [FeSCN ]/ [Fe ][SCN ]

Kc = 1.71/0.339 *4

Kc = 1.71/ 1.356

Kc = 1.26

Molar Volume of a Gas Experiment

a) You collected 44.1 mL of hydrogen gas in a eudiometer following the procedure outlined in this experiment. You used 0.0462 grams of magnesium. The collected gas had a temperature of 22.0 °C and a pressure of 753 torr. 22.0 mm of water remained in the Eudiometer (height of the water column). Based on this data determine the molar volume of a gas at STP. The vapor pressure of water at 22.0° C is 19.83 torr. (10 points)

Using the Ideal Gas Law, the volume of 1 mole of a gas at Standard Temperature and Pressure (STP).

STP = 1 atm of pressure and 273 K for temperature

P = 1 atm
V = 44.1 mL
n = 1 mole
R = 0.0821 atm L/mol K
K = 295.15 K

PV=nRT
solves to
V=nRT/P

V=1mol*0.0821(atmL)molK*273K/1atm

V = 22.41 L of gas at STP

b) Calculate the percentage error of the molar volume based on the known value and the experimental value from part a). (5 points)

Answer: Theoretical Volume 44.1 mL = 0.0441 L

Experimental Volume = 22.41 L

percentage error = 0.1996 %

Beer’s Law

In the Kc experiment and in the Beer’s, law experiment we did not determine ?max.

What is ?max and why is it needed? Explain in 2-3 sentences. (5 points)

Answer: Wavelength of maximum absorbance (?max) The extent to which a sample absorbs light depends upon the wavelength of light. The wavelength at which a substance shows maximum absorbance is called absorption maximum or ?max. The value of ?max is important as it ensures the highest sensitivity and minimize deviation of Beer’s law.

b) In the Beer’s law lab, you set the colorimeter to read in the green region. What would happen to the absorbance values if the wavelength of light if the colorimeter was set to read in the red region (using a red wavelength of light)? How would this alter the concentration values? Explain in 2-3 sentences. (5 points)

Answer: In obtaining an absorbance spectrum we are getting a graph representation of how light is interacting with a solution and that’s how it relates to the solution color. This interaction is very important as color can give a lot of information. The color of a solution can tell us how much acid is present, if a reaction has happened, or even if something has gone bad or not with the reaction.

Equilibrium and Le Chatielier’s principal

In this experiment you studied the reaction of potassium chromate with hydrochloric acid at equilibrium.

2K2CrO4 + 2HCl ? K2Cr2O7 2? + H2O + 2KCl

Which way does the reaction shift in order to reestablish equilibrium if more potassium chromate is added? Explain in one to two sentences. (2 points)

Answer: Once the H+ ions are added to the chromate solution, solution color changes from yellow to orange indicating equilibrium shift into backward direction. On adding more chromate into the yellow solution, the solution turn into dark yellow with yellow precipitate which shows equilibrium will shift into dichromate side.

What is the purpose of adding sodium hydroxide in this experiment? Explain in one to two sentences. (3 points)

Answer: Upon adding Hydroxide ions into the solution of dichromate, the color changes form orange to yellow showing the equilibrium will shift into dichromate side to chromate side.

Barium nitrate add to this reaction will cause a precipitate to form. Determine what the precipitate is. Which way will the reaction shift in order to reestablish equilibrium once the barium nitrate is added? Explain in one to two sentences. (5 points)

Answer: On adding the Barium nitrate into the reaction, the dark yellow colored precipitate of dichromate ions will convert into orange solution by using H+ ions from nitrate. H+ ions bind with the chromate ions & shift the equilibrium will shift into dichromate side.[supanova_question]

## Assignment 4: You Pick Two PYSC 371 Just like Panera, I’m offering

Writing Assignment Help Assignment 4: You Pick Two

PYSC 371

Just like Panera, I’m offering a You Pick Two for this assignment. There are four options, and you must complete two of them. Any two. See below for details. Due Wed 8/4.

Choice 1

Do something creative that’s relevant to this class. Film something, sing something, draw something, write something, rap something, paint something, Photoshop something (Gimp is free and open-source version of Photoshop, BTW), etc. etc. Just make it obviously relevant to this class. You could do almost anything, as long as it’s creative. In the past, I’ve had students who (i) recorded a conversation between them and someone where they debated some topic in evolutionary psychology, (ii) created a 4-frame comic strip, (iii) wrote a short children’s book about EP, (v) created a bunch of memes based on topics in EP. The more time and effort you put into this, more points you’ll get.

Choice 2

Relate a topic in EP to your personal life. Do your fears align with an adaptationist perspective? Do your moral judgments make sense from the Kurzban and Weeden Model of morality? Maybe you or someone you know well identifies as gay. Does it fit the “tipping point” model? Maybe you’re experiencing pregnancy sickness. Maybe you’re intensely in love right now. Thinking about the last time someone made you angry, does it fit the Recalibration Theory of Anger? These are some examples. Write about one page on your personal experiences with a specific topic in this course. Discuss how it relates to the empirical evidence surrounding the topic. For example, is it consistent with the literature or does it depart? Obviously, only give details you’re comfortable sharing. For what it’s worth, we’ll keep these completely confidential.

Choice 3

Throughout the course, we discussed many Darwinian puzzles and their solutions. A Darwinian puzzle is the name given to a phenomenon that seems to defy the logic of evolution by natural selection because the behavior seems to reduce, rather than increase, the reproductive success of individuals who express it, yet it is relatively common. For example, we discussed suicide, senescence, altruism (e.g., giving to the homeless), and homosexuality. You can’t explain away suicide, senescence, altruism, and homosexuality by appealing to the “it’s atypical” argument because it’s actually fairly common.

Identify one Darwinian puzzle not mentioned above, and explain why it’s a Darwinian puzzle. Also, provide a potential solution to your puzzle. By solution, I mean Darwinian solution. For example, the Darwinian solution to male homosexuality is that genes associated with homosexuality confer fitness benefits in their heterosexual carriers. Your puzzle must apply to humans.

Choice 4

The literature in evolutionary psychology is massive. There are literally hundreds of different topics, and given our limited amount of time, I could not cover everything (nor could the book). Do a little research on a topic that wasn’t covered in lecture or the textbook. Write about one page on what you learned. Include a reference or in-text citation to a journal article you’re using. Obviously, the topic should be directly related to human evolutionary psychology. [supanova_question]

## ENG 102 Interview Rubric Points 2 F Points 3 D-/D/D+ Points 3.5

ENG 102 Interview Rubric

Points

2

F

Points

3

D-/D/D+

Points

3.5

C-/C/C+

Points

4

B-/B/B+

Points

5

A-/A/A+

Thesis & Focus

Thesis, central idea, audience, purpose, focus

Lacks an identifiable thesis. Limited or no awareness of audience and purpose.

Readers cannot discern the interview’s central idea.

Thesis was attempted but unclear and/or inconsistently addressed. Reveals limited awareness of audience and purpose. Central idea either lacking or inconsistently addressed.

Thesis is identifiable, but perhaps too narrow, too broad, or otherwise problematic. Awareness of audience may be adequate but inconsistent. Central idea is perhaps too general.

Thesis is established and is consistently addressed throughout most of the interview. Awareness of audience is sufficient. Central idea is clear and maintained in most of the interview.

Thesis is clearly established and maintained throughout the entire interview. Interview demonstrates a sophisticated awareness of audience and purpose. Central idea/focus maintained throughout.

Support & Development

Thesis support and topic development

Little-to-no thesis support or topic development

Thesis support is minimal, logically flawed, and/or inaccurate. Topic development is inadequate.

More thesis support is needed. Topic development may be unclear.

Thesis support is sufficient but perhaps flawed in some way. Topic development is clear.

Interview completely supports the thesis with excellent topic development.

Coherence & Organization

Introduction, conclusion, body paragraphs, transitions, topic sentences

No clear introduction, body, or conclusion. Little-to-no transitions. Demonstrates little-to-no understanding of organization. Many sentences within paragraphs do not relate to each other and/or the paragraph’s topic. May contain no discernable topic sentences.

Introduction, body, and conclusion attempted but problematic. Few transitions. Perhaps numerous digressions. Mostly missing or problematic topic sentences. Demonstrates little understanding of organization.

Identifiable introduction, body, and conclusion; yet one significant weakness is present: lack of background information, inadequate summary of interview, undeveloped conclusion, illogical paragraph order. Adequate transitions, perhaps some digressions. Some paragraphs may lack clear topic sentences.

Demonstrates basic understanding of organization.

Clear introduction, body, and conclusion: Introduction provides background information, body summarizes interview, and conclusion synthesizes interview very effectively. Good transitions. Demonstrates good understanding of organization.

Clear and effective introduction, body, and conclusion: Introduction provides background information, body summarizes interview, and conclusion synthesizes interview very effectively. Clear and effective transitions are present throughout the interview. Demonstrates excellent understanding of organization.

Language & Style

Word choice, repetition, redundancy, awkwardness, article misuse, wrong word form (their/there, etc.), typos/misspellings, vocabulary

May contain more than 6 errors in word choice, wordiness, redundancy, or awkwardness.

May contain more than 6 errors in inappropriate language for academic audience.

Fails to demonstrate competent language use; sentences and vocabulary are inappropriate, facile, and/or incoherent.

May contain 6 errors in word choice, wordiness, redundancy, or awkwardness.

May contain 6 errors in inappropriate language for academic audience.

Contains repetitive, incorrect, and/or insufficient sentence structure and/or limited vocabulary.

May contain 4 – 5 errors in word choice, wordiness, redundancy, or awkwardness.

May contain 2 – 3 errors in inappropriate language for academic audience.

Demonstrates competency with language use but sentence constructions and vocabulary may be limited or repetitive.

May contain 2 – 3 errors in word choice, wordiness, redundancy, or awkwardness.

May contain 2 – 3 errors in inappropriate language for academic audience.

Demonstrates sufficient knowledge and skill with varied sentence construction and vocabulary. Unnecessary repetition is minor.

May contain 1 error in word choice, wordiness, redundancy, or awkwardness.

May contain 1 error in inappropriate language for academic audience.

Demonstrates sophisticated knowledge and skill with varied and complex sentence construction and vocabulary. Little-to-no unnecessary repetition.

Grammar

Fragments, subject-verb agreement, verb tense errors, verb form errors, run-ons, pronoun agreement

Contains more than 5 different grammar errors.

The identical 3 – 4 errors may be repeated throughout.

Contains 4 – 5 different grammar errors. The identical 2 – 3 errors may be repeated throughout.

Contains 2 – 3 different grammar errors. The identical 1 – 2 errors may be repeated throughout.

Contains 1 grammar error, which may be repeated throughout the interview.

Contains either no grammar errors, or 1 – 2 different errors with no repetition.

Punctuation & Capitalization

Comma errors, comma splices, apostrophe errors, capitalization errors, semicolon errors, colon errors

Contains more than 5 different punctuation/capitalization errors.

The identical 3 – 4 errors may be repeated throughout.

Contains 4 – 5 different punctuation/capitalization errors. The identical 2 – 3 errors may be repeated throughout.

Contains 2 – 3 different punctuation/capitalization errors. The identical 1 – 2 errors may be repeated throughout.

Contains 1 punctuation/capitalization error, which may be repeated throughout the interview.

Contains either no punctuation/capitalization error, or 1 – 2 different errors with no repetition.

Format

title,

margins, spacing,

length*,

underlined thesis

*Length for argumentative is 350 words minimum

Doesn’t meet formatting requirements:

Formatting may be missing four or more elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined).

Length may not meet minimum requirements.

Doesn’t meet most formatting requirements:

Formatting may be missing three elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined).

Length may not meet minimum requirements.

Meets some formatting requirements:

Formatting may be missing two elements (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined).

Length may not meet minimum requirements (an interview that does not meet length minimum will score no higher than 3 in this category)

Meets most formatting requirements:

Formatting may be missing one element (either no title, incomplete heading, inappropriate spacing or margins, or thesis not underlined).

Length meets minimum requirements of 350 words.

Meets all requirements.

Formatting is appropriate in terms of heading, title, margins, spacing, underlining thesis.

Length meets minimum requirements of 350 words.[supanova_question]