1Psychology_and_CultureStudents_NameProfessors_NameCourse

Psychology and Culture

Student’s Name

Professor’s Name

Course Name

Institution Name

Date

Psychology and Culture

According to psychologists, once we are born, emotions, grief, and panic are hardwired in the limbic section of the brain. The emotions are also present in all mammals making them innate and universal (Matsumoto & Juang, 2016). Evolutionary Psychology theorizes that emotions have a fundamental role in behavior which is necessary for environmental adaptation. Therefore, grief and panic are viewed as adaptive responses to changes in environment settings. In other words, it supports awareness of threats in order to improve prospects for survival. For example, people experience panic attack when stuck in tiny gap between rocks while hiking is due to changes in the environment invoking fear which in turn activates our fight or flight response.

Besides, an emotional expression is an action that communicates the current emotional state which could be influenced by various factors such as self-awareness, physical health or environment. In fact, the universal perception of emotions is based on the study of Charles Darwin. Based on his research, he identified that the facial expression of emotion is universal (Matsumoto & Juang, 2016). Furthermore, his research continued to identify that facial expressions do not vary based on culture. Therefore, they cannot be learned. Nevertheless, recognizing facial expressions of emotions have a key role in human cognition which support the notion of universal perception of emotions. Also, facial recognition studies find facial is cognition as universal as it is effortlessly achieved among humans. Thus, social conditioning has a significant impact on how people view faces. It is also tied to genetic encoding as it is influenced and intercorrelated by genes.

From my personal perspective, my family members demonstrate similar emotional expression under ideal conditions. Additionally, it is possible to be affected by the emotions of other family members that associate with the level of attachment and correlation with the distressing issue. Thus, the aligning of expression with family members is frequent but not always. For example, when my parents are happy, the emotion is shared among the other family members inducing the emotion of joy and happiness. However, if my adolescent sister is experiencing mood swings which alter their emotions, the other family members would barely align their emotions with her. Hence, the support for the notion of emotions are being associated most of the time.

While emotion antecedents are defined as events, situational triggers, or solicitation of emotions, emotional intelligence refers to the capability to control, be aware of, and express our emotions. They are related as emotion antecedents are used to determine emotional control. Of the four areas of emotional intelligence, I believe I am strong in social awareness as I always respect everyone’s perspective, as well as recognize others’ concerns and emotions. However, I everyday still practice being empathetic, and socially independent from external criticism. Previous experiences with depression contributed to the current emotional state as the notions and comments of others had a controlling role in my emotions. The skill that requires development is social skills as I am poor in communicating with others, bonds are difficult to develop and I do not like change. Hence, social skills are necessary for effective interaction with others thus the need to improve on it.

Universal emotions in different social, work and life situations have the core role of passing information concerning the individual. The notion of universal emotions was founded on the work of Darwin who viewed such emotions as evolved traits among all humans. Each universal emotion has a dissimilar signal and physiology which is affected by the situation at hand. Although they vary from their onset, duration, and waning, universal emotions do not last long. Moreover, if an emotion continues for an extended period, without intermission it is deemed either a disorder or mood. Nevertheless, they allow us to communicate varying emotional states influenced by the varying situations.

Reference

Matsumoto, D., & Juang, L. (2016). Culture and psychology (6th ed.). Cengage Learning.

Vernier Format 2 kdta2.txt 6/11/2020 20:30:35 Run 1 conc Abs @ 446.2 nm c A M 0 0.000 .0002 0.104 .0004 0.239 .0006 0.462 .0008 0.585 0.001 0.718

Vernier Format 2 KdatA.txt 6/11/2020 20:14:44 Run 1 conc Abs @ 446.2 nm c A M 0 0.000 .0001 0.416 .00015 0.687 .0002 0.895 .00025 1.215 .0003 1.429

Experiment 8: DETERMINATION OF AN EQUILIBRIUM CONSTANT

Purpose: The equilibrium constant for the formation of iron(III) thiocyanate complex ion is to be determined. Introduction: In the previous week, we qualitatively investigated how an equilibrium shifts in response to a stress to re-establish equilibrium. This week we will quantitatively assess the equilibrium constant for the same reaction: the reaction of iron(III) cation complexing with a thiocyanate anion (SCN–) to form the iron(III) thiocyanate complex, Fe(SCN)2+ (Equation 1). Its equilibrium expression is as shown in Equation 2. Fe3+ (aq) + SCN (aq) Fe(SCN)2+ (aq) Equation 1

eq 3+ [Fe(SCN) ]

K = -[Fe ][SCN ] Equation 2

If Keq is a large number (>1), then the chemical equilibrium favors the formation of product (large numerator). If Keq is a small number (<1) then the chemical equilibrium favors the formation of reactants (large denominator). In this experiment, several solutions of varying initial concentrations of the reactants are to be prepared. Despite the different concentrations, the equilibrium constants calculated from their equilibrium concentrations should be the same, as long as the temperature is kept constant. Before we begin the study of the equilibrium concentrations, we must first prepare a standard curve to help us determine the concentration of Fe(SCN)2+ at equilibrium. Le Châtelier’s Principle states that if at equilibrium a change is applied to a system, the species will react to offset the change so as to maintain the equilibrium. We will use this principle to aid in the preparation of the standard curve. It will be made by plotting the absorbance versus concentration of the red iron(III) thiocyanate complex, (Fe(SCN)2+). If the concentration of the reactant, iron(III) nitrate, is increased (0.200 M), so as to become much larger than the thiocyanate anion concentration (0.00200M), then the reaction (Equation 1) will be forced almost completely to products. In this situation, the iron(III) concentration is 100 times that of the thiocyanate, therefore essentially all the SCN– anions will react to produce the red colored product, Fe(SCN)2+. Thus, within the limits of our detection apparatus, the final concentration of Fe(SCN)2+ is equal to the initial concentration of SCN–. The intensity of the red color will be measured spectrophotometrically and will be directly proportional to the equilibrium concentration of the Fe(SCN)2+ species. (Review Beer’s Law from Experiment 3.) After a standard curve is produced, the conditions will be altered so that the concentrations of each of the two reacting species (Fe3+ and SCN–) will be the same order of magnitude (~0.00200 M each). Because the concentrations will be so similar, the system will no longer be forced all the way to the right (towards the products) and you will be able to determine an equilibrium constant from the data. The concentration of Fe(SCN)2+ at equilibrium will be determined spectrophotometrically according to its absorbance in the standard curve. Since for every mole of the red complex, Fe(SCN)2+ produced, one mole of Fe3+ and one mole of

78 EXPERIMENT 8: DETERMINATION OF EQUILIBRIUM CONSTANT

SCN – will have reacted, the equilibrium concentrations (unreacted species) of Fe3+ and SCN- can be determined by subtracting the concentration of Fe(SCN)2+ formed from the initial concentrations before the reaction took place. We can set up an “ICE” table, find the equilibrium concentrations for each of the three species, and solve for Keq. Each of the initial solutions will be made up so as to contain 0.500 M H+. Therefore when mixing the solution of 0.00200 M Fe3+ made up in 0.500 M H+ and the solution of 0.00200 M SCN– made up in 0.500 M H+, no matter what the proportions, the 0.500 M H+ concentration will be constant. The reason for this is that the iron(III) thiocyanate formation reaction must be run around 0.5 M acid to prevent significant iron hydrolysis (Equation 3) that affects the concentration of iron(III) ions.

Fe3+(aq) + 3H2O (l) Fe(OH)3 (s) + 3H+ (aq) Equation 3

Also, the reaction must be run at acid concentration below 0.7 M because otherwise the acid reacts with the thiocyanate reducing the available SCN− as well (Equation 4). H+(aq) + SCN-(aq) HSCN (aq) Equation 4 Each reagent is labeled with its concentration. However, once you mix reagents together, you will have diluted the concentration. The calculations that you use will need to account for these dilutions. An example is below: Example 1: If 5.08 mL of 0.00200 M Fe(NO3)3 is mixed with 3.10 mL of 0.00200M KSCN

and 2.00 mL of 0.500 M HNO3 , what is the final concentration of the Fe3+ ion?

1 1 2 2 2

3 31 1 2 3 3

M V = M V where V is the TOTAL volume in the final solution (0.00200 M Fe(NO ) )(5.08 mL)M V

M = = 0.000998 M Fe(NO ) V 10.18 mL

= 9.98x10–4 M Fe3+ Check: Is the answer reasonable? M2 should be more dilute than M1.

ICE Table Construction: ICE tables are useful tables that summarize what is occurring in an equilibrium reaction. The use of ICE tables should have been covered in your lecture class. You need to know that “I” stands for initial concentration of each species in the solution, before they are allowed to react. “C” stands for the change in concentration of each species from the initial concentrations to the equilibrium concentrations. And the “E” stands for equilibrium concentration of each species (i.e. concentration after the reaction has reached equilibrium). Below is an example of how the ICE table will be used. Example 2: Assume an initial concentration of [Fe3+] = 0.00100 M and an initial concentration of [SCN–] = 0.000600 M in a sample solution for which you are to determine the concentration of Fe(SCN)2+ from the standard curve. You can set up an ICE table as shown below:

EXPERIMENT 8: DETERMINATION OF EQUILIBRIUM CONSTANT 79

Species Fe3+ SCN – Fe(SCN)2+ I. (Initial) 0.00100 M 0.000600 M 0.00 M C.(Change) – X – X + X E.(Equilibrium) 0.00100 M – X 0.000600 M – X X X = [Fe(SCN)2+] and is to be determined from the standard curve. You can then calculate the equilibrium constant, Keq, using the equilibrium concentrations. In your ICE tables on the Calculations & Results Page, do not write “X” but use the actual concentration obtained from the standard curve. For example, if X = 0.000211 M, [Fe3+] at equilibrium would be (0.00100 − 0.000211) M = 0.00079 M. Species Fe3+ SCN – Fe(SCN)2+ I. (Initial) 0.00100 M 0.000600 M 0.00 M C.(Change) – 0.000211 – 0.000211 + 0.000211 E.(Equilibrium) 0.00079 0.00039 0.000211 Use of the Standard Curve The standard curve is a plot of Absorbance versus [Fe(SCN)2+] (Figure 8.1). It can be used to give us the concentration of a solution when given the absorbance. We can either read it off the graph visually or calculate the concentration from the trendline equation. Remember that Beer’s Law indicates the relationship between the concentration and the absorbance is linear. Thus A = mC +b where A is the absorbance, m is the slope, C is the concentration and b is the y-intercept. Considering that A has not units and C has units of M, what is the unit of the slope? What is the unit of the y-intercept? You should know the answers.

For example, the trendline equation from the curve in Figure 8.1 is y = 4312x+0.0075. If an unknown concentration of Fe(SCN)2+ has an absorbance reading of 0.250 then you can solve for the concentration of the Fe(SCN)2+: y = 4312x + 0.0075 translates into A = 4312M–1 [FeSCN2+] + 0.0075

2+ 1

2+ 5 1 1

A 0.0075 [FeSCN ] = and substituting A = 0.250

4312M 0.250 0.0075 0.242

[FeSCN ] = = = 5.62x10 M 4312M 4312M

Figure 8.1

80 EXPERIMENT 8: DETERMINATION OF EQUILIBRIUM CONSTANT

Procedure: Work with one partner. Setting up the Four Burets:

Do not share buret stands and do not set up burets too close to each other. You do not want to be bumping elbows with each other.

Students will work in pairs but each pair will need to dispense four different solutions by buret. We don’t have enough burets to distribute four to each pair of students. Besides it would be a waste of chemicals if an arrangement is not made to share burets. This is how it will be done: Students first pair up for the experiment. Each pair then selects another pair of students with whom to share burets. For each group of four students, there should be a total of four burets. Each student in the group is to be responsible for cleaning and setting up one buret that the rest of the group will be using: 0.200 M Fe(NO3)3 0.00200 M KSCN 0.5 M HNO3 0.00200 M Fe(NO3)3 You must learn not to waste chemicals by taking too much from the stock bottle. As usual you should not be returning extra chemicals to the stock bottle. The Total Volume shown in the table below is for each team of 4: Reagent Vol for

Standard Curve

Vol for Equilibrium Data

Vol per pair of students

Vol per team of 4 students

Vol for Rinse

Total Volume

0.200 M Fe(NO3)3

5 x 2.50 mL + 0 mL 12.50 mL = 12.50 x 2 = 25 mL

+20 mL 45 mL

0.00200 M KSCN

5.00 mL + 15.00 mL 20.00 mL 20.00x2 = 40 mL

+ 20 mL 60 mL

0.500 M HNO3

32.50 mL +10.00 mL 42.5 mL 42.5x2 = 85 mL

+ 20 mL 105 mL

0.00200 M Fe(NO3)3

none 5x5.00 mL 25 mL 25x2 = 50 mL

+ 20 mL 70 mL

You should know how to do this kind of estimation. STUDY the calculations shown above.

This is what EACH STUDENT has to do with the reagent assigned to him/her: Obtain the Total Volume (see table above) of the reagent assigned to you in a clean and

dry beaker. Obtain a buret and rinse it twice with about 10 mL each with the reagent. Label a 400-mL beaker as “Waste.” Fill the buret with only the amount needed by your group of four. Check with your

instructor as to how much is needed. Make sure you get rid of the air bubble at the tip of the buret. Label the buret with the concentration and the formula of the solute with the index card

provided.

EXPERIMENT 8: DETERMINATION OF EQUILIBRIUM CONSTANT 81

At each buret there should be a 50-mL “refill” beaker labeled the same way as the buret to be used if the buret needs refilling.

You are not responsible for dispensing your reagent for everyone. In the experiment, each pair of students will then work on the rest of the experiment independent of the other pair, measuring out solutions and obtaining absorbance values. At the end of the experiment, each student will then clean up the buret he/she had set up initially. However, check to make sure the buret is no longer needed by the other students in the group before cleaning up. Slow workers may end up having to clean up all 4 burets. FOLLOW THE DIRECTIONS ON THE BLACKBOARD ON DISPOSAL OF CHEM- ICALS.

Note that there are two different concentrations of the Fe(NO3)3! As you begin to prepare the solutions, remember that you should not write on or put

stickers on the cuvets as this could interfere with the absorption readings. Standard Curve 1. Obtain 5 clean and dry test tubes (NOT cuvets) labeled 1-5 and fill each with exactly

2.50 mL of 0.200 M Fe(NO3)3 using a buret. Record the exact volume to the nearest 0.02 mL.

2. Again using a buret, add to test tube #1, exactly 0.50 mL of 0.00200 M KSCN solution, to test tube #2, 0.75 mL of 0.00200 M KSCN solution and so on in increments of 0.25 mL.

3. Finally, add enough 0.5 M HNO3 to each of the test tubes so that the final volume in each tube totals 10.00 mL. (The volume of HNO3 should have been calculated beforehand as part of the pre-lab assignment.) Mix thoroughly by covering with Parafilm and inverting the tubes numerous times until the contents are well mixed.

4. As usual, record the Instrument ID #. Examine the box of cuvets assigned to you. Be sure they are clean and dry. If a cuvet is wet, rinse it a couple times with small quantities of the solution you are about to use. Pour the contents of each test tube into a cuvet, filling it about ¾ full. Set the spectrophotometer to 447 nm and zero the instrument with a cuvet filled with 0.5 M HNO3. Remember to wipe the sides of each cuvet with Kimwipes before placing it into the instrument. Record the absorbance starting from the most weakly absorbing and working towards the most intensely colored. Do not cleanup until you have produced an acceptable Standard Curve (see below.)

CALCULATIONS FOR THE STANDARD CURVE (to be completed before leaving)

Summarize the data needed to produce the standard curve by completing the tables on the Calculations & Results Page, remembering that the concentration of Fe(SCN)2+ is equal to the initial concentration of SCN–. Prepare the graph using Excel. Include the data for the blank in your graph. There should be 6 points in your graph. Display the trendline and the R2 on your graph and record them also on the Calculations & Results Page. Please review the Checklist in Experiment 1 (or Appendix 2) as to what else must be on your graph. Your data points should all lie close to the trendline. If not, you may

82 EXPERIMENT 8: DETERMINATION OF EQUILIBRIUM CONSTANT

have to prepare fresh samples for one or more of your data points. Consult with your instructor. This is why the graph should be completed in class before you cleanup!

Equilibrium Data (You must use the same spectrophotometer as in the calibration.) 5. Obtain 5 clean and dry test tubes and fill each with 5.00 mL of 0.00200 M Fe(NO3)3

using a buret. If a test tube is wet, rinse it several times with small portions of the solution.

6. Add exactly 1.00, 2.00, 3.00, 4.00, and 5.00 mL of 0.00200 M KSCN, respectively, to test tubes labeled 1, 2, 3, 4, and 5.

7. Finally, add enough 0.5 M HNO3 to each of the test tubes so that the final volume in each tube totals 10.00 mL. (Again, the volume of HNO3 should have been calculated beforehand.) Mix thoroughly by covering with Parafilm and inverting the tubes.

8. Record the temperature of one of your samples in your lab notebook. 9. Repeat Step 4 and record the absorbance for each of the 5 samples. 10. Dispose of all chemicals in the designated waste container in the hood. CALCULATIONS FOR THE EQUILIBRIUM DATA (Complete in class if time permits.)

Use the trendline equation from the standard curve to calculate the concentration of Fe(SCN)2+ in each tube and record on the Calculations and Results Page. Show your calculations on a separate sheet of paper. Complete the ICE Table for each of the 5 samples and enter the equilibrium constant values on the Calculations & Results Page. (Reminder: Do not write “X” but put the actual values in.) Calculate an average for the equilibrium constant, and the error and percent error for your average.

Prepare your lab notebook by copying NEATLY, the Data Table from the next page into your notebook.

84 EXPERIMENT 8: DETERMINATION OF EQUILIBRIUM CONSTANT

Copy these Data Tables neatly in your lab notebook prior to arriving to class. Spectrophotometer ID #: ____

STANDARD CURVE DATA Table 8.1: Volume of reagents to be used

Tube #

Vol. of 0.200M Fe(NO3)3

Volume of 0.00200M KSCN

Volume of 0.500M HNO3

Total Vol.

1 2.50 mL 0.50 mL 7.00 mL 10.00 mL 2 2.50 mL 0.75 mL 6.75 mL 10.00 mL 3 2.50 mL 1.00 mL 6.50 mL 10.00 mL 4 2.50 mL 1.25 mL 6.25 mL 10.00 mL 5 2.50 mL 1.50 mL 6.00 mL 10.00 mL

Table 8.2: Concentrations for Standard Curve Tube

# Concentration

of Fe3+ Concentration

of SCN – Conc. of

Fe(SCN)2+ Absorbance

0 0.0000 M 0.0000 M 0.0000 M 0.000

1 0.0500 M 1.0 x10 4M 1.0 x10 4M

2 0.0500 M 1.5 x10 4M 1.5 x10 4M

3 0.0500 M 2.0 x10 4M 2.0 x10 4M

4 0.0500 M 2.5 x10 4M 2.5 x10 4M

5 0.0500 M 3.0 x 10−4M 3.0 x 10−4M

EQUILIBRIUM DATA: Temperature of one of the samples: _______________

Table 8.3: Volume of reagents to be used Tube

# Vol. of 0.00200M

Fe(NO3)3 Volume of

0.00200M KSCN Volume of

0.500M HNO3 Total Vol.

1 5.00 mL 1.00 mL 4.00 mL 10.00 mL 2 5.00 mL 2.00 mL 3.00 mL 10.00 mL 3 5.00 mL 3.00 mL 2.00 mL 10.00 mL 4 5.00 mL 4.00 mL 1.00 mL 10.00 mL 5 5.00 mL 5.00 mL 0.00 mL 10.00 mL

Table 8.4: Concentrations for Equilibrium Calculations

Tube # Initial

Concentration of Fe3+

Initial Concentration

of SCN – Absorbance Equilibrium* Conc. of Fe(SCN)2+

1 0.00100 M 2.00 x10 4M

2 0.00100 M 4.00 x10 4M

3 0.00100 M 6.00 x10 4M

4 0.00100 M 8.00 x10 4M

5 0.00100 M 10.0 x10 4M

EXPERIMENT 8: DETERMINATION OF EQUILIBRIUM CONSTANT 85

Calculations & Results: Name: ________________________ Sec: ____ Partner’s Name : ________________

STANDARD CURVE: List in order from lowest concentration to highest.

[Fe(SCN)2+] Absorbance

0.000 M 0.000

Trendline Equation = R2 =

EQUILIBRIUM RESULTS:

Temperature of samples =

Tube # Initial [Fe

3+] Initial [SCN ] Absorbance [Fe(SCN)2+] at Equilibrium*

5 *Calculated from the standard curve

Show calculations for each test tube on a separate sheet of paper.

ICE Table Test tube # 1 Reminder: Do not write “X” but use the actual numbers. See p.79.

[Fe 3+] [SCN –] [Fe(SCN)2+]

Initial 0.00 M

Change

Equilibrium Cont’d. next page

86 EXPERIMENT 8: DETERMINATION OF EQUILIBRIUM CONSTANT

ICE Table Test tube # 2

[Fe 3+] [SCN–] [Fe(SCN)2+]

Initial 0.00 M

Change

Equilibrium ICE Table Test tube # 3

[Fe 3+] [SCN–] [Fe(SCN)2+]

Initial 0.00 M

Change

Equilibrium ICE Table Test tube # 4

[Fe 3+] [SCN–] [Fe(SCN)2+]

Initial 0.00 M

Change

Equilibrium ICE Table Test tube # 5

[Fe 3+] [SCN–] [Fe(SCN)2+]

Initial 0.00 M

Change

Equilibrium Equilibrium constant: Show calc. setups on your own paper. Keq #1 Keq #2 Keq #3 Keq #4 Keq #5 Average Keq

The literature value for the equilibrium constant is 138 (Ref. 1). Calculate the error and percent error for your average equilibrium constant. Watch your sign! Show set up here. Reference 1: Day & Underwood, “Quantitative Analysis” 1958 p.181

Sheet1

0	0
0.2	0.582
0.5	0.554
0.8	0.549
1	0.543
1.2	0.549
1.5	0.551
1.8	0.559
2	0.552
2.2	0.535
2.5	0.527
2.8	0.508
3	0.503
3.2	0.504
3.5	0.501
3.8	0.497
4	0.489
4.2	0.477
4.5	0.477
4.8	0.471
5	0.459
5.2	0.458
5.5	0.443
5.8	0.441
6	0.429
6.2	0.426
6.5	0.421
6.8	0.41
7	0.404
7.2	0.394
7.5	0.391
7.8	0.392
8	0.381
8.2	0.374
8.5	0.366
8.8	0.37
9	0.362
9.2	0.357
9.5	0.351
9.8	0.345
10	0.34
10.2	0.335
10.5	0.326
10.8	0.324
11	0.32
11.2	0.307
11.5	0.314
11.8	0.301
12	0.295
12.2	0.292
12.5	0.293
12.8	0.28
13	0.282
13.2	0.283
13.5	0.276
13.8	0.264
14	0.259
14.2	0.258
14.5	0.257
14.8	0.248
15	0.244
15.2	0.241
15.5	0.243
15.8	0.237
16	0.233
16.2	0.231
16.5	0.225
16.8	0.234
17	0.221
17.2	0.222
17.5	0.222
17.8	0.215
18	0.213
18.2	0.211
18.5	0.223
18.8	0.205
19	0.205
19.2	0.203
19.5	0.196
19.8	0.198
20	0.188

T vs A

0 0.2 0.5 0.8 1 1.2 1.5 1.8 2 2.2000000000000002 2.5 2.8 3 3.2 3.5 3.8 4 4.2 4.5 4.8 5 5.2 5.5 5.8 6 6.2 6.5 6.8 7 7.2 7.5 7.8 8 8.1999999999999993 8.5 8.8000000000000007 9 9.1999999999999993 9.5 9.8000000000000007 10 10.199999999999999 10.5 10.8 11 11.2 11.5 11.8 12 12.2 12.5 12.8 13 13.2 13.5 13.8 14 14.2 14.5 14.8 15 15.2 15.5 15.8 16 16.2 16.5 16.8 17 17.2 17.5 17.8 18 18.2 18.5 18.8 19 19.2 19.5 19.8 20 0 0.58199999999999996 0.55400000000000005 0.54900000000000004 0.54300000000000004 0.54900000000000004 0.55100000000000005 0.55900000000000005 0.55200000000000005 0.53500000000000003 0.52700000000000002 0.50800000000000001 0.503 0.504 0.501 0.497 0.48899999999999999 0.47699999999999998 0.47699999999999998 0.47099999999999997 0.45900000000000002 0.45800000000000002 0.443 0.441 0.42899999999999999 0.42599999999999999 0.42099999999999999 0.41 0.40400000000000003 0.39400000000000002 0.39100000000000001 0.39200000000000002 0.38100000000000001 0.374 0.36599999999999999 0.37 0.36199999999999999 0.35699999999999998 0.35099999999999998 0.34499999999999997 0.34 0.33500000000000002 0.32600000000000001 0.32400000000000001 0.32 0.307 0.314 0.30099999999999999 0.29499999999999998 0.29199999999999998 0.29299999999999998 0.28000000000000003 0.28199999999999997 0.28299999999999997 0.27600000000000002 0.26400000000000001 0.25900000000000001 0.25800000000000001 0.25700000000000001 0.248 0.24399999999999999 0.24099999999999999 0.24299999999999999 0.23699999999999999 0.23300000000000001 0.23100000000000001 0.22500000000000001 0.23400000000000001 0.221 0.222 0.222 0.215 0.21299999999999999 0.21099999999999999 0.223 0.20499999999999999 0.20499999999999999 0.20300000000000001 0.19600000000000001 0.19800000000000001 0.188

Sheet1

0	0.62
0.5	0.609
1	0.597
1.5	0.576
2	0.552
2.5	0.544
3	0.539
3.5	0.541
4	0.526
4.5	0.514
5	0.506
5.5	0.495
6	0.486
6.5	0.478
7	0.465
7.5	0.457
8	0.446
8.5	0.435
9	0.425
9.5	0.413
10	0.405
10.5	0.393
11	0.382
11.5	0.372
12	0.361
12.5	0.353
13	0.34
13.5	0.334
14	0.326
14.5	0.313
15	0.307
15.5	0.297
16	0.291
16.5	0.288
17	0.28
17.5	0.271

T vs A

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6 6.5 7 7.5 8 8.5 9 9.5 10 10.5 11 11.5 12 12.5 13 13.5 14 14.5 15 15.5 16 16.5 17 17.5 0.62 0.60899999999999999 0.59699999999999998 0.57599999999999996 0.55200000000000005 0.54400000000000004 0.53900000000000003 0.54100000000000004 0.52600000000000002 0.51400000000000001 0.50600000000000001 0.495 0.48599999999999999 0.47799999999999998 0.46500000000000002 0.45700000000000002 0.44600000000000001 0.435 0.42499999999999999 0.41299999999999998 0.40500000000000003 0.39300000000000002 0.38200000000000001 0.372 0.36099999999999999 0.35299999999999998 0.34 0.33400000000000002 0.32600000000000001 0.313 0.307 0.29699999999999999 0.29099999999999998 0.28799999999999998 0.28000000000000003 0.27100000000000002

AP Inquiry Lab 11

What is the Rate Law of the Fading Crystal Violet Reaction Using Beer’s Law?

In this experiment, you will observe the reaction between crystal violet and sodium hydroxide. One objective is to study the relationship between concentration of crystal violet and the time elapsed during the reaction. The equation for the reaction is shown here:

A simplified (and less intimidating!) version of the equation is:

CV+ + OH– CVOH

(crystal violet) (hydroxide)

The rate law for this reaction is in the form: rate = k[CV+]m[OH–]n, where k is the rate constant for the reaction, m is the order with respect to crystal violet (CV+), and n is the order with respect to the hydroxide ion. Since the hydroxide ion concentration is more than 1000 times as large as the concentration of crystal violet, [OH-] will not change appreciably during this experiment. Thus, you will find the order with respect to crystal violet (m), but not the order with respect to hydroxide (n).

You will be using a colorimeter for this lab. A colorimeter shines a light through the solution and checks how much light is absorbed by the solution. As the reaction proceeds, a violet-colored reactant will be slowly changing to a colorless product. Using the green (565 nm) light source of a computer-interfaced Colorimeter, you will monitor the absorbance of the crystal violet solution with time. Absorbance is proportional to the concentration of crystal violet (Beer’s law). Absorbance will be used in place of concentration in plotting the graphs.

Beer’s law is A = abc

where A = absorbance, a = molar absorptivity constant, b = path length, and c = concetration

Once the order with respect to crystal violet has been determined, you will also be finding the rate constant, k, and the half-life for this reaction.

PreLab

Add this lab to your table of contents

Write a purpose for this lab

Create a table of reagents

Sketch a graph of concentration vs time, ln concentration vs. time, and 1/concentration vs. time for a zero, first and second order reaction.

Sketch a graph of the [CV+] and the [CVOH] over time during this reaction, reaction and write what you should visually see due this change in concentrations.

MATERIALS

Power Macintosh or Windows PC	0.020 M NaOH
Vernier computer interface	2.0 X 10–5 M crystal violet
Logger Pro	distilled water
Vernier Colorimeter	stirring rod
one plastic cuvette	two 10-mL graduated cylinders
250-mL beaker

Write a PROCEDURE For Graphically determining the order of the reaction

The following bits of information will avoid excess waste, and help you with your procedure.

1. To set up the program, Click or tap Mode to open Data Collection Settings. Change Rate to 1 samples/s and End Collection to 200 s. Click or tap Done.

2. Use 10.0 mL of 0.020 M NaOH solution. Use 10.0 mL of 2.0 X 10–5 M crystal violet solution. CAUTION: Sodium hydroxide solution is caustic. Crystal violet is a biological stain. Avoid spilling either on your skin or clothing.

3. Remember to Calibrate the Colorimeter, set the wavelength on the Colorimeter to 565 nm (Green).

4. Do this quickly! To initiate the reaction, simultaneously pour the 10 mL portions of crystal violet and sodium hydroxide into a 250 mL beaker and stir the reaction mixture with a stirring rod. Empty the water from the cuvette. Rinse the cuvette twice with ~1 mL amounts of the reaction mixture, fill it 3/4 full, and place it in the device. Close the Colorimeter lid. Click or tap Collect to start data collection.

5. To keep the solution from warming inside the Colorimeter, the cuvette should be removed from the Colorimeter between readings. However, make sure your absorbance is stable before clicking keep. That is too say don’t rush too much putting it and clicking keep or you will have error.

6. Data collection will end after 200 s.

7. Create a calculated column, ln Absorbance, and add a linear curve fit to the graph ln Absorbance vs. time:

a. Click or tap View, , and select Graph and Table.

b. In the Absorbance column header in the table, click or tap More Options, , and choose Add Calculated Column.

c. Enter ln Absorbance as the Name and leave the Units field blank.

d. Click or tap Insert Expression and choose Aln(X) as the expression.

e. Enter 1 as Parameter A and select Absorbance as Column X.

f. Click or tap Apply. A graph of ln absorbance vs. time is displayed. Double-click the graph to autoscale the graph.

g. To see if the relationship is linear, click or tap Graph Tools, , and choose Apply Curve Fit.

h. Select Linear as the curve fit and Dismiss the Curve Fit box.

i. Record the slope as the rate constant, k, and dismiss the Linear curve fit box.

8. Create a calculated column, 1/Absorbance, and then plot a graph of 1/Absorbance vs. time:

a. In the data table, click or tap More Options, , in the Absorbance column header, and then choose Add Calculated Column.

b. Enter 1/Absorbance the Name and leave the Units field blank.

c. Click or tap Insert Expression and choose A/X as the expression.

d. Enter 1 as Parameter A and select Absorbance as Column X.

e. Click or tap Apply.

f. Click or tap the y-axis label and select only 1/Absorbance to display a graph of 1/Absorbance vs. time.

g. To see if the relationship is linear, click or tap Graph Tools, , and choose Apply Curve Fit.

h. Select Linear as the curve fit and Dismiss the Curve Fit box.

i. Record the slope as the rate constant, k, and dismiss the Linear curve fit box.

9. To see any of the three graphs again, click or tap the y-axis label and choose the column you want to display.

10. Write up and explain your procedure to your instructor before beginning. Be prepared to answer questions.

PostLAb

1. Was the reaction zero, first, or second order, with respect to the concentration of crystal violet? Explain.

2. Calculate the rate constant, k, using the slope of the linear regression line for your linear curve (k = –slope for zero and first order and k = slope for second order). Be sure to include correct units for the rate constant. Note: This constant is sometimes referred to as the pseudo rate constant, because it does not take into account the effect of the other reactant, OH-.

3. Write the correct rate law expression for the reaction, in terms of crystal violet (omit OH-).

4. Using the printed data table, estimate the half-life of the reaction; select two points, one with an absorbance value that is about half of the other absorbance value. The time it takes the absorbance (or concentration) to be halved is known the half-life for the reaction. (As an alternative, you may choose to calculate the half-life from the rate constant, k, using the appropriate concentration-time formula.)

5. Print a copy of the graphs “Absorbance”, “ln Absorbance”, or “1/Absorbance”, and attach them to the lab

–

N(CH )

Diana Creel Elarde

EMOTIONS AND EMOTIONAL DEVELOPMENT CHAPTER 9

I want to thank you for coming

Two emotions we come with

Psychologist believe in the top of our brain stem, the emotions of grief and panic exist once we are born

We all start out with the same emotions!

1.You get to work, happy settle in after your first meeting you start to feel anxious, maybe even negative ---what happened to change your mood?

2. Changes are you have picked up an emotional state from one of your co-workers which has signaled something is wrong – like the good little warning beckon we are – we too feel and send out that message.

3. Are there people who feel more sad or negative during the day

4. Simply enough are you breathing? If you were to really listen in meeting you will be able to identify those people who are holding their breath or shallow breathing –

Sound like this - a sudden quiet intake of breath - or people who seem almost breathless when they are speaking to you -----

You have to remember this is a universal sign of danger for humans – and if you are not aware you too will minic their breathing and feel anxious

Development of our emotions

1. Hard wired emotions in the limbic brain – Panic and grief – shared by all mammals.

2. 6 months of age we begin to develop seven other emotions such as joy, disgust, fear, surprise, anger, sadness, worry - true of all humans

3. Amygdala recorder – Calm Family, dramatic, abusive – can be self protective.

4. Development of frontal lobes develop what we call our higher thought. Our reasoning portion of the brain will become to interact with our emotions – Verifying and acknowledging each other.

5. Why play becomes important, especially as we step out of our own family environment - expands our understanding of how we express our emotions.

6. Default emotional expression will be the patterns we establish early - as we get older We can change those patterns by making a conscious decision to change.

We step out of our immediate family environment we begin to adjust our emotional reactions – What’s proper behavior in our house, may not be in school, or at our friend;s house

Expression in learned early

There are the theories

The frontal lobe (the higher mind), is the most evolved part of the brain - capable of advanced reasoning.

And capable of advanced emotional evaluation

and emotional reflection, diversity, repression

The primitive limbic brain helped early man survive
Awareness of threats to survival

Our basic emotions are hard-wired into the limbic brain - panic and grief

Our first response – look for what threatens us!

We often look for the negative because that’s

how we learned to survive

The primitive brain likes patterns

80% of the time our brain is looking for what threatens us.

Like primitive man walking through the forest finding another human – decision friend or foe.

When we feel challenged……!

Fight or flight response is activated

Our challenges are not like early man, yet our reactions when we feel or perceive to be threatened can be.

Fight/flight – activation – our breathing becomes shallow, muscles tense, heart beat exceralted – we are ready for some type of action.

We are designed to stay in this state for a short period of time.

And the longer we are in this state…..

Emotions out of control!

The result can be poorly managed emotions…..

…making a smart person appear less smart!

Well let’s just say our emotional responses run amok under extreme stress and sometimes the results get us into trouble.

Nick and running the construction zone. Increasingly was having emotional outbursts in the office, effecting support staff in a very negative way.

Unfortunatly no one intervened on his behavior, one afternoon while driving to a client’s office he refused to follow the directions of a road construction supervisor. And nearly hit the guy with his car.

Let’s just say, you never want to see the mug shot one of your employees on the evening news

This behavior sometimes referred to as an amygalda hijack. Remember our thinking and primitive work our programmed to work together.

Prolonged stress starts to cut off the thinking portion, we become reactive.

Another example mom and child along the river – can’t remember jumping in and after the fact goes wait I can’t swim

Joke about the uber passinger

People can hijack our emotions

DILBERT – GREAT REFLECTION ON OUR WORKPLACE

Toxic people challenge our system and we need to be aware of who makes us feel bad and who makes us feel good.

And for those who make us feel bad we need to realize on some level that is their goal -----and that doesn’t mean we need to play with them.

If it they are directly working with us ---we need to remember we still choose how to react to them

CHALLENGE TO THE SYSTEM, OUR PRIMITIVE BRAIN

Unaware, we catch each other’s emotional state

Our breath, your breath

Always keep in mind the power of breathing!

Ok I know I am starting to sound like a yoga teacher,

When we are in fear – shallow, rapid breathing starts

Signaling the primitive brain our system is threatened

When we engage in controlled breathing we tell our brain –
its okay, we’re ok

And it tells others around us that they are safe,

Take a moment evaluate what is your breathing pattern?

Reactive or proactive, am I in control?

How do you want to feel 10 minutes from now?

Avoid an amygdala hijack!

What helps us to balance and will work together=

-----They need to work together to create balanced reactions and responses

Most of the time

What is Emotional Intelligence?

Emotional intelligence is your ability to recognize and understand emotions in yourself and others, and your ability to use this awareness to manage your behavior and your relationships.

Emotional Intelligence 2.0 Drs. Travis Bradberry and Jean Greaves

Recognize, understand – emotions –

Yours, others

Being aware – manage your behavior and relationships

Seems simple enough OK did you get it?

Let’s break it down

The four Core Skills

Emotional Intelligence 2.0 Drs. Travis Bradberry and Jean Greaves

Seems simple enough, but remember our brain doesn’t necessarily like to change -

How aware am I?

Self Awareness

What/ who makes me happy, sad or angry?

What emotion am I feeling this moment?

Aware of how I feel and I can describe the emotion

People high in EI allow themselves the luxury and I do mean that word of stepping back, send yourself 10 minutes into the future ---how do I want me, this situation the other person to feel 10 minutes from now?

Try the words – I’ll think about it ----that’s tougher and tougher in a world where the expectation is NOW. But the fact is when we respond in haste many times we create more problems, then if we take some time to think about it.

Example Daughter’s idea and I’ll think about it

What do I want to create resolution or conflict? The world is suffering from polarization – my way – those who can take others with them are the ones being recognized as leaders, whether they are in leadership or not.

What’s my level of self control?

Self Management

Ask yourself “Why am I feeling this way?”

Take a step back from reacting -“I need to think about this”

Reflection
Projection into the future
Choose a positive outcome

Example Daughter’s idea and I’ll think about it

What are others thinking and feeling?

Social Awareness

Listen with your eyes as well as ears

Widen your perspective – why do others feel differently than you do

Who makes you feel uncomfortable/who makes you feel safe?

In my class when we talk about emotions I’ll take this example for them.

I love you. The intent of the words, the body language may give us hints of inconsistency.

To safe yourself from wear/tear be careful of the toxic person – don’t let them hijack your emotional state

Dilbert is next.

Build solid relationships

Relationship Management

Speak to the person directly, especially if you think

there is a problem.

Are you taking things personally?

Find the high road and take it!

Sometimes we have to go directly to the source, when we listen to idle gossip we develop misconceptions

Example of Amy Sub. Took offense – didn’t come to me, complained to several people so I heard about it. I have too much respect to you to respond to you negativity and if my behavior was inapproptiat eI apologize.

I’d rather be right, then happy – Humor and Amanda’s raise?

But we can’t find our humor if we have cut ourselves off from our thinking brain and we are in that personal survival mode – when we are there all we can think of is how to save ourselves

Increasing your EI can help change your future

Start with the person in the mirror

Our future

If we are to successfully manage the changes we need in our country, our workplace and our lives we need to embrace techniques of EI

Learn the art of compromise!

I believe that EI is the answer

Perhaps it something we need to explore

=US shortage of workers particularly in technology, teaching,

The continued loss of talent within the workplace

Diversity and Dow Corning – conferences how women can come on as board of directors.

Bottom line – we need to remember our emotions should be honored, our reactions should be monitored.

There is nothing wrong with anger, it is the inappropriate display of anger – the yelling, the name calling, or even the silent treatment. All this does is create fear and anxiety.

And we can create the same relaxed and embraced relationship s with our homes, our families in all relationships \\

I’m not just talking to leaders here – I am talking to all of us – We all can be aware of how we feel, we all can choose to

A thought…..

Psychology 132: Psychology and Culture

Book: Matsumoto, D., & Juang, L. (2016). Culture and Psychology (Sixth ed.). Nelson Education.

This reflection essay should be 600 words and fully address the questions. Please make sure your paragraphs are complete (4-5 sentences) and grammar/punctuation has been checked. Essays have paragraphs!

After reading/hearing the power point presentation “EMOTIONS AND EMOTIONAL DEVELOPMENT” (File attached), answer the following questions:

1. What emotions are 'hard-wired' in the stem of the brain? How might these emotions be tied with theories related to Evolutionary Psychology?

2. Psychologist believe emotions become 'active' for all humans around the same time. What accounts for emotional expression? From Chp 9 what research may prove that we there is universal perception of emotions? What are the studies that find facial recognition may be universal? Might it be tied to genetic encoding?

3. What have you noticed about the expression of emotions in your family? Is your expression always aligned with your family's?

4. How might emotion antecedents be related to Emotional Intelligence? Of the 4 areas of Emotional Intelligence, which do you think you are strong in and why? Which area(s) do you believe you need to develop more skill in?

5. What do universal processes allow us to to do in different social, work and life situations?

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