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aquamarinecheetah390Lv1

28 Nov 2020

How many moles of carbon are in of ?

a. What is the given information and what do you need to find?

b. What is the molar ratio of ?

c. Setup the complete solution map to solve the problem, include the corresponding equalities.

d. Show the calculation of the molar mass of chromium (III) carbonate.

e. Solve the problem using dimensional analysis (a series of organized conversion factors with units), show the cancelation of units.

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Bryan BabieraLv7

22 Jan 2021

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I know its a lot of questions but anything helps! please help me im so lost!

1. Using the Beerâs law equation, A=Îµbc, where A - the unit-less absorbance, c - the molarity of the solution, and b - the path length in centimeters, find the units for the molar extinction coefficient, Îµ. Show your work. Donât include numbers. (10 pts)

2. Given the following data for a colored solution, find the concentration of the unknown sample given. You will need to print a graph of absorbance vs. concentration as discussed in the experiment to do this. This cannot be done by hand for credit. Please remember to include the graph with your prelab and label each axis. A title should be given to all graphs. (10 pts)

Trial	Concentration, (moles/liter)	Absorbance (unit-less values)
1	0.080	0.399
2	0.16	0.715
3	0.24	0.950
4	0.32	1.136
5	0.40	1.429
Unknown Solution A	X	1.337

The concentration of unknown solution A is (moles/liter) ________________________

Show your calculation with units here:

3. Determine the total amount of the stock solution you will need for this experiment. Record that volume here and then in the procedure where thereâs a blank for it: ________________________________mL of stock solution is needed for this experiment. (10 pts)

4. This multiple part question deals with concentrations.(10 pts)

A) What is the final concentration of iron(III) sulfate made if 17.804 grams of the solid is added to a 100.00 mL volumetric flask and then distilled water is added to the graduation. Assume the solid is anhydrous iron sulfate.

B) What is the concentration of sulfate ion in the solution?

C) What is the concentration of Fe3+ in the solution? Show your work.

5. You need 0.5000 M copper(II) sulfate solution for this experiment. Remember that copper(II) sulfate exists as a pentahydrate. (10 pts)

A) What is a hydrate?

B) What is the formula for copper (II) sulfate pentahydrate? What is the formula mass of this compound?

C) How would you, exactly, make 50.00 mL of a 0.515 M copper (II) sulfate solution?

D) Tell the exact mass of the solid needed.

Postlab Help- these are all the questions I need to answer (data at bottom). This was a titration lab where a saturated solution of borax was prepared by adding 25.0 g of borax to 50 mL of distilled water. We used two different temperatures by using a hot plate to heat the solution. After the solid settled, we took 5.0 mL of the decant on top and put it into a graduated cylinder. After this we titrated it with 100 mL of HCl:

Analysis

A1. Determine the concentration of the dissolved B₄O₅(OH)₄^2â in each sample titrated; show a complete calculation for beaker #1.

A2. Calculate K_sp for each borax solution.

A3. Prepare a graph of your results, plotting the two quantities x and y (as defined in the introduction). Label everything clearly! Draw a best fitted line.

A4. Using y=mx+b of your best fitted line, calculate DHÂ° and DSÂ° for this reaction. Make sure to keep track of units, especially for R, so that the units of DHÂ° and DSÂ° work out sensibly.

Post Lab Questions:

Q1) What would happen to experimental Ksp if the buret was contaminated with other acids?

Summary :

Solubility of borax (make sure to indicate the unit and condition) :

Ksp (one or many? What makes sense?) :

Include graph (site the page). Include all relevant information directly on the graph.

Experimental DHÂ° in kJ/mol :

Theoretical DHÂ° in kJ/mol :

Experimental DSÂ° in J/mol K :

Theoretical DSÂ° in J/mol K :

Trial	Initial Volume (mL)	Change in Volume (mL)	Final Volume (mL)	Temperature (^oC)	Volume decant (mL)
1	0.3	10.6	10.9	24.0	5.0
2	10.9	15.9	26.8	30.5	5.0

please help me with this lab.

Ethanol Production

(Thermal Energy Conservation)

Lab Objective

Through this lab exercise, the principle of conservation of charge will be demonstrated using an adopted problem-solving methodology and a simple Matlab exercise.

Materials

Matlab 2007 or higher

Lab Assignment

Introduction

GASBUGS INC. is actually a division of a much larger alternate, fuel-generating corporation known as BIOFUELS INTERNATIONAL. One thing this company produces is ethanol (C₂H₆O) from an industrial process that uses a type of yeast (Saccharomyces cerevisiae). The elemental formula of S. cerevisiae is CH_1.83 O_0.56 N_0.17 and it has a heat of combustion of approximately -21.2 kJ/g. In their batch process, .25lb_mNH₃ and 5.0lb_m glucose are combined with the yeast at 25^oC. After the reaction goes to completion (at least one of the starting reactants is used up), 1. 4 lb_m of ethanol is produced. The unbalanced reaction for this process is:

C₂H₆O (s) + NH₃ (g) â C₃H₈O₃ (l) + C₂H₆O (l) + CH_1.83 O_0.56 N_{0.17 +} CO₂(g) + H₂O (l)

Note: 1 mol of glucose produces .5 mole glycerol (C₃H₈O₃₎ and that the ration of NH₃ to H₂O is 1:1.

You are told that it is likely that too much glucose is being added in the batch reactor process. It is your goal as the production engineering support specialist working for BIOFUELS INTERNATIONAL to model this scenario to determine how much unnecessary glucose is being added to reduce waste and cost.

Procedure

Follow the 4 steps of methodology for solving problems on pp. 44â46 of your textbook to set up the model.

Using MATLAB, create a plot that demonstrates the impact on ethanol production as the amount of glucose in the reactor varies from 1.0 lb_m to 10 lb_m.

Questions

How much excess glucose was being added to the reactor?

What is the ideal amount needed?

How much heat was produced and subsequently removed from the system?

Interpret the Matlab plot produced.

1.8 Methodology for Solving Engineering Problems. page 44-46. four steps.

Developing a pattern or methodology for solving engineering problems is important for consistency and thoroughness. The application of accounting and/conservation equations (discussed in Chapters 2â6) should be carried out in an organized manner; this makes the solution easy to follow, check, and be used by others. As a new engineer, you may find going through these many steps tedious and excessive for seemingly simple problems. However, when the level of difficulty increases, having a method or process to fall back on will be invaluable. Experienced engineers use most of the steps below when solving real-world problems.

The methodology laid out here or one similar to it should be used to solve problems throughout your career. The method outlined below is a general guide of the steps that will be followed to solve problems in Chapters 3â6 of this book, and as in real-world problems, only steps applicable to the problem should be performed. Other methodologies for solving problems are also valid; the critical issue is that you develop a thorough method and implement it regularly. As you mature as an engineer, it is appropriate that you develop your own problem-solving method.

1. Assemble. Information regarding the problem, including a picture, should be assembled and rewritten.

(a) The objective of the problem or the answer that you are seeking to findshould be clearly stated. This is often written as: Find: the flow rate ...

(b) Draw a diagram showing all relevant information. Often a simple box diagram showing all components entering and leaving the system allows information to be summarized in a convenient way. The system, surroundings, and system boundary should be drawn and labeled. When possible, all known quantitative information should be shown on the diagram.

(c) Set up a calculation table. The known values on your diagram, the components entering and leaving the system, form the foundation for the table. Units should be consistent across the table. The unknown components on the table (blanks) are often the desired answers. As you solve for different components, you can fill in the table. (Developing a table is optional, although useful, especially in multicomponent mass balance problems)

2. Analyze. A framework for understanding what is known and what is not known is developed at this stage.

(a) State any assumptions applied to the problem. Biological systems are extremely complex, since many processes and reactions, as well as transport of materials, are often going on simultaneously. Knowing when and where to make assumptions to simplify the system to a few salient features is the mark of an outstanding engineer. An example of an assumption is that the human forearm can be modeled as a cylinder.

(b) Collect and state any extra data. In this step, you may need to research information about a component in your system that was not given in the problem definition. An example of extra data that you may need to look up is the viscosity of plasma.

(c) List the variables and notations (symbols) adapted for the problem, and select a set of units for the problem. Typically, a choice is made to use either metric or British units throughout the problem.

[Note: The notations for variables may vary from discipline to discipline, but standard variables that are inherently understood within a subject do not always need to be listed. For example, kinetic energy is defined as EKin physics, but as T in mechanics. If you are calculating data that will be shared with coworkers of the same discipline, it is not necessary to define standard variables. Rather, variables specific to an aspect of the problem need to be defined (e.g., Fs = force of the astronaut on a chair).]

(d) State a basis of calculation. A basis is a specified input or output to a system (usually given as a flow rate or amount). In some problem statements, the basis is given. In other problems, values of components are given relative to one another and not as absolute amounts or rates. Select a basis if one is not given. Mass (Chapter 3) and energy (Chapter 4) problems often need a basis.

(e) If the problem involves chemical reaction(s), list the compounds involved and stoichiometrically balance the equation(s).

3. Calculate. Equations are developed and solved in a logical manner.

(a) Write down all appropriate accounting and/or conservation equations.Writing down the governing equations and then simplifying them by analyzing the system to eliminate unnecessary terms can be a helpful tool in solving engineering problems. For example, if asking the question, âIs this system at steady-state?â results in a positive response, the governing equation may be simplified by making the Accumulation term equal zero. This concept will be discussed further in Chapter 2. Write down any other essential equations needed to solve the problem.

(b) By applying the appropriate equations, calculate the unknown quantities. This is the heart of solving the problem and may require extensive effort. In some cases, the calculation of unknown quantities can be done sequentially. In other cases, it may be best to solve a series of equations using MATLAB or other computer software.

[Note: For a multi-unit or complex mass and energy conservation problems, a strategy to solve the problem may be required. A degree-of-freedom analysis is a systematic method to demonstrate whether a problem can be solved with the stated information and can help determine the sequence in which the equations should be solved. This process is discussed in chemical engineering textbooks (e.g., Reklaitis, Introduction to Material and Energy Balances, 1983).]

4. Finalize. Correct answers to the problem statement are stated clearly.

(a) State the answers clearly with appropriate significant figures and units. Confirm that you answered the specific questions asked by the problem

Laboratory Report Cover Sheet
DeVry University
College of Engineering and Information Sciences

Course Number: ECET301

Professor:

Laboratory Number: 3

Laboratory Title: Ethanol Production

Submittal Date: Click here to enter a date.

Write a brief technical lab report summarizing the technical facts learned from this lab. The report should be organized to provide the following:

Section 1âIntroduction: An introductory/summary paragraph describing the type of conservation principle being analyzed and the key elements that will be discussed relating to this principle.

Section 2âModel: The documented model using the standard problem-solving methodology in section 1.8 of your text.

Section 3âPlot: Matlab plot with script to generate.

Section 4âDiscussion: A section describing the most important characteristics shown, or demonstrate via the modeled and collected data. Also include a practical example of how the information learned in this assignment might help you in a job setting in the real world.

Section 5âConcluding Remarks: A summary statement listing the most positive aspects of the assignment and any difficulties encountered.

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