...3802 DWR 25 Jul 15 Talking Paper For use by Motor Transportation Platoon Commander SUBJECT: Guidance for Change in Mission of Motor Transportation Platoon PURPOSE: To provide recommendations in prioritizing and sourcing guidance ggggggggggfor change in MT Platoon’s mission on the upcoming deployment. ISSUES: (1) Issue 1 Background: a. With the change of mission from logistical resupplies to security, patrolling and reaction force preservation, proper training requirements need to be identified IOT for the platoon to be mission capable and prepared for the upcoming deployment. Talking Points a. Make liaison with the Operations officer for the unit we will be supporting. This will give us an understanding on what kind of missions we can train for, along with the mission essential task. Using the Infantry Training and Readiness Manual 3500.44 as a training standard will also help prepare the Marines for the new mission. Also using the above references will provide training techniques in which the platoon will need to be proficient in. (2) Issue 2 Background: a. What kind of maintenance capabilities will we have now that we won’t be part of the MLG? What certifications will the Marines need? What equipment and modifications will be required for the vehicles? Talking...
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...bodies such as the legs , calf muscles and building up our core strength, one example is that we did something called “plank and roll” this was fun but difficult when holding into the plank but I felt this got me warmed up and got me very fit, therefore I explored various warm ups and exercises that will help me in the future. Within this session I had explored a lot about the methods and elements of dance the task was on one of the methods of dance which is “Action and Reaction, from previously using action and reaction In acting sessions i had a bit of a clue in what it could be and it was basically reacting to one another by giving one person an action for them to react to. The second part of the task was to get into pairs and we did this with the second year dancers who we didn’t know that well but this gave us a chance to communicate and get to know each other as well as working together. Once we was in pairs we then got asked to name each other A or B , in this task A was action and B was reaction. Marie showed an example of what she wanted us to do in pairs, she got poppy one of the second year students to stand still and Marie would tap one part of her body and poppy would react she did this by moving the arm fluently , or move her head slowly around or bend the knee. B then became A and we did the same thing. After this we then did the same thing but...
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...CHEMICAL EQUILIBRIUM Equilibrium occurs when the rate of the forward reaction is equal to the rate of reverse reaction. Concentration of the reactants and the products remain the same. Dynamic equilibrium occurs when the processes do not stop and forward and reverse reactions still continue in both directions at the same rate. A homogeneous reaction is a reaction wherein all the reactants and products are in the same phase e.g. all are gases. A heterogeneous reaction is a reaction wherein all the reactants and products are not in the same phase. If there is no interaction between the system and its surroundings, i.e., a system from which no substances in the reaction can escape, we say it is a closed system. Calculation of the substance amount and concentration at equilibrium We can determine the concentration of the substance by dividing the number of mol of the substance at that stage of the reaction by the volume of the container in dm3, i.e.: c= n/V where c or [ ] = concentration of the substance in mol.dm-3 n = number of mol of the substance V = volume of the container in dm3 It is handy to use a table to determine these values. Example 1 A mixture of 5 mol H2(g) and 6 mol I2(g) are placed in a sealed container of 2 dm3 at a temperature of 4580C. The balanced chemical equation for the reaction is: Equilibrium is reached after a certain time. At equilibrium there is 4mol HI(g) in the container. Calculate the concentrations...
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...Acetylcholinesterase Abstract: A series of three labs were combined to observe the effects of some common biological enzymes: Catalase, Tyrosinase, and Acetylcholinesterase (AChE). Enzymes are catalytic proteins, that when present in a chemical reaction, are able to lower the action potential needed to create the reaction without being destroyed or altered themselves in the process. In Part A, my hypothesis stated that when Catalase is combined with H2O2 the rate of conversion to water and oxygen gas should double when 5-10 drops of enzyme is added and quadruple when 10-20 drops are added. In Part B, my hypothesis stated that increases in enzyme concentration or buffer pH the substrate of the final product will yield increased substrate, also, if the substrate concentration is increased then the enzyme will be less diluted, the buffer pH will increase, or there will be a temperature increase. In Part C, my hypothesis stated that tacrine will have an inhibitory effect on AChE, and that those effects will increase as the level of concentration increases. In all three labs I postulated that increases in temperature and concentration levels and would increase the rates and decrease time to form chemical reactions. We setup each lab with a series of increased concentrations and a control trial using DiH2O. We observed the results using the following instruments: LabQuest and LabQuest App, a Spectrometer, an Oxygen Gas Sensor, LoggerPro software, and class data was...
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...effect that enzyme concentration has on reaction time and the effect that substrate concentration has on enzyme reaction. Enzymes are biological catalysts that catalyze different chemical reactions. In general, enzymes are proteins and they are each specific to specific chemical reaction. In order for enzymes to process properly, they should maintain a specific three dimensional structure. When enzymes function, they combine with their substrates (reactant) to form susbtrate-enzyme complex. Then this complex converts into a product and unaltered enzyme. Substrate + Enzyme Substrate-Enzyme Complex Product + Enzyme OR Substrate –Enzyme Product (From this equation, in general, the reaction of enzyme is irreversible.) Some of the factors that affect the rate of reaction are temperature, pH, enzyme concentration, substrate concentration, product concentration, etc. The rate of reaction is affected by the level of pH. The extreme level of pH can denature enzyme and result loss of its action. The optimum pH is 14 and this is the level of pH where the rate of reaction is the highest. Temperature also affects the rate of reaction. As temperature increases, the rate of reaction increases as well; however, it increases until the optimum temperature. After optimum temperature, the enzyme denatured. The concentration of enzyme and substrate affect the rate of reaction. In theory, the higher the concentration of substrate, the faster the reaction rate processes. This is because when...
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...EDAHOD5 ASSIGNMENT 2 UNIQUE NUMBER : 198446 DUE DATE 18 SEPTEMBER 2013 QUESTION 1 Assessment Activity : Conduct a practical investigation to determine the effect on the rate of a chemical reaction by one of the factors of temperature, surface area or concentration. Assessment Checklist Learners Name & Surname : Physical Sciences Task : Practical Investigation of Effect on Rate of Reaction by temperature, surface area or concentration Date : Criteria Investigative Question Hypothesis Variables Correctly Identified Table of Results Graph of Results Conclusion Yes/No Grade 12 Assessment Grid Learners Name & Surname : Physical Sciences Task : Practical Investigation of Effect on Rate of Reaction by temperature, surface area or concentration Date : Criteria Investigative Question clearly stated Hypothesis Formulated Independent, Dependent and Constant Variables Correctly Identified and stated Experiment designed and steps clearly set out Results of experiment tabulated Results represented graphically Conclusion and Evaluation TOTAL MARKS : 20 Marks 2 2 3 5 3 3 2 Grade 12 RUBRIC TO ASSESS PRACTICAL INVESTIGATION ON EFFECT ON RATE OF REACTION BY TEMPERATURE, SURFACE AREA OR CONCENTRATION NAME OF LEARNER : DATE : CRITERIA LEVEL0 LEVEL1 LEVEL2 LEVEL3 LEVEL4 GRADE 12 Conducts a practical investigation Did not attempt or completely incorrect. Correctly plans a practical investigation by identifying correct investigative question, hypothesis, variables and apparatus...
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...Experiment #36 and 36b Preparation of the Grignard Reagent and Benzoic Acid Purpose- In this experiment we learned to prepare a Grignard reagent, phenyl magnesium bromide, which we then converted to a carboxylic acid. Procedure & Observations- First we started by setting up our apparatus for Grignard reactions. We started by making sure all glassware was completely dried as a Grignard reaction would not occur if water is present. We used a 100ml round bottom flask for our solution and placed it on a hot plate to control the heating process. We then weighed out 0.4920g of magnesium turnings and placed it into the round bottom flask. We also measured out 2.1ml of bromobenzene into a 50ml flask and got a weight of 3.0557g. We then added 10ml of ether to the 2.1ml of bromobenzene and pipetted half into the round bottom flask. The other half was then added to the separatory funnel along with an additional 7ml of ether. From here we began heating the mixture until boiling started to occur. Once the reaction started to begin we got an instant brownish color change. We also ended up using a drop from another group’s reaction to help move along the process. Once this happened we began slowly adding the remaining bromobenzene over a five minute period. Once it had all been added we added an additional 1ml of ether to rinse the funnel. We then heated under gentle reflux till all the magnesium had dissolved. After this we allowed...
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...2. F2 + Cl- → F- + Cl2 Write all the possible conclusions you can draw from this equation based off your electrochemistry knowledge. 3. Cu2+(aq) + 2e- Cu(s) Eo = 0.34 V Cr3+(aq) + e- Cr2+(aq) Eo = - 0.41 V, Write the cell reaction and calculate EMF. 4. M(s) + 3 Ag+(aq) --> 3 Ag(s) + M3+(aq) | E = +3.16 V | M+(aq) + e¯ --> M(s) | E = +0.20 V | According to the information above, what is the standard reduction potential for the half-reaction M3+(aq) + 3 e¯ --> M(s)? 5. Half-cell 1: strip of Al(s) in 1.00 M Al(NO3)3(aq) Half-cell 2: strip of Cu(s) in 1.00 M Cu(NO3)2(aq) Half-cell 3: strip of Fe(s) in 1.00 M Fe(NO3)2(aq) Galvanic cell Half-cells Cell reaction Ecello( V) X 1 and 2 2 Al(s) + 3 Cu2+(aq) 2 Al3+(aq) + 3 Cu(s) ? Y 1 and 3 2 Al(s) + 3 Fe2+(aq) 2 Al3+(aq) + 3 Fe(s) 1.22 Z 2 and 3 Fe(s) + Cu2+(aq) Fe2+(aq) + Cu(s) 0.78 Calculate the cell potential of Galvanic cell X? In all the three cells X, Y and Z, What reaction takes place at the three half cells like oxidation or reduction or neither or both. 6. What are the factors affecting rates of chemical reactions? 7. How does a catalyst speed up a chemical reaction? 8. Define order and write its characteristics. 9. Write the rate law for NO(g) + NO(g) N2O2(g) slow N2O2(g) + O2(g) 2 NO2(g) fast 10. Calculate the rate law. Experiment | Initial [NO] (mol L¯1...
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...Types of Chemical Reactions The vast number of chemical reactions can be classified in any number of ways. Under one scheme they can be categorized either as oxidation-reduction (electron transfer) reactions or non-oxidation-reduction reactions. Another completely different but common classification scheme recognizes four major reaction types: (1) combination or synthesis reactions (2) decomposition reactions (3) substitution or single replacement reactions (4) metathesis or double displacement reactions The Four Major Types of Reactions Name General Reaction Pattern Combination or synthesis A + B ----> AB Decomposition AB ----> A + B Substitution or Single Replacement A + BC ----> B + AC Metathesis or Double Displacement AB + CD ----> AD + CB Combination or Synthesis Reactions Two or more reactants unite to form a single product. S + O2 ---------> SO2 sulphur oxygen sulphur dioxide 2 S + 3 O2 ---------> 2 SO3 sulphur oxygen sulphur trioxide 2 Fe + O2 ---------> 2 FeO iron oxygen ...
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...misconception is that catalysts lower the activation energy of a reaction, whereas really, they are using an alternative route of the reaction in order for the bonds of the reactant to be broken with a lower activation energy. The way catalysts situate this ‘alternative route’ is by binding to the reactant molecule and changing the electron configuration so that there is high electron density near the bond that are trying to be broken. As electrons have a -1 charge, they repel when within close proximity. The electromagnetic force then causes these electrons to repel, therefore breaking the bond at a lower activation energy level by using an ‘alternative route.’ An effective, yet simple analogy can be used to describe the way catalysts work, for example, take a steep, curved hill like the shoddy one you see below. The hill has a road starting from the foot of the left side and finishing on the foot of the right side of the hill. There is also a tunnel running through the hill. A car can go over the hill, resulting in the same finishing point as the tunnel despite taking longer and using more energy. The car could use the alternative catalyst route, which enables it to get from one side to the other in a shorter time period, without using as much energy. The reactant, the car in this case will always have the tunnel, the catalyst to use, as during reactions catalysts remain unchanged throughout the reaction. Where are they used? Catalysts are used in everything from our...
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...biochemical reactions. The enzymatic reactions were looked at by the use of two comparable reactions of enzyme invertase and a acidic form of the reaction. The order of the nonacidic enzymatic reaction was zero order due to substrate concentration and due to the fact that the reaction was time dependent. It is also due to having large R2 value at 0.9932 for D run and a smaller R2 value at 0.9902 for C run. The acidic runs had a first order reaction, which had a lower R2 values at 0.9028 for run D and 0.9028 for run C. Also, the percent error in run C at 33.31% was found to be much lower than the percent error in run D at 55.77%, which mean the concentration of run C is more effective than run D. I. Introduction In this experiment the chemical kinetics of the enzyme catalyzed inversion of sucrose was studied. The reaction that we will study in this experiment is the inversion of sucrose, catalyzed by the enzyme invertase that is derived from yeast: The rate of reaction of this reaction was compared to the same reaction that is to be catalyzed by hydrogen ions. Enzymes make up an important class of proteins that are used to catalyze a wide array of biochemical reactions. The enzyme that was used to catalyze the reactions in this lab experiment was the enzyme invertase (β-fructofuranidase). The first to propose the basic mechanism for enzyme-catalyzed reactions was Michaelis...
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...Chapter 7-9 Homework Key, CH341 |1. |Give the major organic product of the reaction of 1-ethylcyclopentene with each of the following reagents. Show |[pic] | | |stereochemistry when appropriate. | | |a. D2 with a Pt catalyst. D’s add |b. H-Br |c. H2O with H2SO4 as a catalyst. |d. Cl2: the Cl’s add trans to the | |cis | | |C=C. | |[pic] |[pic] |[pic] |[pic] | 2a. Draw an arrow-pushing mechanism for the following reaction. [pic] [pic] The methanol attacks from the back side of the cyclic bromonium ion, since the Br is blocking the front side from attack. b. This is two additions of H-Cl to a pi-bond, one after the other. [pic] [pic] [pic] 4. Give IUPAC names for the following structures |a. |[pic] |b. |[pic] | | | | |4-butyl-5-propylcycloheptene | | |7-propylundec-2-yne ...
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...Introduction: I carried out an experiment to determine how the concentration of an enzyme will cause a change in the initial rate of reaction. I worked with three other people and split different tasks between ourselves. This experiment required a lot of safety measures to be taken. Safety: Goggles were needed for the experiment to avoid contact with eyes as we were using hydrogen peroxide which is corrosive, and hot water. Lab. Coats were a necessity in order to avoid the risk of getting the corrosive and possibly irritating substance on our clothes, which may seep through to the skin and cause an allergic reaction or burning. Extra safety required when using the “cork borer” as it is a sharp object which may pierce through the skin in the process of cutting a cylinder of the potato. Hypothesis: My hypothesis was that as the concentration of the enzyme increases so will the rate of reaction as there is more molecules available allowing more collisions to occur in a shorter period of time. The rate of the reaction will be measure by the amount of oxygen produced when the enzyme reacts with the solution. Apparatus - Potato (enzyme) - Hydrogen peroxide solution - Buffer solution - boiling tube - Bung and Delivery tube - Measuring cylinder - Thermometer - Cork Borer - scalpel - white tile - Water baths - Stopwatch - 10cm3 syringe barrel - Ruler - Clamp Stand Method: Step 1: Join the boiling tube to the 10cm3 syringe barrel via delivery tube. Step 2: Use...
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...LABORATORY NOTEBOOKS Why do we keep a lab notebook? In the ‘real world’, you will be expected to record what you do and how you do it, with the data clearly identifiable. There are 2 reasons for this: • Any scientific experiment is only considered valid if it can be repeated by someone else using your notebook. • If you develop a new product or process, your notebook becomes a legal document that can be scrutinized in a court of law, especially in cases of patent infringement. In order to meet these requirements, certain conditions must be met: • Notebooks shall have bound pages, loose-leaf and spiral bound are not acceptable. • All pages must be numbered prior to use. This will show if any pages have been removed that contained data that might compromise interpretation of your conclusions. • All data shall be entered chronologically. Do not leave empty pages to insert information later. If you finish with a large expanse of blank page, put a line through it to show that it will not be used. • All notes are to be made in indelible pen – pencil will be penalized. If you make a mistake, just draw a single line through it, not a childish scribble to hide all traces! • All data will be recorded in your lab notebook at the moment it is generated. No notes shall be written on scraps of paper or memorized for later. Other notes about the lab notebook: All pre-lab and experimental work is hand-written...
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.../* * * Java II PRG 421 * June 20, 2011 * Week 4 Assignment * */ package javaapplication46; //import utilities import java.text.NumberFormat; import java.awt.event.ActionEvent; import java.awt.event.ActionListener; import javax.swing.*; import java.awt.*; public class JavaApplication46 extends JFrame implements ActionListener { //Arrays declared int loanTermsYears[] = {7, 15, 30}; double annualRatesPercentage[] = {5.35, 5.5, 5.75}; public class JTabbedPane { JPanel mainSettings = new JPanel(); JTabbedPane tabs = new JTabbedPane(); } //Labels declared JLabel AmountLabel = new JLabel("Loan Amount:$ "); JLabel PaymentLabel = new JLabel("Monthly Payment: "); JLabel InterestLabel = new JLabel("Interest Rate %: "); JLabel TermLabel = new JLabel("Loan Term"); //Text Fields declared JTextField mortgageAmount = new JTextField(7); JTextField Payment = new JTextField(7); JTextField InterestRate = new JTextField(3); JTextField Term = new JTextField(3); //Buttons declared JButton Loan7yrs = new JButton("7 years @ 5.35%"); JButton Loan15yrs = new JButton("15 years @ 5.50%"); JButton Loan30yrs = new JButton("30 years @ 5.75%"); JButton ExitButton = new JButton("Exit"); JButton ClearButton = new JButton("Reset"); JButton CalculateButton = new JButton("Calculate"); // Text Area and ScrollPane declared JTextArea LoanPayments = new...
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